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in the early stages of education. This is an absolutely unman-
ageable evil. It meets, and thwarts, and laffles, and dis-
htartens, at every point and in every department, the most en-
thusiastic, energetic, and conscientious instructor. It is fast
reducing us to be a nation of superficial sciolists and empty
drivellers. It is a crack in the foundation which runs
through the whole superstructure, mounts to the dome, and
endangers all. We may plaister it over, ingeniously and
skillfully, but the weakness remains.  WORSE STILL, AND
WORST OF ALL, the very attempt to hide the defect, recoils
upon our moral nature, strikes in upon the inner man; and
SHOWY PREmENSE BECOMES INEVITABLY MORAL TURPITUDE. Now
the only remedy is a reform in the lower departments of
instruction. This can be effected by the Normal School on-
ly; by the stricter methods, and the more accurate acquire-
ments which it is enabled to enforce; thence it may be ex-
tended to the common school arid the academy; and return-
ing to the University in the person of pupils formerly train-
ed in the Normal School. may constitute, in every class, a
nucleus of trained, and disciplined minds around which
others may gather, as examples of thorough and successful
culture. The great design of education is not merely to
communicate knowledge, but to discipline and invigorate the
faculties; to render the mind, not passively recipient, but re-
productive. For this purpose, the method adopted in every
well directed Normal School, is not merely the best, but the
only possible, or conceivable method. Require the instant
reproduction; never allow the pupil to consider a subject
mastered, until all the facts, principles, trains of reasoning,
the whole process of investigation, can be distinctly stated
in language satisfactory to himself, and intelligible to others.
This habit formed in the Normal School, and transferred to
every department of the University would, of itself, suffice
to revolutionize our system of education, and rais; up a new
race of thinkers, and men.