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 whose falsity I was convinced.” This moral weakness he thought altogether inconsistent with the advancement of the sciences. (2) Historical and material, including as causes the migration of nations by which existing orders of civilization have been annihilated; the obscurity of ancient manuscripts, requiring more time to decipher their meaning than it would take to discover from nature their meaning; the ever increasing use of commentaries in the study of originals, in which the diverse opinions of the commentators lead farther from the original sense; the practice of scholastic disputation which is taught the pupils before they know what they are disputing about; and the practice of regarding teaching as a trade rather than a profession, thus causing many bright minds to select other vocations, and to bring to the work incompetent and coarse minds.

The second part treats of the decline of grammar, and the third part of the art of teaching, in which he gives some most sane directions. Schools should be located in the most healthy part of the community. They should not be too near commercial centres; at the same time, they should not be too distant from the centre of population. As to teachers, they should have good academic training; they should be skilled in the art of imparting knowledge; and their morals should be such as would furnish examples to their pupils. Covetousness and ambition, above all things, should be unknown to them. Teachers who have ambition and reputation in their minds are thereby unfitted for the work of teaching. On this account, the state should fix the salaries, and the compensation should be the wage of honest men. There should be