The Editor indulges the belief, t. this volume contains all the Instructions upon education, of much importance, ever written by the excellent WATTS. The circumstances, under which the original work was composed and published, may account for its numerous inaccuracies. These, however, may be regarded as minute spots upon the face of a glorious luminary. That these should be wiped away, must be the desire of every friend to the great author. This has been attempted by one, whe begs to be considered among the most ardent and devoted. The corrections relate principally to grammar, punctuation, orthography and superfluor words. Beloved Fellow-Laborers, TO TEACHERS Permit me to assure you, that I have found no other human text-book tha. ppears nearly equal to this treatise of Watts, for interest and utility Having taught it to sixteen classes, it has appeared brighter and brighter like the finest gold. May you have occasion to estimate its solid worth still more and more. To teach in the best manner, you must have your own plan. If in any measure, you adopt that of another, you must approve and use it as wholly your own. It must become, as it were, & part of your very selves, like your daily bread. I shall rejoice, if any of you can derive assistance fron the following HINTS FOR TEACHING WATTS ON THE MIND. 1. Assign for a lesson from 3 to 8 pages. 2. Mention any printed questions, which you would omit. 3. Direct your pupils to read the lesson once, chiefly with a view to understand it. 4. Let them read it again, to judge, whether the sentiments are true; to perceive their connection, and fix in the mind the leading thoughts. 5. They may read it once more, ascertaining and committing to memory the answers to the questions. 6. Fill your own mind and heart with the contents and spirit of the .esson. 7. Ask your pupils the printed questions, keeping a record of their performances. 8 Go over the lesson again, without record, with much lecturing, questioning and plain talk. 9. Make the utmost efforts to impress their minds with the truths and duties inculcated. 10. Encourage them to state with freedom their inquiries and objections. 11. Give them questions to be answered in writing or otherwise, at a future recitation. 12. Let their compositions be upon the subjects of their lessons. 13. Let every 5th or 6th lesson be a review of the preceding 4 or 5, the pupils first reciting to each other, with mutual certificates, to be recorded. Form of Certificate. Miss A-B- has promptly and correctly recited to me answers, in the last review. [Date] CD. 14. Let them review the whole, and be faithfully examined at the class of each quarter. 15 Inquire from time to time, their manner of studying. 16. After two or three years, let them go through the course again, in quiring particularly, how far they have practised the directions of Watta and with what advantage. Eutered according to the Act of Congress, in the year 1833, the Clerk's Office of the District Court of the District of Massachusetts. J. E EDITOR'S INTRODUCTION. 1. Popularity of Watts on the Mind. Probably no other work, upon the same subject, has been so highly and so justly approved, as this little treatise of Watts-no other, upon which the hours of the reader and student have been so pleasantly and so usefully employed. And of all literary subjects, this seems to be the most important. 2. Object of this work. The grand object, which the author keeps continually in view, and continually presses upon the reader's attention, is to improve and enrich the mind; " to teach the young idea how to shoot;" to unfold and invigorate the faculties; to store the mind with the most useful knowledge; to nip the buds of prejudice; to counteract its poison; to stay the tide of passion; to emancipate the mind enthralled; to expand, to elevate and liberalize the views; to form the habits; to subject every power, thought and pursuit, to the empire of reason; to subordinate all to the service of God-in short, to prepare the mortal and immortal part of our nature, for the greatest possible usefulness and enjoyment both here and forever. 3. Usefulness of this work. Of all human compositions, then, this is probably the most useful for the young, as soon as they can understand it. Such a conclusion might be warranted, though we considered merely its immediate effect upon the Grand object of Watts of this treaties? What would he unfold and invigorate? With what would he store the mind? What poison would he counter act? What would he subject to the empire of reason? To whose service, should every thing be subordinate? For what, would he prepare the whole of our nature? What human composition sec na to be most useful to the young? How early should they attend it ? mind. Much more must it appear just, when we consider, that the chief advantages of an acquaintance with this work, azise from its more remote influence. It lays a foundation to pursue every other study, and to employ every other means of knowl edge and improvement, in the best manner. The unhesitating voice, of every examiner, seems to have been, "The work is excellent." It is, doubtless, the most approved and admired, of all the prose works of the great, the good, the candid, the liberal, the useful man, whose name it bears. It is not the growth of a day; but the worthy product of twenty years-a product, from the choicest seed, in the richest soil, with the finest culture, beneath the most geniz Buns, and refreshing showers. 4. Johnson's Encomium. "Few books," says Dr. Johnsor!, in his Life of Watts, "have been perused by me, with greater pleasure, than his Improvement of the Mind; of which the radical principles may indeed be found in Locke's Conduct of the Understanding; but they are so ramified by Watts, as to confer on him, the merit of a work, in the highest degree useful and pleasing. Whoever has the care of instructing others, may be charged with deficiency in his duty, if this book is not recommended." 5. This work, considered as a Logic. Considered as a treatise of Logic, it is probably superior to any work, bearing the name-better suited to answer the great and noble end of logic. The author, indeed, seems to have regarded this work as something very much like a logic. Having some years before, published a treatise of logic, that had been well received, he thought "the learned world might possibly admit this as a second part or supplement to that treatise." But though the author considers it scarcely worthy to be called treatise, yet to me, it appears greatly superior to the elder work, and in point of merit, much better entitled to be considered the first or principal part. There is another reason, why it should be considered the first part, at least, in the order of time, or in the arrangement of studies. It is much more easily understood. If, as it is generally and most justly acknowledged, logic is the art of investigating and communicating truth, this little work, which the author was willing should pass for a mere Supplement, is perhaps better entitled to be called A LoGIC, than any other, that has yet appeared. Surely no other human For what, does an acquaintance with this work lay a foundation? What is the most approved of all he prose works of Watts ? What great critic has given a high encomium of this work? Character of this work, considered production is suited to afford such a clear, steady safe, bril lient light, to direct, animate, and encourage us, in the path of knowledge. Its unrivalled simplicity and perspicuity of style, notwithstanding some minor faults, its lively and touching il lustrations, its plain, sound and useful maxims and precepts, can hardly fail to recommend it to the understanding and heart of every lover of truth. 6. Its Grand Characteristic. Its grand characteristic is, that it is so practical. While it is far enough from being an assemblage of dry maxims, a mere compend of dogmas-while the author most fully, clearly, and delightfully states his reasons, he is continually informing us, how to think, how to feel, how to converse, how to act, in order to grow wiser and better--" and better thence again, and better still, in infinite progression." 7. It most happily combines theory and practice. Probably in no other work of man, are excellent theory, practical direction and illustration more happily combined. We are addres sed, as being at once capable of the most noble speculation, and the most useful practice; and each of these is made to reflect the most brilliant lustre, from the effulgence of the other. Perhaps it is not venturing too much to say, that probably this little volume contains a greater number and weight of useful directions, to aid us in the most important business of life, than are to be found in all the great works of Locke, Reid, Stewart and Brown. 8. Should be faithfully studied. A work, so enriched with instructions-instructions, so excellent, so momentous-instructions, which are continually needful, to regulate our conduct and rouse our energies-instructions, that should be most familiarly fixed in the mind, and seem to make a part of our very identity a work, replete with such instructions should be studied; faithfully and laboriously studied. One or two hasty, or even thorough perusals of such a work, are by no means sufficient. 9. Yet one reading may be useful. Not that in such a case, indeed, the time would be lost. One reading, and that a very rapid one, may prove of real utility to a vigorous youth, who pants for improvement. Though he may be able to retain scarcely a maxim or an idea, for a single year, yet his mind re ceives impressions, that can hardly fail to be salutary. He is induced to form a higher estimate of knowledge and menta. improvement, and his heart beats higher and more effectually Grand characteristic of this work? What information is the author continually giving us? What does this work most happily combine?-Meaning of theory? In what manner, should it be studied? Of what, may one reading of thie work induce a person to form a high er estimate? |