These general principles, we think, when considered singly, must approve themselves to every thinking mind; and if so, they must be still more beneficial when they are combined, and acted upon systematically in the preliminary arrangements of any seminary. The nearer, therefore, the Educationist can keep to them in making his selection of subjects and exercises, the better will it be both for the pupil and for the community at large, while the benefits expected from an exercise where there is any material deviation from them, will most probably turn out to be delusive, and the exercise itself detected as the mere bequest of an antiquated prejudice, or the temporary idol of fashion. These principles being admitted to be sound in the abstract, will greatly assist us in deciding upon the relative value and appropriateness of some of the propositions which we shall immediately have to submit to the reader; and we would here only remark, for his guidance, that if, in the following recommendations, he finds an exercise correctly to accord with the above principles, while he yet hesitates as to the propriety of its adoption in the school, or feels inclined to accede to its exclusion,--he ought, in such a case, carefully to review the grounds of his decision, as these are most likely to be erroneous. He has good reason to suspect that he is labouring under prejudice, or is unduly biassed by long cherished opinions, when he refuses the legitimate application of a general law,--a law which he has previously admitted to be sound,--and which is as likely to be applicable to the case in hand, as to any other of a similar kind. FOOTNOTES: [29] Note R. CHAP. II. _On the particular Branches of Education required for Elementary Schools._ In making choice of suitable subjects for the education of a community, there are two considerations which ought to regulate us in our selection. The one is, the indications of Nature respecting any branch of education; and the other is, the peculiar usages of the place and persons with whom the pupil is destined to associate. As an example of the former class of subjects, we may instance reading and writing; and of the latter, book-keeping and the classics. The branches belonging to the former will be found more or less useful to all without exception; while those which rank under the second class, although requisite for some, will be found unnecessary, and generally useless, to many. From the character of the present work, our business is chiefly with the former class; and we shall therefore advert very shortly to a few of them, pointing out the intimations of Nature respecting them, and giving a few hints as to the best methods by which they may be taught.