I would even exclude all historical subjects from our schools, as very little of what is left us can be relied on as true, and such as is true, is of very little consequence to a rising generation. However far it might be useful in the shape of example, or amusing and instructive to grown persons, it forms but a waste of time with children at school. General History is but ill adapted to correct the bad or stimulate the better passions of mankind. It displays scarce any thing but the ignorance and brutality, the massacres and superstitions, which have been so common to mankind hitherto. It is rare indeed to find a sketch of a virtuous character. I am of opinion that we could not do better than draw a veil as close as possible over the past, and endeavour to start upon a system that our posterity shall not blush to read when impartially stated. Who can read the history of the past, without blushing and pitying the madness of that animal man, for making so bad a use of his gift of speech and its consequent reason? I must confess that I cannot. In teaching Geography it is by no means necessary to describe the ancient division of the earth into Empires, Kingdoms, Principalities, &c, or the customs of their former several inhabitants, as they have been subject to a continual change, to trace which, serves but to distract the mind without filling it with any useful information: it would be sufficient for all purposes in studying this science, to become acquainted with the present divisions of the earth, and the present customs, manners, and distinctions of its inhabitants. The same rule applies to Astronomy, it is by no means necessary, but as a matter of curiosity, to trace and study its history: it is sufficient to acquire all the present information that can be obtained in that science, and to stand prepared to make further discoveries or to receive the discoveries of others. By cutting off all that part of the present system of education which forms but a waste of time, you will gain so much the more time for making fresh advances in the various Arts and Sciences. Of course, I do not expect that under my proposed system, one individual can become an adept in all the various branches of all the sciences--no--it would be still necessary that some individuals should confine themselves to one particular science, and some to another, as their peculiar abilities and dispositions might suggest, as the best means for a further and a quicker improvement and advance in the whole. It is sufficient that they all begin right, and waste no time about unmeaning and useless trash; but, by an assiduous application to their several branches, make the farthest possible progress.