Fifty or sixty years ago, such an exercise was scarcely attempted in any of the schools, either in this country or in England.[54] Of this fact we have abundant evidence both from books, and from the testimony of our venerable fathers yet living.

How often have these presented this as an apology for their own deficiencies, and endeavoured to excite us to greater diligence, by contrasting our opportunities with theirs! Is there not truth, is there not power, in the appeal?
And are we not bound to avail ourselves of the privileges which they have provided, to build upon the foundations which their wisdom has laid, and to carry forward the work of improvement?
Institutions can do nothing for us, unless the love of learning preside over and prevail in them.

The discipline of our schools can never approach perfection, till those who conduct, and those who frequent them, are strongly actuated by that disposition of mind, which generously aspires to all attainable excellence.
15.

To rouse this laudable spirit in the minds of our youth, and to satisfy its demands whenever it appears, ought to be the leading objects with those to whom is committed the important business of instruction.

A dull teacher, wasting time in a school-room with a parcel of stupid or indolent boys, knows nothing of the satisfaction either of doing his own duty, or of exciting others to the performance of theirs.