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.

That infinity of experiments which Chemistry opens to our view, and that infinity of subjects for examination in Natural History, makes it necessary to begin at those two sciences as early as possible. The elements of Chemistry, a knowledge of which is so essential in all the relations of life, might be simplified for an adaption to the meanest capacity, and even to that of children beginning to read, of which I have before pointed out two familiar instances, upon which a more enlarged explanation might be made, and to which a thousand others equally simple and instructive might be added. In Natural History what a vast field is open? wherein