teaching ever was more thorough, or better fitted for training the
faculties, than the mode in which logic and political economy were
taught to me by my father. Striving, even in an exaggerated degree,
to call forth the activity of my faculties, by making me find out
everything for myself, he gave his explanations not before, but after,
I had felt the full force of the difficulties; and not only gave me an
accurate knowledge of these two great subjects, as far as they were
then understood, but made me a thinker on both. I thought for myself
almost from the first, and occasionally thought differently from him,
though for a long time only on minor points, and making his opinion
the ultimate standard. At a later period I even occasionally convinced
him, and altered his opinion on some points of detail: which I state
to his honour, not my own. It at once exemplifies his perfect candour,
and the real worth of his method of teaching.

At this point concluded what can properly be called my lessons: when I
was about fourteen I left England for more than a year; and after my
return, though my studies went on under my father's general direction,
he was no longer my schoolmaster. I shall therefore pause here, and
turn back to matters of a more general nature connected with the part
of my life and education included in the preceding reminiscences.

In the course of instruction which I have partially retraced, the
point most superficially apparent is the great effort to give, during
the years of childhood, an amount of knowledge in what are considered
the higher branches of education, which is seldom acquired (if
acquired at all) until the age of manhood. The result of the experiment
shows the ease with which this may be done, and places in a strong
light the wretched waste of so many precious years as are spent in
acquiring the modicum of Latin and Greek commonly taught to schoolboys;