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A SYSTEM OF ATTAINING AN EASY AND CORRECT MODE OF
FBKDICATCD ON THE
ANALYSIS OF THE HUMAN MIND.
FOR SCHOOLS AND ACADEMIES.
Road not to contradict «nd confute, nor to believe and take for granted, nor to
PUBLISHED BY MARSH & CAPEN, an.l RICHARDSON & LORD.
DISTRICT OF MASSACHUSETTS—To Wit:
District Clerk** Office.
BE IT REMEMBERED, That on the fifteenth day of January, A. D. 1828, ui the fifty-second year of the Independence'of the United States of America, BELA MARSH and NAHUM CAP EX, of the said District, have deposited in this Office the Title of a Book the Right whereof they claim as Proprietors in the words following, to wit:
11 The Mental Guide, being a Compend of the First Principles of Metaphysics, and a system of attaining an easy and correct mode of thought and style in composition by transcription; predicated on the Analysis of the Human Mind, for Schools and Academies.
Read not to contradict and confute, nor to believe and tako for granted, nor to find talk and discourse, but to weigh and consider.—Lord Sacon."
In conformity to the Act of the Congress of the United States, entitled, "An Act for the Encouragement of Learning, by securing the Copies of Maps, Charts and Books, to the Authors and Proprietors of such copies, during the times therein mentioned:" and also to an Act entitled, "An Act supplementary to an Act, entitled, "An Act for the encouragement of Learning, by securing the copies of Maps, Charts and Books, to the Authors and Proprietors of such copies during the times thereiu mentioned; and extending the benefits thereof to the Arts of Designing, Engraving and Etching Historical and other Prints."
JOHN W. DAVIS,
LEVI HEDGE, L. L. D.
PROFESSOR OF LOGIC AND METAPHYSICS, HARVARD UNIVERSITY.
In dedicating to you, a work, whose pretensions are humble, though aspiring to usefulness—whose merits are less in the execution, than in the design—I am actuated by those feelings of respect, to which your calling, abilities and performances are justly entitled. To one, whose life has been devoted to the science of the mind—who has deeply studied its original principles and scanned the secret laws by which they are governed; who has viewed its progress and become familiar with the extent of its powers and the habits to which they are liable—an attempt to predicate a mode of discipline for the developement of intellect, upon philosophical analysis— may be viewed in its just and proper light.
Systems of education are not wanting in number, but in natural foundation. They seem to have been framed, generally, without the aid of philosophy and urged without discovering a knowledge of its importance. It is a conclusion every person will be ready to coincide with upon reflection, that the Science of Mind, considered in all its relations, influences and effects upon the moral and intellectual character of man—is of all sciences, the most important to the Instructor and useful to the student. For what study more noble, (save of Him who created us !) than the noblest part of man? What object more worthy than the proper cultivation of that which alone is capable of never ending improvement? And what end more desirable than to be acquainted with the use of those powers—on which the success and enjoyment of all other pursuits depend? and by which all systems are to be judged and all arguments weighed 1 Yet, as estimated, how neglected by the learned, how strange to the ignorant and how valueless to the world!
The cause of this indifference, however, maybe traced to other sources—than to the inactivity of those minds that would rather receive than propose theories. Much useless and speculative controversy has been blended with the useful parts of Mental Science,—and what is capable of being interwoven in the practice of life—has been clouded by the reasoning of skeptics and encumbered with the abstruse systems of Philosophers.
It has been my design in the following work to make a proper division of Metaphysical Principles as advanced by Locke, Stewart, and others, and apply them in some measure to use—that the science may be entered upon with less difficulty than before. If the object is attained in the least degree—my labour has been of use, if not— my attempt, though unsuccessful—may incite others to engage in the same good cause.
I am, witlj liigh considerations of Respect,
Your Most Obedient and