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twelve months. Shortly afterwards a speculating bookseller, who had ascertained that this Universal Dictionary was in preparation, with a view to anticipate us both in object and name, commenced the publication of a new Cyclopædia, of which Dr. George Gregory was announced as the editor, while, in fact, the late Mr. Jeremiah Joyce was the principal, if not the only, person engaged upon the work. This manœuvre suggested the expediency of new arrangements, as well as of a new title, for our ENCYCLOPEDIA; and Mr. Good having recently published his “Song of Songs” at Mr. Kearsley's the bookseller, who was the chief proprietor of the new undertaking, his high reputation for erudition, and for punctuality in the execution of bis engagements, induced us to look to him as an admirably qualified individual to co-operate with us in our important enterprise. Some time elapsed before we could overcome his objections to the placing his name first on the title-page of a work, of which he was not to take the general superintendence: but at length the scruple was removed; and from 1805, when our joint preparations commenced, to the spring of 1813, when the task was completed, he continued with the utmost promptness, regularity, and versatility of talent, to supply the various articles and treatises that were comprehended in the extensive portion of the Dictionary which he undertook to compose.
From the very date of this arrangement I felt desirous to cultivate a warmer intimacy with my new associate than was absolutely necessary to promote the objects of our literary coalition. I soon found that he was as estimable in domestic and social life, as he was eminent in the walks of literature; that as a
husband and father he was uniformly affectionate and attentive, as a friend cordial and sincere, as a companion remarkably entertaining and instructive, equally enjoying and promoting “the feast of reason and the flow of soul.” His ordinary deportment was marked by a suavity and hilarity that were peculiarly engaging. His buoyancy of spirits led him to join with vivacity in conversation, which he greatly enriched from his copious intellectual stores. He would sometimes take a part in animated discussions; yet the usual position of his mind was at the utmost possible remove from a spirit of disputation, and he very rarely (so far as I recollect) adverted to theological or political topics of dispute. Although in conversation he usually contributed his full share, yet he evinced no desire to lead, but was as ready to listen as to speak. He made no effort to shine; and was seldom tempted to ornament his discourse with scraps and patches from the learned languages; regarding that art as very poor, in which any person may become an adept by devoting a week to the study of the “Dictionary of Quotations.” What was far better, when the conversation took a literary or scientific turn, he would, with almost unfailing promptness, enliven and adorn it by those appropriate facts and illustrations which his comprehensive acquaintance with the general range of human knowledge enabled him at once to supply. It was only in the comparison of parallel passages from writers of different ages and countries, that he was wont to indulge in quotations; and then he often produced them with a felicitous exuberance which they who have read the notes to his “ Lucretius,” “Song of Songs," and " Book of Job,” may easily conceive. Cheerfulness, activity,
frankness, acuteness of intellect, and kindness of heart, were so obviously the main ingredients in his character, that before I had known him a month, I could not but say of him, as Mr. Burke of one of his friends—“Certainly he is a man formed to be admired and loved.”
An individual of ordinary character, with such a variety of pursuits as occupied the attention of Mr. Good from 1800 to 1812, would inevitably have neglected some of them. But with him this was never allowed to happen. He was then blessed with the full maturity of all his powers bodily and mental, and delighted in nothing so much as constant employment. He has frequently remarked to me, that when he began to be a little weary of one pursuit, the mere transition to another would annihilate the sense of fatigue; and thus be could pass to five or six distinct topics of interesting research within the compass of twelve hours, and enter upon each with as much freshness and vigour as though he had just arisen from a good night's sleep. Thus, with him every new undertaking was, by a constant progress, advancing to its maturity without any apparent interruption; and no sooner was one brought to a successful termination, than another took its place; the mental mechanism moving onward with a constancy and uniformity analogous to that which we sometimes witness in complex machinery urged by material agents.
In the autumn of 1810 Mr. Good was invited to deliver a series of lectures at the Surrey Institution,
on any subject, literary or scientific, which would be agreeable to himself.” He acceded to the request of the Directors, and delivered his first course in the ensuing winter, to a crowded audience, who were so
highly gratified and instructed, that he was entreated to persevere. This led to the delivery of a second and a third series, in the two succeeding winters. The First Series, in fifteen lectures, treated of the “Nature of the Material World; and the scale of unorganized and organic tribes that issue from it:" The Second Series, in thirteen lectures, developed the “Nature of the Animate World; its peculiar powers and external relations; the means of communicating ideas; the formation of society;" and the Third, in fifteen lectures, was devoted to the “Nature of the Mind; its general faculties and furniture.”
This plan is sufficiently extensive, but would have been rendered still more so in subsequent years, had not an augmented sphere of professional duties compelled Mr. Good, notwithstanding the most urgent persuasions to the contrary, to relinquish the occupation of a lecturer. In this mode of imparting instruction, however, he was equally qualified to command attention, and to ensure success. His delivery was good; he had the most entire self-possession, and was always master, not only of his subject but of his lecture. Although his manuscript notes lay before him, he seldom referred to them more than by a glance; so that, instead of merely reading, a practice which is as much calculated to neutralize the efforts of the lecturer (and indeed of every public teacher) as it would be to destroy those of the legal advocate at the bar, he gave to his lectures all the correct expression of wellstudied addresses delivered from memory, but enriched with those extemporaneous additions which spontaneously occur to a speaker of sentiment and feeling, when surrounded by a numerous and attentive
auditory.* Instead of poring with monotonous dulness over his papers, his eyes passed incessantly over the entire assembly ;-and thus, when the countenance of an auditor indicated a want of comprehension of the subject, the lecturer, either by amplification, or repetition with slight variety, removed the defect. His language and manner, always good, at times assumed a tone of impassioned eloquence which was deeply impressive.
With these qualifications, and with the rich variety of topics he introduced, it was natural that his lectures should be popular. His success was highly gratifying to himself, and on the conclusion of the first course, he thus speaks in a confidential letter to a literary friend :—"Upon the whole, I may say that I have had crowded audiences throughout, though the lecture-room held 500 persons—the usual English greeting on entering and retiring-and complimentary annotations interspersed. What is of more consequence, we have thus
After the experience of many years, I need not hesitate to say, that my views, as to this point, accord most fully with those of Professor Jardine, as exhibited in his “Outlines of Philosophical Education," pp. 261–269. I will not quote any portion of his judicious observations; but most earnestly recommend the whole work to the attentive perusal of all who have the charge of instructing youth.
A letter from the celebrated Baron Cuvier, which I have recently perused, communicates similar opinions in a brief, but instructive passage, which I shall here subjoin.
“Je crois que la plupart des professeurs de Londres lisent leurs leçons. Rien n'est plus froid; rien n'est moins encourageant, moins excitant pour la Jeunesse. Quils ayent un abrégé imprimé des principes de leurs sciences, abrégé que chaque élève aura en main ; mais quils le developpent d'abondance ; quils improvisent les explications les examples; quils sachent en un mot animer leurs élèves du même feu qui les pénètre. C'est une condition essentielle d'une bonne Université. A Paris, un Professeur qui lit n'a pas vingt élèves; celui qui improvise, pourpeu quil ait de facilité, en voit accourir des centaines. L'amour de la science, cette passion sans la quelle on reste toujours mediocre, veut être inculqué comme tous les autres sentimens. L'imagination doit soutenir la raison lui preter sa vie et son mouvement.”