Secondly, manuscript copies differ in the number and size of their pages, and the individual lines do not correspond to one another; while printed copies are as like to their original as one egg is like to another, and this is a great advantage.
Thirdly, it is impossible to tell if manuscripts are correct without revising them and comparing them accurately with the original, and this is a laborious and wearisome task. But in the case of printed books the correction of one proof ensures the accuracy of thousands of copies. This would seem incredible to any one unacquainted with printing, but is nevertheless true.
Fourthly, only firm and stiff paper is suitable to write on, but printing is possible on thin and flimsy paper, or on linen.
Finally, it is possible for men who are unable to write to be the most excellent printers; since it is not with their fingers that they carry out the operation, but by means of skilfully arranged type that cannot err.
4. Similar results might be obtained if this new and comprehensive method of teaching were properly organised (for as yet the universal method exists only in expectation and not in reality), since (1) a smaller number of masters would be able to teach a greater number of pupils than under the present system. (2) These pupils would be more thoroughly taught; (3) and the process would be refined and pleasant. (4) The system is equally efficacious with stupid and backward boys. (5) Even masters who have no natural aptitude for teaching will be able to use it with advantage; since they will not have to select their own subject-matter and work out their own method, but will only have to take knowledge that has already been suitably arranged and for the teaching of which suitable appliances have been provided, and to pour it into their pupils. An organist can read any piece of music from his notes, though he might not be able to compose it or to sing or play it from memory; and a school-master, in the same way, should be able to teach anything, if he have
