vance of the Christian Sabbath and Ordinances; are those which nature must sanction, though she could never teach: and they alone can prepare us for that spiritual world to which we are rapidly advancing. Of these duties, we are to treat farther, in a subsequent department; and we therefore conclude the branch of Ethics by repeating the expressive terms of Scripture; Love to God, and Good Will toward men; as the sum and substance of morality; the fruits of Christian piety; and among the essential conditions of happiness; both in this life, and in that which is to come.

CHAPTER V.

EDUCATION.

EDUCATION, is that branch of knowledge which relates to the training and guardianship of young persons, from infancy to mature age. The name is from the Latin, educo, I bring up, or educate; and it has also been termed Pedagogics, and Pedeutics, from Greek words of similar meaning. We would lay great stress on its importance; as relating to the preparation of youth for subsequent life, and influencing the character, and prospects, not only of individuals, but of nations,-through ages yet to come. The highest powers, and noblest sentiments of our nature, might remain forever dormant, were they not developed by the instruction of the wise and good; who have themselves received like instruction from their predecessors. But we may use the term Education in a still wider and higher sense, to include the whole training of the soul, by inward reflection and outward events, by intercourse with men, and instruction from above, -the whole training of the human soul, for the enjoyment of immortality.

That the ancients were not inattentive to this branch of knowledge, is shown by the Cyropædia of Xenophon; in which he developes his ideas of a perfect education;-as also by the institutions of Lycurgus and Solon; the former of whom made education a business of the state; and the latter besides prescribing public instruction at the Gymnasia, excused the son from supporting his parents, if they had taught him no trade. In modern times we may point to the example of Oberlin, who, in 1767, became the pastor of the Ban de la Roche; and instructed the poor peasantry, in religion and science, agriculture and the arts, till that sterile region became the happy abode of plenty, peace, and piety. Another noble example was that of Fellenberg; who, about the year 1800, devoted his fortune to the establishment of the farm school of Hofwyl; and has there perfected the manual labor system; by which the pupils labor for their own support, and thus practise the useful arts, while they are devoting a portion of the time to letters and science. He liberally adopted Pestalozzi's modes of instruction, by diagrams and experiments, in aid of verbal description; and many farm, or manual labor schools, have since been formed, on this improved model.

Another kindred improvement, is the system of mutual instruction; introduced, in 1797, by Rev. Dr. Bell, who borrowed it from the natives of Madras, in Hindoostan; and in the promulgation of which he was greatly aided by Mr. Lancaster. By employing the advanced pupils to instruct the younger, under the careful inspection of the Superintendent, it imparts the greatest possible amount of knowledge, where there is a deficiency of teachers. We have no room to describe the national systems of education, in Prussia, France, Scotland, and other European countries; or even in the different states of our own republic; but would refer, for information concerning the former, to the recent and able report of Prof. Bache, on Education in Europe; a like report to which, on American Education, is still a desideratum.

We proceed to consider the branch of Education, under the heads of Physical, Intellectual, Secular, and Religious; concluding with some brief views of Public Education, as compared with Private, and the provisions required for its support.

§ 1. Physical Education, includes the instruction and supervision which are required for the health, strength, and developement of the body; depending on the principles of Anatomy, Physiology and Hygienics; the study of which in full belongs to the department of Androphysics. We can here only allude to the effects of air, temperature, clothing, cleanliness, diet, exercise, rest, and regular and proper habits, on our physical wellbeing. The air which we breathe, yields oxygen to the blood; without which, life would soon become extinct; as in cases of drowning, or suffocation. The oxygen of the air, is partly exhausted by the first breathing, and still more by a second and third: hence the absolute necessity of pure and fresh air, to preserve health and life. Confinement in a close room, especially in a crowd, or with a close fire, is a frequent cause of debility and disease; and its effect soon becomes visible upon the countenance, as well as the feelings, of the person thus confined. If the weather be not too damp and cold, it is doubtless better that children should pass much of their time in the open air.

The temperature which children require, varies with their constitution; but, generally, we think it best that they should be frequently exposed to as great extremes as they can safely bear: the effect being to make them more hardy and vigorous. The limits of safety will vary much with their constitution and habits; for the same exposure which would be beneficial to one, might be injurious or fatal to another. Their clothing should of course be adapted to the temperature; and not too tight. Neither should it be too warm; but yet warm enough to guard them against being chilled, by sudden changes of the weather; especially when they are fatigued, or perspiring freely. On this account, flannel is preferable for the underdress; while it is less dangerous in case of its taking fire. Personal cleanliness, and frequent bathing, are also important; in promoting the insensible perspiration, so necessary to health.

The diet, should be such as is easily digestible; neither too coarse, nor too dainty. On this subject more will be said, in treating of Hygienics but whatever be the diet, it should be taken at regular intervals, and never in excess. Exercise, is no less essential to the

health than are food and rest. It stimulates digestion, circulation, and all the vital functions; preventing disease, languor, and enervation. It should be taken before, rather than after eating; and should be such as to call into action both the chest and the limbs. Rest should also be taken regularly, both as regards retiring, and rising early. Many other things belong to the formation and preservation of regular and proper habits, which we have no room here to mention.

§ 2. Under the head of Intellectual Education, we include the acquisition of useful and ornamental, scientific and literary knowledge; such as may be attained in seminaries of learning. How far this acquisition may be carried, in individual cases, will depend on many conditions but there are some branches of knowledge, so practically useful, and so essential to good citizenship, that we think the study of them should be required of every youth, by legislative enforcement, and, where it is necessary, by pecuniary aid from the state. Among these essential branches, we would mention Reading, Writing, Arithmetic, Geography, and Grammar; as the lowest permissible degree of attainment. If these studies be tolerably acquired, they will enable any individual, however humble be his station, with the facilities which our age and country afford, to make farther advances in knowledge; each step of which will render still farther attainments The studies next in importance, in the common walks of life, are, we think, the first principles of Morals, Government, History, Geometry, and Natural Philosophy, including Astronomy and Chemistry; the theory of Agriculture and the Mechanic Arts; and especially the study of the Bible, its evidences, doctrines, and precepts. Those who aspire to intellectual eminence, of course will climb far higher than this, up the hill of science; but the studies here named should, we think, be taught in our Common Schools, and should occupy the attention of young persons generally, during a part of each year, until the age of maturity.

more easy.

The time, we trust, has gone by, when more general knowledge, and higher studies, were deemed superfluous, to all except professional men, the lawyer, the physician, or the divine. It is now admitted by many of the best judges, that a more liberal education, either Academical or Collegiate, may be alike beneficial to the Farmer, the Mechanic, and the Merchant; as serving to expand and quicken the mind, and to prepare the aspiring youth, not only for engaging in the labors of his profession, but for adorning a higher station, and becoming more extensively useful, should prosperity attend his career. At least, the study of languages and calculative processes, of mental and physical philosophy, of historical and political truths, of the works of nature and of art, will lay a wide basis for intellectual cultivation; and it will be the student's own fault if it is not improved, for his secular and eternal benefit.

The value of the Greek and Latin languages, is, we apprehend, often underrated. As sources of our own tongue, and of all the modern languages of Southern Europe, they deserve the attention of all thorough scholars; aside from the rich treasures of history, poetry, and philosophy which they embody. With regard to the best order of the higher branches of study, we have high authority

for advising that the Languages should be studied before Mathematics and Physics; and that these subjects should be studied before Mental, Moral, and Political Philosophy. Geography, and History, and the Physical Arts, may be regarded as subordinate subjects, and pursued at intervals, by way of relaxation. The number of studies pursued together should, we think, be very limited; one subject being predominant, and one or two others serving to relieve the attention from too close confinement.

The great object of the teacher, should be to give interest to the subjects of study;-by clearing up difficulties, where insurmountable; though still leaving full exercise for the faculties of the student; by explaining the reasons, if they can be assigned, for every principle and process; and by tracing the various relations and applications of each subject, so as to show its connective importance in all which, amusement may often be combined with instruction.

§ 3. Under the head of Secular Education, we place the acquisition of a Trade or Profession; and the study of Economy, Method, Manners, and Morals, as preparatory to the duties of this present life. Even the young heir of countless thousands, would be uneasy and exposed to every temptation, without some regular employment; and hence far happier for having learned some regular and worthy pursuit. His wealth will be squandered less thoughtlessly, if he has experienced the toil of acquiring it. But let no young man regret the want of wealth, who is blessed with health and strength, and the means of acquiring a trade or profession: for this will enable him, by perseverance in well doing, and with the favor of Providence, to build up a name and a fortune of his own, no less honorable than that which is obtained by inheritance. He may at least acquire competence, if not wealth; respect, if not distinction; influence, if not power; and happiness, which princes might sigh for, though it be in the common walks of life.

When circumstances permit, the choice of a profession should not be made, till the mind is sufficiently mature, and cultivated, to appreciate the various pursuits of life; and to judge what one is best adapted to its powers, or suited to its taste. Hence, those who can study, or survey the wide range of arts and sciences, during a thorough education, before commencing their career, will have the vantage ground in the race, if they do not wait too long in choosing their goal. It is a great error, though often committed, for young men of feeble frame, or delicate health, to engage closely in sedentary, and especially literary pursuits; which sedulously followed, are perhaps the severest of all to the physical constitution. Men of vigorous frames, are often worn out prematurely, by too close mental application; which the wisdom of antiquity pronounces to be "wearisome to the flesh." In every profession there is room for Method and Order; "a time for every thing, and every thing in its time; a place for every thing, and every thing in its place." We must conclude this topic by observing that Punctuality, Fidelity, Industry, Skill, and Honesty, combined with Economy, Good Manners, and Morals, and a desire for Self-improvement, have raised many men of humble station to the illustrious distinction of being benefactors to

their race. On the selection of Friends, forming of Alliances, management of Property, and on the details of Manners and Etiquette, we have no room here to dilate.

§ 4. Religious Education, includes all that instruction which enforces the duties of young persons to their Creator, and the reasons therefor. Of these duties, we have already briefly spoken, under the branch of Ethics; alluding to the importance of Piety, as including the whole of Morality, and as the only source of true happiness. We think that Parents sometimes err, in attempting to give formal instruction, on this as on other subjects, before the mind is mature enough to comprehend it. It is not by teaching catechisms mechanically, nor by a system of rigid, unnatural austerity, that religion is best instilled into the young mind; but by training its affections; by exciting religious meditations; and by connecting the duties of Christian worship, and practice, with all the endearments of home, and social intercourse.

The most pleasing instruction, for the young mind, is doubtless that conveyed in the narrative form. Hence, the descriptive, and pathetic passages of the Bible, will be read with interest, and their lessons of truth imbibed, by the youngest pupils ;-those to whom the more abstruse and doctrinal parts would be unintelligible. Religion, like many other things, is best taught by example; and the Christian Parent should hence derive new motives to watchfulness and piety. Family worship, in the still evening hour, has an influence that few hearts can resist ;-an influence that comes over the feelings like the dews of heaven on the thirsty earth, pure and refreshing. The Sabbath School is a valuable auxiliary to Christian education; but it should not usurp the place of parental instruction, and example. As reason advances to maturity, the young mind is prepared to receive and comprehend the sublime doctrines of Christianity, and the basis on which they rest. Then it is that systematic instruction comes in place; and the Catechism and Articles of Faith may be studied with interest and advantage. But while some Parents err in bringing these subjects forward too early, the solemn truth must be told, that the far greater number go to the opposite extreme of neglecting such instruction, and leaving their children to the influence of every chance associate, unguarded and unarmed against the approach of evil. The sad effects of such neglect, those Parents often live to witness; though generally too late to remedy them, even did they perceive the cause, and make the attempt.

§ 5. On the relative advantages, and different Systems of Public and Private Education, we must speak with extreme brevity. Could every Parent qualify himself, and devote the requisite time, he would be the best of all teachers and no aid from others can entirely exonerate him from taking a part in the great work. Could private teachers always be procured and compensated, home would still be the best school, morally, if not intellectually. But as these conditions are generally unattainable, our resource is found in public schools, academies, and colleges; the support of which we regard as a sacred duty of every statesman, moralist, and Christian. The support of schools, we may add, is incomplete, without provisions