Such a school-book is still a desideratum,

vity; for cooking victuals, eradicating stains, the ranks of city and parochial schoolmasters nursing children, washing, dressing, laying told me plainly, that they considered it as no out garden plots, ar.d for promoting domestic part of their duty to teach their pupils any economy-characteristics of poisonous plants, thing but reading or pronunciation, and that cautions in relation to unripe fruits, &c. &c. if their parents wished them to understand 8. Short moral maxims, púhy sayings, and what they read, they might teach them at rules for the general regulation of conduct. 9. home. Dialogues: "The little Philosopher," "The King and the Miller," &c. 10. Customs and notwithstanding some improvements which manners of nations. Sketch of Geography,— have lately been made in school-collections. descriptions of cities, towns, and remarkable Whether it would be expedient to publish places. 11. Entertaining experiments, mag- such a work at the present time, the public netical, electrical, pneumatical, galvanic, me- must determine. If properly executed, it would chanical, chemical, &c. 12. Juvenile amuse- require a considerable degree of labour and ments: flying the kite, fives, peg-top, swing- research, a discriminating judgment, a familiar ing, bathing, &c., with cautionary maxims. acquaintance with the tastes and dispositions 13. Select Poetry, consisting only of pieces of the young, and a talent for simplifying deinteresting to the young, and level to their scriptions, and rendering them perspicuous to capacity. 14. Lessons in written characters, a youthful understanding. Such a book could for habituating children to read manuscripts not be constructed either by the scissors, or by and epistolary correspondence. 15. List of merely copying or abridging pieces from vanames and qualities of natural and artificial rious authors; but by entering thoroughly objects, as exercises in spelling: during which, into the spirit of every subject, and modifying short descriptions might be given of the na- it in such a manner as to interest the affecture and properties of the different objects tions, and to convey well-defined ideas to the whose names are proposed as spelling-exer- minds of those for whose improvement it is cises. 16. List of Greek and Latin primitives intended. The formation of the questions on and prepositions, with examples of their mean- each lesson would require a considerable share ing, and the effect of their composition in of judgment and discrimination, so as to renEnglish words. 17. Definitions of scientific der them perspicuous and specific. Most of terms, and of the more difficult words which the questions of this kind which have been occur in the lessons. 18. Tables of money, attempted in certain school-books, are so geneweights and measures, with illustrations of the ral and vague, that they serve no useful purvalue of coins, the capacity of measures, pose either to teacher or scholar, and are linear dimensions, &c. 19. A general set of frequently so worded and arranged, that a queries, referring to some of the principal sub- pupil might find out the answers without unjects described in the lessons. derstanding them or exercising his own judgment. It is, unquestionably, an eligible plan, in every department of learning, to have sets of questions without answers, bearing on every branch of study. Such questions tend to excite the curiosity of the pupil, to exercise his judgment, and to arrest his attention to the subject; and the finding out of the proper answers affords him a certain degree of pleasure. They are also of utility to the teacher, and may suggest to him numerous other subordinate questions connected with the subject. The old plan of constructing books by way of "Question and Answer," and causing the vocables of the different answers to be committed to memory without being understood, is too absurd to require a moment's consideration.

Such was the outline of a class-book which was intended to be published six-and-twenty years ago. One peculiarity by which it was intended to be distinguished, was-that a set of questions without answers, bearing on every particular object and circumstance detailed, was to be appended to each lesson, for exercis ing the attention and judgment of the pupil, previous to his being examined on the subject. The various subjects introduced were intended to be partly original composition, partly compilations, and partly selections, abridged, modified, or altered, to suit the object in view. Fables and fictitious stories were to be entirely discarded, and the leading facts to be illustrated by engravings. After composing a preface or introduction, showing the utility of such a work, and obviating objections that might be made to its plan, and having proceeded a certain length in its compilation, I was induced to lay aside the design, in consequence of the apathy and indifference of most of the teachers I conversed with on the subject. Some of them who stood high on

.

It will be admitted, I presume, by every intelligent person, that a class-book, judiciously arranged and executed, and comprising such subjects as above stated, would be far more interesting to the young, and calculated to convey to their minds a much greater portion of useful information, than all the "Beauties of eminent Writers," "Speeches in the Ro

quently know the tempers and weaknesses of their parents much better than the parents know theirs, and are dexterous enough to avail themselves of that knowledge in order to obtain their desires and gratify their hu mours.

man Senate," ""English Readers," "Tyro's wrong, in that early period of life. Such are Guides," and "Oratorical Class-books," which their powers of discrimination, that they can have been so long in use in our English distinguish the characters and dispositions of schools. Such a book should contain hints those with whom they associate, and fre and sketches of every thing that has a tendency to expand the intellectual views, and which may be applied to useful practical purposes in the several departments of human life, and be completely purified from every thing that might produce national prejudice and partiality, the spirit of contention and warfare, and the indulgence of selfish and malignant affections-in short, a book which might be read with pleasure by the young who understood its language, in every nation of the world. In the hands of a judicious teacher, every idea it contained might be communicated to the understandings of the pupils; and, as early impressions are the most lasting, the sentiments conveyed, and the impressions thus made upon the mind, could not fail to be of incalculable service to them throughout the whole course of their lives. The foundation of useful knowledge would be laid, and a taste for intellectual pleasures induced, which would stimulate them to still higher pursuits and investigations as they advanced in life. Nor need we have the least fear that children, at an early age, would be incapable of acquiring such knowledge as that to which I allude. If they have not hitherto acquired it, it is because such knowledge as they were capable of acquiring has seldom been judiciously presented before them. We have compelled them to "feed upon ashes"- -we have offered them "scorpions" instead of " eggs," and "stones" instead of "bread;" and because they were unable to masticate and digest such substances, we have deprived them of wholesome and nutritious food, and wondered why they have not been strengthened and invigorated. When truth is simplified by familiar illustrations taken from objects with which they are acquainted, and confirmed by appeals to their senses, they imbibe it with avidity, and frequently retain the impressions thus made to the latest period of their existence. The celebrated Fenelon has observed, that "Before they are thought capable of receiving any instruction, or the least pains taken with them, they learn a language. Many children at four years of age can speak their mother tongue, though not with the same accuracy or grammatical precision, yet with greater readiness and fulness than most scholars do a foreign language after the study of a whole life." This circumstance certainly indicates no small degree of intellectual energy and acumen. And to this I may add, that they discover their intellectual powers by connecting the idea with the sign of it, and acquire many notions of good and evil, right and

A third series of school-books might consist of popular systems of the sciences, and descriptions in relation to the mechanical and liberal arts. The fundamental principles and the most interesting facts connected with botany, mineralogy, zoology, geography, geology, geometry, astronomy, experimental philosophy and chemistry-and likewise those connected with the arts of weaving, book-binding, printing, clock and watch making, brass-founding, carpentry, &c.-might be familiarly detailed, and illustrated with as many plans and engravings as the different subjects might require. The general knowledge of the sciences, which the pupil would acquire from such compilations, would prepare him for afterwards entering on the study of particular sciences, when their principles and applica tions would be illustrated in more minute detail. The sketches of the different arts and trades would unfold to him some of the leading processes and operations peculiar to the several mechanical employments, and lead him to determine which of these would be most congenial to his own taste and genius.-In compiling such sketches of the sciences and arts, a considerable degree of knowledge, taste, and discrimination, would be requisite. Every thing that is intricate or abstruse, or not level to the comprehension of young people from the age of ten to the age of fourteen years, should be omitted. Vivid and familiar descrip tions of facts and scenery, details of interesting experiments, and engravings of natural and artificial objects, should accompany the explanations of the fundamental principles of the different sciences. In short, every thing should be introduced which can be illustrated by sensible objects, and every thing discarded which the senses cannot easily appreciate. Mere skeletons of the sciences would be quite uninteresting, and would produce no good effect. If any particular science could not be comprehensively illustrated in the space allotted for its details, a selection of its more prominent and popular departments might be substituted, which would be quite sufficient for communicating a general view of the subject, and inducing a taste for its further prosecution at a future period-which is all that is requisite to be aimed at in the first exhibitions of science to the youthful mind.

Another class of school-books might be of those lawless passions and deeds of injus chiefly Historical. These should comprise a tice, which have covered the earth with carlucid and comprehensive view of the leading nage and desolation, and entailed misery upon events which have happened from the creation the race of man. If we wish to study patto the present time, omitting those details terns of moral virtue worthy of imitation, we which would either be improper to be exhi- have the example of Jesus Christ set before bited, or which might prove uninteresting to us, as the pattern of every excellence, "who the young. As a supplement to such a work, was holy, harmless, and undefiled,"-" who a more detailed history might be given of the did no sin, neither was guile found in his particular nation or country in which the mouth; who, when he was reviled, reviled school is situated.-In compiling such histori- not again; when he suffered he threatened cal works, great caution is requisite that no not, but committed his cause to him who scenes be exhibited, and no sentiments incul- judgeth righteously." We have likewise the cated, that would pollute the minds of the examples of his holy prophets and apostles, young, or foster malignant affections. Many men as far superior in their moral principles of our historians detail the convulsions of na- and conduct to the most distinguished sages tions, and the horrid scenes of devastation and of Greece and Rome, as the Christian religion carnage, with a revolting degree of apathy, is superior to all the systems of theology in without interweaving any reflections tending the pagan world.-In compiling histories for to show the folly and wickedness of war, and the young, the historian ought, therefore, to to denounce those malignant passions from pause at certain periods and events, and direct which it springs. Nay, we frequently find the attention of his readers to what is moral the writings of historians abounding with or immoral in the actions detailed, to what is panegyrics on public robbers and desperadoes, worthy of being approved or condemned in encomiums on war and on warriors, and de- the scenes described, as determined by the signating the worst enemies of the human race as patriots and illustrious heroes. Hence it has happened, that the study of history, instead of leading the mind to contemplate the character of the Moral Governor of the world, and the retributions of his providence, and to mourn over the malevolent passions and the depravity of man-has not unfrequently tended to excite desires after the acquisition of false glory, and to cherish a spirit of contention and warfare, the effects of which are visible, even at the present moment, in the ambitious projects which are carrying forward by haughty despots and their obsequious ministers, and in the devastations which are committing, and the contests which are taking place, in almost every region of the globe. If we wish to counteract the effects of pagan maxims and morality, and to imbue the minds of our youth with Christian principles and feelings, we must carefully guard against the influence of such antichristian sentiments. The history of all nations ought to be considered, not merely as the exploits of kings and heroes, but as the history of the providential dispensations of the Almighty towards the human race, and the history of the moral character of mankind. We should study it, not merely or chiefly, for the purpose of admiring and imitating the exploits of those who have been extolled as illustrious characters, (for there are few of them whose deeds deserve our imitation)-but for expanding our views of the character and moral government of the Ruler of the Universe-for confirming the representations given in the Scriptures of the depravity of man-and for exciting an abhorrence

principles and rules of Christianity. He should direct the attention of the young to the scenes of horror which a spirit of ambition and revenge has created, to the malignant passions it has engendered, and to its contrariety to the spirit of true religion and the best interests of man. He should lead them to remark the justice and long-suffering of the Governor of the world-the retributions of his providence in the case of nations and individuals the accomplishment of Divine predictions and the evidences which the records of history afford, that man is no longer in a paradisiacal condition, but has fallen from his high estate.

In short, he should direct their views to the means by which the spirit of warfare may be counteracted and destroyed,— to the happy scenes which would be realized were a spirit of philanthropy to reign triumphant,-and to that glorious era, foretold by ancient prophets, when the nations "shall beat their swords into ploughshares, and their spears into pruning-hooks, and learn the art of war no more." Were history studied in connection with such views and instructions,

instead of fostering malignant passions-it might become a handmaid to science and religion, and be rendered subservient for directing the mind to the Great Ruler of the nations, and the plans of his moral government, and for stimulating the exercise of those benevo lent affections by which the tribes of mankind may be united in harmony, and the world restored to tranquillity and repose.

All the class-books now described should be embellished with engravings, wherever they appear requisite for illustrating the descrip

CHAPTER VI.

Method of Teaching, and the Departments of Knowledge which should be taught in every

Seminary.

THE teacher being understood to have a a key, none of these things will give such a school furnished with the accommodations, museum, and apparatus formerly described, and with a reries of books adapted to intellectual instruction-I shall now offer a few hints on the mode in which the several departments of instruction might be conducted.

In throwing out a few hints on this department, I shall take it for granted that the pupils have acquired a knowledge of the alphabet, in the manner in which it is generally taught in infant schools, and that they are qualified to read, with a certain degree of ease, a few short lessons, consisting of words lar trees are dark green, corn and grass are of one or two syllables. Let us suppose, for example, such a lesson as the following, on the general nature and qualities of certain objects, to be the subject of attention.

are green.-3. Iron is heavy, copper is heavier, in naming and distinguishing the different lead is heaviest. Lead will sink, if you throw colours. The objects whose colours are stated it into a basin of water, but a cork will swim might be shown them; or if any of these obon the top of the water. A stone will sink in jects are not at hand, they may be exhibited water, but a piece of light wood will swim; by coloured engravings.-To illustrate Lesson and if you push the wood down with your 3, a pair of scales, a basin of water, a piece hand to the bottom of the basin, it will of cork, and three pieces of iron, copper, and quickly rise again to the top.-4. The sun lead, of equal size, will be required, and then shines from the heavens, and gives us light all the experiment of weighing the pieces, and the day. He is so bright that we can scarcely plunging them into the water, may be exlook up to him. If we were to look straight hibited to the class. When explaining Lestowards the sun, it would dazzle our eyes. son 4, a piece of stained or smoked glass may But if we take a piece of glass that is red or be put into the hands of the pupils, when the dark green, or a glass that is covered all over sun is visible, that each of them may try the with the smoke of a candle, we may look experiment. The questions proposed in this through this glass to the sun without dazzling lesson, which are not answered, may serve to our eyes. The sun sometimes shines very exercise the judgment of the pupils. They bright, and sometimes he is covered with are understood to refer to the circumstance clouds. The sun is giving us light at this of a cloudy day. Various simple questions moment, but we cannot see him. Can any of this description should be embodied in the of you tell the reason why the sun is not seen lessons, to give scope to youthful judgment just now when he is giving us light? What and ingenuity. The latter part of this lesson hides him from our sight? The sky some might afford an opportunity to the teacher of times appears clear, like a large blue dome or impressing the minds of the class with a half-globe, and sometimes it is all over covered sense of the presence, goodness, and universal with dark clouds. When the sun rises in the agency, of the Creator. It will scarcely be east, that part of the sky is often covered with denied, that in this way instruction may be bright red and yellow clouds; and when he blended with amusement, and that a consets in the evening in the west, the same kind siderable variety of useful knowledge might of clouds are sometimes seen. God made the be gradually imparted to the juvenile mind. sun, the moon, and the stars; he also made the fields, the trees, and the corn; he formed our bodies and our souls; he gave us eyes to see with, ears, that we might hear, hands to to handle with, feet to walk with, and he preserves us every moment. He is present with us in this place, and sees all that we do, though we cannot see him. Let us give thanks to God, for he is good, and let us do what he commands.

None, I presume, will be disposed to deny, that children of five years of age, who have been previously accustomed to observe the facts around them, may easily be made, under the guidance of an intelligent teacher, to understand every idea contained in such lessons as the above. The lesson should first be distinctly and deliberately read over by the class two or three times, and then illustrated by objects and experiments. Lesson 1, may be illustrated by a small hand-bell, a key, a wineglass, and a piece of wood; and some of the children might be permitted to try the experiments, which would gratify their natural curiosity, and excite an interest in the subject of their lesson-it being always understood that the teacher accompanies such experiments with familiar explanations and remarks.For illustrating Lesson 2, it would be requisite to have a large white pasteboard painted with the seven primary colours of light, so that the pupils might be exercised upon it,

Descriptions of animals would form another interesting class of lessons for the young, as in the following example:

The Peacock.

The Peacock is the most beautiful bird in the world. Its beauty excels that of all other animals. Its bill is about two inches long, and is of a brown colour. Its head and neck, and part of its breast, are of a dark blue colour. On the top of its head there is a tuft of pretty green feathers, which adds to its beauty. Its neck is long and slender, and its back of a whitish grey colour, spotted with black. But the plumage and tail of this splendid bird are the most beautiful parts of its body. They are adorned with colours so rich and various, that no human art can make any thing like them. When this bird walks in