man Senate,” “English Readers," "Tyro's Guides," and "Oratorical Class-books," which have been so long in use in our English schools. Such a book should contain hints 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 whole some 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 wrong, in that early period of life. Such are their powers of discrimination, that they can distinguish the characters and dispositions of those with whom they associate, and frequently 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 humours. 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 applications 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 descriptions 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. carnage, ILLUSTRATIVE ENGRAVINGS. He Another class of school-books night be of those lawless passions and deeds of injus chiefly Historical. These should comprise a tice, which have covered the earth with carIf we wish to study patlucid and comprehensive view of 'he leading nage and desolation, and entailed misery upon events which have happened from the creation the race of man. to 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 As a supplement to such a work, was holy, harmless, and undefiled,"-" who young. 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 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 principles and rules of Christianity. race as patriots and illustrious heroes. Hence should direct the attention of the young to it has happened, that the study of history, in- the scenes of horror which a spirit of ambistead of leading the mind to contemplate the tion and revenge has created, to the malignant character of the Moral Governor of the world, passions it has engendered, and to its contraHe should lead them to and the retributions of his providence, and to riety to the spirit of true religion and the best mourn over the malevolent passions and the interests of man. depravity of man-has not unfrequently tended remark the justice and long-suffering of the to excite desires after the acquisition of false Governor of the world-the retributions of glory, and to cherish a spirit of contention his providence in the case of nations and indiand warfare,-the effects of which are visible, viduals-the accomplishment of Divine preeven at the present moment, in the ambitious dictions-and the evidences which the records projects which are carrying forward by haughty of history afford, that man is no longer in a In short, he should direct their despots and their obsequious ministers, and in paradisiacal condition, but has fallen from his the devastations which are committing, and high estate. the contests which are taking place, in almost views to the means by which the spirit of every region of the globe. If we wish to warfare may be counteracted and destroyed,counteract the effects of pagan maxims and to the happy scenes which would be realized morality, and to imbue the minds of our youth were a spirit of philanthropy to reign triumwith Christian principles and feelings, we phant,-and to that glorious era, foretold by must carefully guard against the influence of ancient prophets, when the nations "shall such antichristian sentiments. The history beat their swords into ploughshares, and their Were history studied in of all nations ought to be considered, not spears into pruning-hooks, and learn the art merely as the exploits of kings and heroes, of war no more." but as the history of the providential dispensa- connection with such views and instructions, tions 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 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 benevolent 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 (77) appear requisite for illustrating the descrip G 2 tions contained in the text. The subjects of such engravings should not only be accurately delineated, but delicately coloured after nature, so as to convey, as nearly as possible, a correct and vivid impression of the objects intended to be represented. Nothing is more pleasing and gratifying to the young, than accurate engravings of the subjects about which they read, and nothing has a greater tendency to convey well-defined ideas of those objects which are not present to the senses, and to impress them indelibly upon the imagination. But we have hitherto had no schoolbooks embellished with such engravings as those to which I allude. The expense of such books might probably be objected to, as an argument against their introduction. But if the great end of education be carefully kept in view, and the importance of conveying clear and comprehensive ideas to the rising generation be duly weighed, no considerations of expense ought to deter us from the execution of any plan by which instruction in the elements of thought may be rendered delightful and efficient. Society, if once aroused to consider the importance of an enlightened education, would find no difficulty in defraying every expense connected with its arrangements. If such books were in universal re quest, and, consequently, many thousands of them thrown off at one impression, they might be afforded at a price very little higher than that of the paltry and inefficient classbooks which have been so long in use in our scholastic establishments. The series of books now described should be accompanied with dictionaries, and other books of reference, for obtaining definitions of words and descriptions of the objects of nature and the terms of science and art. These dictionaries, along with clear definitions of English words and synonymes, should contain short definitions of Latin, Greek, and French primitives and phrases, particularly those which have been adopted into our language, and which, in composition, modify the meaning of many of our own words. The Latin and Greek prepositions should be explained, and their force in the composition of English words, and in the terms of art and science, particularly illustrated. Portable cyclopedias or technological dictionaries, with numerous illustrative cuts, such as Crabb's "Dictionary of General Knowledge," would likewise be highly requisite for the occasional use of the higher or primary classes, in all our schools. 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, sound. A wine-glass will also produce a 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. SECTION I-English Reading. 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 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. 1. A bell gives a brisk sound when we strike it with a key, or with a stone, or with a large nail. If we strike an egg-cup made of wood, or if we strike a board or the table with pretty brisk sound; but if we strike it hard with a nail or a stone, it will break. We hear every sound by means of our ears, which God had formed and placed on each side of our heads, that we might listen to our teachers, and be able to talk with one another.-2. The light which flows from the sun consists of seven colours; red, orange, yellow, green, blue, indigo and violet. The earth is spread over with most of these colours; the fields with a light green, and some parts with a appear spread over with green, some parts dark green colour. Fir trees and some poplar trees are dark green, corn and grass are of a light green colour. A rose is red; some roses are white. The crowfoot, the cowslip, the crocus, and the wall-flower, are yellow. Furze and broom have also pretty yellow flowers. The blue-bottle flower, and some hyacinths, are of a blue colour. Some daisies are red, some are white, and some have two or three colours. The corn in the fields, the grass in the meadows, and the leaves of trees, 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 the sunshine, every moment produces a thou- swan is placed in a large basin full of water, sand shades of colouring, which are beautiful in which it swims. A small rod of metal and ever varying. These fine colours exceed the lustre of the finest flowers of the fields and gardens. But, like the flowers, they fade every year, and the feathers drop from their bodies, and are again renewed every spring. The length of the peacock, from the tip of the bill to the end of the tail, is about three feet eight inches. Some of its longest feathers are four feet long. This bird appears haughty and proud, and loves to display its fine colours to those who are looking on, like those little boys and girls who are proud of their fine clothes. The peacock perches upon high places, and lives upon barley and other kinds of grain. Its beautiful plumage does not appear before it is nearly three years old. When it drops its fine feathers in the time of harvest, it does not like to be seen, but seeks to hide itself in some gloomy place. Though the peacock is very beautiful, it utters a very harsh and disgusting cry. For whole hours it will repeat the cry of Eko, eko, eko, with the most hideous noise. It cannot sing a pleasant song, like the linnet and the blackbird. It is so wicked that it will scarcely live with any other bird, except the pigeon; and it tears and spoils every thing it gets a hold of with its bill. This bird was first brought from a far distant country, from the East Indies, and it lives to the age of twenty-five years. Little boys and girls, be not like the peacock, proud and vain, on account of your beauty and your fine clothes; for humility and goodness are always to be preferred to beauty. In teaching this and similar lessons, a stuffed specimen of the animal described should be placed on a table opposite the class, and its different parts and colours pointed out; but if a specimen is not at hand, a coloured engraving should be exhibited, either in the class-book, or on a large sheet pasted on a pasteboard. The terms, tuft, plumage, bill, perching, &c. should be explained by a reference to the figure or specimen, and the length of a yard, foot, and inch, or any number of these combined, should be distinctly explained and exhibited, by means of rods of different lengths.-There is another class of lessons for the juvenile classes, which might consist chiefly of descriptions and exhibitions of entertaining experiments. For example The Sagacious Swan. There is a nice little amusing toy which is sold in some toy-shops, called the Sagacious Swan. This swan is made of very thin tinplate, or other light substance, and is hollow within. Near its mouth, in the inside, is fixed a small magnet or loadstone. The about five or six inches long, with a piece of bread fastened to one end of it, is held out to the swan, at the distance of an inch or two from its mouth. The swan then moves forward after the rod, as if it wished to take hold of the piece of bread. If you move the rod gently from the swan, it will swim after it all round the basin, and from one side of it to another, as if it were a living swan swimming after its food. But if you present the other end of the rod to the swan, it will swim backwards, and try to avoid it, as if you were wishing to mock or insult it.-The rod on which the piece of bread is fastened is also a loadstone. A loadstone attracts or draws to it needles, and any small bits of iron or steel that are near it. Every loadstone has two ends, which are called its north and south poles. When the north pole of one loadstone is brought near to the south pole of another, they will attract each other. But when the north pole of one is brought near to the north pole of another, they will repel or move from each other. When a small loadstone is placed on a piece of cork or light wood, and made to swim in a basin of water, it will turn itself round, till it point nearly north and south.The compass which directs sailors in their course along the sea, consists of a small loadstone, which moves upon a pivot. It shows them how to steer to the East and the West, to the North and the South. By means of this small bit of loadstone, they can find their way over great seas and oceans, to the East Indies and America, and round the whole world. God created the loadstone for this purpose; and if we had never known its properties, we should never have been able to bring tea from China, or sugar from the West Indies, or to send Bibles to the people that dwell in the far-distant isles of the sea. This lesson would of course require to be illustrated by the philosophical toy which it describes. This toy could be easily constructed by any ingenious mechanic, or it may le purchased for about five or six shillings. The experiment of placing a small magnet upon a piece of cork, and suspending it on the water, to show how it fixes itself north and south, might also be exhibited; and by taking another magnet, and suspending it in the same manner opposite to the first, the attraction and repulsion of the different poles of the two magnets might be shown, which would explain the phenomena of the sagacious swan. The power of the magnet in attracting needles, small keys, penknives, &c. might at the same time be shown. A pocket-compass might likewise be exhibited, and its |