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upon the great interests of man, as the education of a whole people. It is certainly desirable to extend a good education to.every child in the state, of whatever name or complexionsuch an education as is suited to his wants, to his condition and circumstances in life. To do thus much should be the settled purpose of every citizen of this rising commonwealth, and the high aim of its legislation and government.

As the desire of improvement is universal, why not extend the blessings of education to every individual of all classes? This desire is not only universal, but every member of the human family is capable of an endless progression in improvement. Progress is the great principle of human existence. Progress in knowledge-in morality-in expansion of intellect-in arts and the subjugation of all nature to his own uses-progress in civilization-in refinement-and in the more full enjoyment of his noble rational existence, is the all engrossing desire of man. Not of any one man, but the entire race. Why then confine the blessings of education to a privileged few? It can be desired by that few only for the purpose of converting the balance of our race into mere hewers of wood and drawers of water.

Man has not only the capacity and the power of continual advancement, but he has advanced often in the midst of the most adverse circumstances, from the beginning of time. Not every individual of every age and tribe, not every generation of men, but man in his social nature and condition as a sensitive and percipient being-the human race as a great and mighty family, have always been moving forward more or less rapidly in civilization and improvement. Besides, all men admire new forms of beauty-all are pleased with elegant, graceful and sublime objects-all desire to better their condition, to improve themselves and families, to enjoy more of life in its best sense, and all may improve and better their condition by wisely directed efforts. Why then resist this generous and ennobling impulse of human nature-why continue to chain down both. body and soul in all the misery, the degradation, the meanness, the despair, the blackness and darkness of perpetual ignorance? Why resist the onward march of improvement to universal empire?

Children, as well as men, love improvement. They love to learn, go forward, see, hear, examine, compare, combine-the God of nature has formed them for it, and made them as susceptible of advancement in all that can adorn and beautify, as the earth is of cultivation; and this desire of improvement can no more be eradicated from the constitution of man than he can cease to be. So long as men desire the comforts of life,

dwellings, they must constantly desire to better their condition. Why then do such men as Peel and Wellington, and the Archbishop of Canterbury regard with an evil eye and resist to utter desperation all efforts and plans to instruct and elevate the great body of the people? Why do they so strenuously oppose the establishment of schools throughout the empire, of which they are so prominent and powerful members? Is it because in these institutions men would learn to understand and appreciate their rights, powers, obligations and duties, and hence be no longer capable of being used as mere instruments to administer to the ambition, the pride, the pleasure and self-exaltation of the noble few? Or is it because they apprehend in case the schools succeed, that they and their families may be reduced to what is to them the most terrible of all evils, the necessity of laboring to provide for their own subsistence? But education, which is the cause of man, must and will triumph over all its enemies.

To educate is to draw out, unfold, develope, enlarge and strengthen all the powers, faculties and susceptibilities of human nature. Education is hence the great business of human existence. It is the all important end to be pursued through life; while instruction is the presentation of facts, the communication of light and knowledge, and is one principal means of accomplishing that end. It is true, much depends on the education which is obtained through the manifold instrumentality that may be employed. "As the twig is bent, the tree's inclined." This declaration is full of meaning. How desirable then, that such an education be given and received, as will fit for continued and increasing usefulness?

Having provided for the establishment of schools, the inquiry naturally presents itself, how much can and ought to be done by them? Most certainly there are boundaries to human knowledge-there are limits beyond which it is useless for man in his present state to attempt a passage. But within these limits and boundaries there is such an amplitude of space, so great a variety of objects, such an accumulation and 'richness of treasure, as to be worthy the attention of every mind, and sufficient to employ all the powers of the most gifted intellect.

No doubt the university course should be full and thorough in all the departments of literature, science and the arts. Nothing short of this can satisfy the demands of the public, and the general expectation of its numerous friends. The branches should fill up the intermediate space between the parent institution and the primary schools; and consequently the course of studies in them should be such as will furnish the required pre

trained and competent teachers for the common schools. In no circumstances should the appropriate ground of these schools be occupied by the branches. The primary schools are the all important institutions of our country; and hence, in carrying out the system nothing should be tolerated which may have the remotest tendency to endanger their usefulness. While thus much is required of the university and branches, the primary schools should furnish a good education to every child in the state. This is what they may do-this is what they ought to do; and they who have the direction of public affairs should aim at nothing less.

As there probably is some difference of opinion on the subject, it may be proper to consider at some length what is implied in a good education-in such an education as the primary schools ought to furnish. It appears evident to the undersigned, that the public expectation is not sufficiently raised in regard to what they are capable of doing. They are obviously fitted to do more, and to enter upon a higher career of usefulness, than has ever yet been asked of them. Let justice be done our schools, and they will soon exceed in their achievements the highest expectation of friends. The following considerations are presented as the result of experience and much reflection.

A good education necessarily implies a knowledge of our selves. Know thyself, was one of the first precepts of an ancient teacher; and it is emphatically a precept of the first importance. A knowledge of what we are is essential. The nature of man is complex-two elements, matter and mind, are combined in his present existence. The body is the dwelling place of the living rational agent. How important to know the laws by which this complex being is governed, and how these two principles mutually affect each other.

Children should be early informed in regard to their bodily constitution. They ought to have a clear and correct knowledge imparted to them of what is necessary to its highest beauty, perfection, activity, vigor and health. Much of their usefulness and enjoyment of life through coming years depend on the early attainment of this essential knowledge. Did the fairer portion of our land know more of their bodily frame, of its different vital organs and their uses, is it conceivable that so many of them, in obedience to the dictates of an imported prostitute fashion, would willingly incur the guilt of self murder? Did they know themselves, is it to be believed that any of them would continue to lay violent hands upon that beautiful frame which God has given them, when certain that death must ensue? It is highly important to us as a people, to have

mation and curious product of divine wisdom-the body-the house in which we are destined while here, to live, move, think, feel and act. This knowledge of our frame-of its organization and parts-of its wants and relations to surrounding objects, is essential to preserve and prolong life. The average of human life in different countries, will be found to be in exact proportion to the prevalence of such knowledge. A man who knows what his physical constitution is, and requires, will not be likely to be either a glutton or a drunkard-but temperate in all things.

If a good education implies a knowledge of our bodily frame, how much more a knowledge of our rational nature. This nature is obviously three-fold, intellectual, moral and religious. The chief intellectual powers are perception, memory, reason, association of ideas, imagination and fancy; the moral powers are ability to distinguish between right and wrong to will, choose and refuse; while the affections, emotions and passions form the heart, and constitute our religious being. It is in the highest degree important and essential to our welfare as individuals, to have a correct knowledge of this intellectual, moral and religious nature. We ought as a people to know more of the powers and susceptibilities of the human mind-of its workings of its relations; what it can, and what it cannot achievewhen, and under what circumstances it can be most easily enlarged and improved. Such knowledge is essential to the instructor, and equally so to parents. Children should be early taught to turn their thoughts back upon themselves, for the purpose of observing the varied operations of their intellectual, moral and religious being.

It is highly important to know more of the relation between matter and mind, and how each is affected by this relation. If the brain is the chief instrument of mind in all its operations, then whatever may affect the brain must necessarily affect the mind. Both parents and teachers should fully understand and appreciate this law of our present existence. Without this knowledge, a child in feeble health may be permanently injured, if not sent to an early grave. Being unable to do much else, the child is kept close at study-the worst thing that could be done. The brain being unduly stimulated and excicited, the whole system becomes deranged, and unless timely arrested, dissolution must ensue. It is also to be further observed, that in children muscular energy is often excessivehence they need much exercise. Long continued confinement renders them uneasy, fretful, restless, miserable. Punishment in no form, neither chiding nor flogging, will cure this; it is human nature. In no case should they be kept, either in or

giving them full liberty for that kind of exercise which they need. If allowed to run, skip, hop, jump, romp-as nature dictates they will not be likely either to puli down benches, or wrench off doors from their hinges. If kept longer than one hour, the laws of our being are transgressed; both body and mind injured, and the whole man, for the time being, rendered unfit for further improvement. Disgust, hatred of schools, books, teachers, is the sure result. These things ought to be more generally known. Parents should know them; teachers also should know them; a good education implies a knowledge of them.

It implies, moreover, a knowledge of our country. To be ignorant of the country which gave us birth, sustained and protected us, is highly disgraceful. Every child should know the geography of his native land, its boundaries, grand outlines and features, the relative position of its principal mountains and valleys, bays and harbors, lakes and rivers, and navigable waters. Destitute of this information, no person can read understandingly a common newspaper. He may read of transactions upon the great lakes and rivers of our country, but he knows not whether they occurred among the Esquimaux, Hindoos, Hottentots, or among his own people. It is equally important to know its political divisions, the number and relative position of the states, their capitols, chief towns, ports of entry, and principal commercial cities. Ignorance of such things, pertaining to our country, should not be suffered where primary schools exist. Nor should it be allowed in regard to its geological formation. In the bosom of the earth there is an abundance of treasure, resources without limit, materials of untold importance and value; such as coal, salt, iron, gypsum, copper, lead, marble, silver and gold, with other useful articles; some of which must be had, being essential to human existence and comfort. Some knowledge of geology would save oftentimes an immense amount of labor and expense in searching for these hidden treasures, and aid greatly in the procurement of them when found. Such an education as ought to be given, would include a knowledge of the different soils, their composition, fertility, power and adaptedness to different productions, whether fitted for grass or grain, whether this or that crop will best succeed. This, to farmers, is of the first importance. Nor should they be ignorant of the various products of their country. It ought to be a shame to any one not to know where the articles he uses, which he wears, which he puts upon his table, were produced; whether in his own or some other state; whether in his own country or foreign lands. With this, every person should have some knowledge of the

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