Besides this work, literary gems embodying the sentiment may be culled, and patriotic songs may be frequently sung. Anniversary days of historical event may be celebrated, and the birth-days of patriots. A Samuel Adams day or a Lincoln day may be less æsthetic than a Longfellow day, but perhaps not less useful. As the children became familiar with the lives of these men, learned what they dared and what they suffered, they would learn to say, "With a great price obtained they this freedom, but we were freeborn;" and they would learn to prize their heritage. Memorial day, too, furnishes one of the best opportunities for awakening in the children the spirit of self-denying devotion. In every village cemetery, in every obscure burying-ground by country waysides, one sees the little flags that tell him that the nation's dead are there. In the public parks of the great cities and on village greens are the simple shafts or the more costly memorial telling the succeeding generations that there have been patriots. Beside these graves, before these memorials, the story which they commemorate should be recounted in the ears of the children. This is a story of patriotism, of sacrifice for country. If it is not this, then it is nothing. If patriotism and treason are equally glorious, then these monuments are monum. nts to a nation's folly, and Memorial day is a farce. "Malice toward none, charity for all," - this is more than the instinct of humanity prompts; it is all that the spirit of Christianity demands. But to cherish with equal affection those who died to save and those who died to destroy the nation, to crown them both with equal honor, is to obliterate the clearest moral distinction. It is the deathknell of patriotism.

"Peace hath her victories no less renowned than those

of war." We shall do well to show the pupils that patriotism is needed in the everyday administration of civil affairs. It may be harder to live for our country than to die for it. The patriot will be ready to sacrifice personal interests to the public good. If it be necessary to change a bad administration, to remove a bad man from office, to break a corrupt ring, to cleanse an Augean stable, he will be ready to renounce ease, to spend money, to incur odium, to risk personal safety. To make this clear should be the outcome of the study of political science. Milton's conception of education was as sublime as the times in which he lived, and the Commonwealth which he helped to found. But no less exalted ideal is worthy of an American Commonwealth.

"I call, therefore, a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war."

Such a course of study as I have outlined might help to realize such an ideal.

DISCUSSION.

GEN. H. B. CARRINGTON, of Boston.

A perfect school preparation for citizenship involves all preparation for all after endeavor, and the aggregate of fruitful individual instruction will be the exponent of the value of the organized state.

The life of the state is the expression of its vital forces, and as with all life, these forces must be measured by their beneficent or baneful effects before we can know whether that life be sound or sickly.

Just because the incidents of daily duty in the school-room,

the office, or any sphere of action, are largely controlled by sudden and conflicting forces, requiring immediate solution, it is wise to prepare for sudden and conflicting issues by the study of other lives and of realized results.

It is the province of history to supply data from past experience, so that there may be a general chart at hand, which shall mark the obstacles and courses to be avoided or adopted, even if we do not follow precisely the track of any.

Political science, which in the line of education must embrace all elements that relate to civil life, civil relation, and civil liberty, must be attended and shaped by social science, using that term in the direction of the family, fraternity, and the church. In that case, all modes and processes of mental action will be penetrated by such moral savor, that the best youth, the best man, the best society, and the best happiness of the greatest number will be secured. The experience of all conscientious teachers is similar. I do not remember to have begun, or closed, a single one of thirty consecutive terms in the instruction of two hundred young men; or at an earlier period, of five terms, while instructing half that number of young women, without this painful but stimulating impression, that however unequal to the responsibility assumed, I could not avoid it, and that the entire future usefulness, and happiness of some household or community might be involved in that responsibility.

It may be that varied professional life, as teacher, in the law, and in the army, with the devotion of all spare time for nearly forty years to the study of Biblical and Modern History, have peculiarly shaped my views as to methods of teaching youth, in the direction of the highest possible citizenship. I simply suggest an outline which awakened much enthusiasm and certainly affords a basis for the reference of all historical facts to their right place in human development.

Subdivide time as you please, for convenience, and yet all will take impress from the spirit of two, grand and closely related epochs. The first began Anno Mundi 1, and after forty centuries introduced the second, Anno Domini 1, which contains our work of to-day. As an exponent of the former, take the law of Moses, the first liberator, and only excepting Lincoln, the greatest human liberator. Take that law as the key to political rights

and progress, and mark, that all conflicting systems, dynasties, and empires can only be identified now by painfully searched ruins. But that law remains, cardinal, potential, and supreme, just in proportion as justice inspires political and social life, and the dutiful citizen is protected alike in his rights and his duties. It is often a harder task to do duty well than to protect or assert rights.

Of the second epoch and its trend, I only notice one achievement, distinctly within your memory, and one to which many of you, with your honored President, Col. Sprague, gave earnest service, at the risk of life itself.

It was such an honor to be a Roman citizen, that about the year 56, of this second epoch, one Paul, who so early battled for principles which are still the very life of all intelligent civilization, had only to declare that citizenship and at once compel ruling magistrates to apologize for his stripes and imprisonment. But through Rome's decline, through many dark ages, through the conflict of King John with his barons, through colonial struggles on this continent, in which Puritan, Catholic, and Huguenot alike resisted oppression, through the birth-pangs of the Republic, there was maturing that individual, conscientious revolt against human slavery and its moral blight, which at last emancipated man. And just now while you consult as to methods by which youth may secure a worthy citizenship, while great political parties are alike confused as to economic laws of trade, but the nation still holds and will hold fast the obligations which that emancipation involved, there is one other fact to be noticed, respected and developed. It is this, that Legislature after Legislature responds to the demand of the Church of Christ, coming as it does from all names and sects, calling upon you teachers, who have to supplement the work of church and home, crying out in tones that will yet sink all names in its own overwhelming issue, - Crying out, "Give us one more emancipation, so that vice, and crime, and lust, and stealing shall shrink from sight, when the highest citizenship, cemented by religion, shall fully mature in the reign of enforced Temperance."

SANITARY SCIENCE.

PROF. A. B. PALMER, M.D., LL.D., UNIY. OF MICH. Dr. Palmer was called upon by the President, and occupied some half-hour in remarks upon the importance of a knowledge of sanitary science, or the science and art of good living, as a branch of popular education. He said it was the object of the profession of medicine to promote physical development and well-being, and as a consequence mental and moral good, to prevent and alleviate physical imperfections, disease, and death; that disease is a condition which should not occur, and that when a well constituted organism is subjected to the most favorable conditions, health results, and death occurs, as in a stalk of corn, without suffering, its full work being accomplished. Disease, he said, was a state of the system in which its actions are deranged by a morbid cause. Many of these causes can be avoided, and men need instruction respecting them. The speaker dwelt upon the importance of such knowledge, and the great changes that have been produced in the rate of mortality by a better compliance with sanitary laws. He referred to the laws of some of the states requiring hygienic instruction in the public schools, with special reference to certain injurious articles, and expressed the opinion that if carried out in a strictly scientific manner great good would result. The question now was, not whether drunkenness was an evil; not whether the moderate habitual use of alcohol, or tobacco, or opium was an evil or a good. Scientific truth tended in the direction of benevolence and humanity, taught the importance of total abstinence from all narcotics except for strictly medicinal purposes, and for such purposes these articles were much less frequently required than was commonly supposed. All good men, and especially all good women, would ultimately give their sympathy and their efforts to promote and enforce this view.