When we view our own happy country, we have cause to rejoice. Here every man rests in security under his own vine and fig tree. We see a mighty empire, of but short existence spreading out its giant arms in every direc tion. The intelligence, the zeal, the knowledge of the only republic on earth, has created in the last thirty years, another like itself and a part of it, in the boundless West. Here, where but a few years ago, was to be seen the interminable forest, untrodden by the foot of the white man, are now to be seen towns and cities, filled with human beings, all active in the various pursuits of life. Here, too, are to be seen temples rising to the living God; and here too, the noble monuments of a people's wisdom, their large school-houses, in which the seeds of knowledge and virtue may be infused into the minds of our children; and who may thus be taught to know and value their rights as freemen of this blessed land, and may preserve by their wisdom and conduct, those inestimable blessings which were transmitted to us by the sufferings and blood of our forefathers.

Such is our happy condition, and such the prospects before us. We have cause for congratulation. A wide field is open to our exertions. Education, the firmest pillar of our government, is our profession. And I trust that while each of us labors in the great cause, we shall bear constantly in mind, that moral goodness in a people is as necessary to their national greatness and happiness, as the cultivation of the general mind.

II. DOMESTIC EDUCATION.

LECTURE ON DOMESTIC EDUCATION,

BY T. J. BIGGS.

1. The Harbinger of our country's future weal is seen and heard, in the increasing solicitude of our nation, for a sound and salutary system of public instruction. Enlightened public sentiment now harmonizes upon the proposition, that the perpetuity of our civil institutions, rests entirely, upon the rightly balanced character of the rising age; assuming the principle, that knowledge is power;-the most powerful engine which human agency can wield; the great problem is, to give the mind the right direction, so that the power, thus entrusted, instead of being an instrument of universal evil, may, in the hands of a virtuous people, secure to all future time, the inheritance, which we enjoy.

2. We regard, with unfeigned delight, the claims now so freely and ably urged in favor of universal moral education. The common sense of the community, hitherto too little intent upon this object, is now waking up, and the energies of the heart and intellect, are now urging the enterprise of promoting moral culture, co-extensive with the diffusion of literary privileges. The fact is now recognized, and beginning to be felt, "that high mental attainments afford no adequate security against moral debasement." This discovery, has been followed by an earnest call, for such improvements in the system of education, as shall unite, most efficiently, the melioration of the heart, with the best developments of the intellectual powers. The plain indisputable maxim, that "The fear of the Lord is the beginning of wisdom," is fast regaining its right location in the system of human improvement; and the Bible begins again, to take its appropriate place, in the early formation of the youthful mind.

3. This I regard as one of the most propitious signs of the times. "Things as they should be," said the lamented GRIMKE, "demand imperatively, that education should be decidedly religious. It is granted, on all hands, that religion is the highest interest of man;-that it is the cement of society and the foundation of government; that it is the best safeguard of duty, and a fountain of the purest happiness." With these sentiments I entirely accord; and I see not how American institutions can be preserved, without the universal diffusion of the Christian religion, "emphatically the religion of the people." "Nothing" said the illustrious RUSH, "can be politically right, that is morally wrong; and no necessity can sanctify a law that is contrary to equity. Virtue is the soul of the republic. There is but one method of preventing crime, and of rendering a republican form of government durable, and that is, by disseminating the seeds of virtue and knowledge, through every part of the state." Said another of our American Patriots: "To secure the perpetuation of our republican form to future generations, let divines and philosophers and statesmen, and patriots, unite their endeavors to renovate the age; by impressing the minds of the people with the importance of educating their little boys and girls."

It is to the sentiment suggested in the last quotation, to which, as the principal topic of remark, I would respectfully invite the attention of my audience. Domestic Education. I select this topic for a variety of reasons: First, because I believe, that here originates chiefly all that is either propitious or disastrous, in the subsequent development of character, under the forming influences of public education. Here is the fountain whence flow streams which bless or blight wherever they flow. Secondly, because I believe that our writers on education have not usually begun with the infant, and thence risen to a consideration of our duties to the youth. They have too generally begun with the youth; hoping that the evil of the existing system might be corrected at that period of life. Thirdly, because, as will be shown in the sequel, parenta obligation in this matter has too generally been regarded

as extending to little more than liberal efforts to promote the cause of public instruction-and to secure from others as far as possible, the best instruction for their own children. In this way parental responsibility, has sought to relieve itself by substituting others in its own place. Hence a fourth reason for selecting this topic. Our public instructers have in numerous instances, been unreasonably required to render a service, in the very nature of things impossible-to fulfill the parents' duty as well as their own, My fifth and last reason is, that unless reformation begins here, no matter what perfection may characterize the system, exterior to Domestic Education, defect and failure are inevitable-for this most obvious reason, the pupil comes too late-his character is formed. The disease is already deeply seated in the system. The infection is virulent, and, except by some extraordinary means, incurable. The reasons thus stated, will serve for the respective divisions jo my whole subject.

I. Domestic Education claims our attention, as being the fountain of all influences, affecting favorably or not, the subsequent formation of character. This is a position so evidently ascertained and recognized by all accurate observers, that it would seem to be a useless effort to bring it more distinctly before the mind. It is however, true, that things the simplest, most obvious, as well as the most necessary, sometimes escape the public eye, and results the most deplorable follow. I will therefore endeavor to give this point a little more prominence, and ask my fellow citizens to give it a more patient consideration. By Domestic Education, I mean nothing more nor less than such a system of parental care and patient effort, as shall secure to the child, at the first dawn of its moral and intellectual life, good impressions, and protect it from the invasion of bad ones. Here I introduce no claim for the early use of books. The system which I advocate, precedes in its first application all literary instruction.

The infant mind exerts its powers long before books, however simple, can be of any service. A language is learned ordinarily within the first two years of infant existence, and the elements of future character are, for the most part, within the same period collected and ready for future action. It has

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not escaped the observer's eye, that an infant even before it reaches the power of articulate sounds, has learned the language of signs-and exhibits frequent proof of possessing no little practical skill in the science of physiognomy. How early is it capable of a distinct observation, as to the meaning of a parent's countenance, and thence to infer what course to pursue? Assuredly then, this is the period in human existence in which neglect, mistake or mal-administration, in the treat ment of mind, must be disastrous. The fountain receives pollution-it is poisoned—and the streams must carry death in their course.

On this subject, the maxims of Pagan antiquity, were full of instruction, and might well be adopted even in Christian communities. "Let nothing base to be seen or to be heard, enter the dwelling in which there is a child." Even the attendant upon the nursery, was required to possess so much of literary improvement, as always to use propriety of language in the hearing of the child. Heathen parents were instructed, to use their utmost caution, to procure the best attendants for their children which their ability could command. The philosophy of that day, taught them that the human mind was like the new made vessel which retains the flavor first com municated; or like the dyed wool, which never could be restored to its original purity. Now, so far as the tenaciousness of the mind for first impressions is concerned, their Philosophy was right, as we know both from experience and from the testimony of the Bible, whose philosophy touching this point is, "train up a child in the way he should go, and when he is old he will not depart from it."

If then, Pagan philosophy, whose ken penetrated not beyond "the circumference of the things that 'are seen," was thus wise and vigilant in protecting the infant mind from vitiating influences, what should parental guardianship, directed and enlightened and cheered, as it may be by the radiance of the Sun of righteousness, secure for the protection of the infant mind! Shall it be said, that the heathen were wiser in their generation, than the inhabitants of this highly favored land, in which moral influences are multiplied and secured by the Christian system?