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Another class of school-books might be chiefly Historical. These should comprise a lucid and comprehensive view of the leading events which have happened from the creation to the present time, omitting those details which would either be improper to be exhibited, or which might prove uninteresting to the young. As a supplement to such a work, a more detailed history might be given of the particular nation or country in which the school is situated.-In compiling such historical works, great caution is requisite that no scenes be exhibited, and no sentiments inculcated, that would pollute the minds of the young, or foster malignant affections. Many of our historians detail the convulsions of nations, and the horrid scenes of devastation and carnage, with a revolting degree of apathy, without interweaving any reflections tending to show the folly and wickedness of war, and to denounce those malignant passions from which it springs. Nay, we frequently find the writings of historians abounding with panegyrics on public robbers and desperadoes, encomiums on war and on warriors, and designating 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

of those lawless passions and deeds of injus tice, which have covered the earth with carnage and desolation, and entailed misery upon the race of man. If we wish to study patterns of moral virtue worthy of imitation, we have the example of Jesus Christ set before us, as the pattern of every excellence, "who was holy, harmless, and undefiled,"-" who did no sin, neither was guile found in his mouth; who, when he was reviled, reviled not again; when he suffered he threatened not, but committed his cause to him who judgeth righteously." We have likewise the examples of his holy prophets and apostles, men as far superior in their moral principles and conduct to the most distinguished sages of Greece and Rome, as the Christian religion is superior to all the systems of theology in the pagan world.-In compiling histories for the young, the historian ought, therefore, to pause at certain periods and events, and direct the attention of his readers to what is moral or immoral in the actions detailed, to what is worthy of being approved or condemned in the scenes described, as determined by the 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 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 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 appear requisite for illustrating the descrip

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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.

lectual 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.

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, pretty brisk sound; but if we strike it hard break. break. We Iand with a reries of books adapted to intel- with a nail or a stone, it will 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 appear spread over with green, some parts with a light green, and some parts with a 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 Some daisies hyacinths, are of a blue colour. 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,

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

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 nhay 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 Les towards 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 sever. 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 splen did 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

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the sunshine, very 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 about five or six inches long, with a piece of the lustre of the finest flowers of the fields bread fastened to one end of it, is held out to and gardens. But, like the flowers, they fade the swan, at the distance of an inch or two every year, and the feathers drop from their from its mouth. The swan then moves forbodies, and are again renewed every spring. ward after the rod, as if it wished to take hold The length of the peacock, from the tip of of the piece of bread. If you move the rod the bill to the end of the tail, is about three gently from the swan, it will swim after it all feet eight inches. Some of its longest feathers round the basin, and from one side of it to are four feet long. This bird appears haughty another, as if it were a living swan swimming and proud, and loves to display its fine colours after its food. But if you present the other to those who are looking on, like those little end of the rod to the swan, it will swim backboys and girls who are proud of their fine wards, and try to avoid it, as if you were wishclothes. The peacock perches upon high ing to mock or insult it. The rod on which places, and lives upon barley and other kinds the piece of bread is fastened is also a loadof grain. Its beautiful plumage does not stone. does not stone. A loadstone attracts or draws to it appear before it is nearly three years old. needles, and any small bits of iron or steel When it drops its fine feathers in the time of that are near it. Every loadstone has two harvest, it does not like to be seen, but seeks ends, which are called its north and south to hide itself in some gloomy place. Though poles. When the north pole of one loadstone the peacock is very beautiful, it utters a very is brought near to the south pole of another, harsh and disgusting cry. For whole hours they will attract each other. But when the it will repeat the cry of Eko, eko, eko, with the north pole of one is brought near to the north most hideous noise. It cannot sing a pleasant pole of another, they will repel or move from song, like the linnet and the blackbird. It is each other. When a small loadstone is placed so wicked that it will scarcely live with any on a piece of cork or light wood, and made to other bird, except the pigeon; and it tears swim in a basin of water, it will turn itself and spoils every thing it gets a hold of with round, till it point nearly north and south.— its bill. This bird was first brought from a The compass which directs sailors in their far distant country, from the East Indies, and course along the sea, consists of a small loadit lives to the age of twenty-five years. Little stone, which moves upon a pivot. It shows boys and girls, be not like the peacock, proud them how to steer to the East and the West, and vain, on account of your beauty and your to the North and the South. By means of fine clothes; for humility and goodness are this small bit of loadstone, they can find their always to be preferred to beauty. 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.

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 ixed a small magnet or loadstone. The

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 uses itself north and south, might also be exhibited; and oy 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