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 1 
 
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 1 2 3 
 
 4 5 6 
 
THE 
 
 AUTH 
 
 PU£ 
 
 BY J 
 
■'!S"; 
 
 Jfe REAL EDUCATION, 
 
 A LECTURE, 
 
 DELIVERED BEFORE 
 
 i THE MECHANICS' INSTITUTION, CHARLOTTETOWN, M 
 
 BY THE REV. JOHN KNOX; 
 
 oooo 
 ooeo 
 oooo 
 oooo 
 oooa 
 
 r^ :fr. OOOO 
 
 •/ 
 
 coca 
 
 AUTHOR OF MORAL RENOVATION, THE PRIZE ESSAY ; oooo 
 
 oooo 
 
 AND FORMERLY HEAD MASTER OF THE WIS- 
 BECH EDUCATIONAL INSTITUTION, 
 CAMBRIDGE, ENGLAND. 
 
 oooo 
 c«oa 
 oooo 
 oooo 
 
 
 S PUBLISHED FOR THE MECHANICS' INSTITUTION, 
 
 CHARLOTTETO WN: 
 
 BY JAMES DOUGLAS HASZARD, PRINTER- TO THE QUEEN's MOST 
 
 GRACIOUS MAJESTY. - 
 
 oooo 
 
 I) 
 
 ^jjVy> 
 
At 
 
 BY 
 
REAL EDUCATION, 
 
 A LECTURE, 
 
 BY THE REV. JOHN KNOX, 
 
 AUTHOR OF MORAL RENOVATION, THE PRIZK ESSAY; 
 
 AND F0R3IERLY HEAD MASTER OF THE WES- 
 
 BECH EDUCATIONAL INSTITUTION, 
 
 CAMBRIDGE, ENGLAND. 
 
 CHARLOTTETOWN. 
 
 PUBLISHED FOR THE ^MECHANICS' INSTITUTION, 
 
 BY JAMES DOUGLAS IIASZARD, PraNTER. TO THE QUEER'S MO^I 
 
 GFACIOUS MAJESTY. 
 
 1841. 
 
HO.V< 
 
* TO THE 
 
 trOXORABLE CHARLIES VOUNG . THE rr.F^rnrv-r .nrr,. 
 
 >IE>77.ERS or THE CIIARLOTTr.TOWN' MECHANICS' IXSTI. 
 TUTE, THE FOLLOWING PAGES AKE INSCRIEKD 
 HMTir EVEnV DESIRE FOR ITS ENI.tGTlT- 
 KNEI) PROGRESSION, 
 
 V.\ IITF ArxiloK. 
 
 
PIlKf'ACi:- 
 
 Is (■om|)liancc with ;i request conveyed by llic Com 
 iiiitteo oltiie " Charlottetown Mechanics' Institute," 
 to the Jlev. John Knox, the following Lecture was 
 recently dehverod hy hnn before that Institution. 
 
 Tlie Institute, justly apprijciatinji^ the value of so 
 al)le a treatise upon a subject so vitally important to 
 the interests of Society, and in which the views of 
 the learned lecturer appear to be so well suited to 
 the circumstances of the Colony, unanimously re- 
 s' »lved u])on its immediate publication. 
 
 Tiie Members of the Institute, in placing this use- 
 !ul production before the public, most cordially tes- 
 tify to the zeal and ability of the Rev. Lecturer in 
 the cause of Education; and they sincerely trust that 
 the perusal of the following pages will have a highly 
 beneficial tendency in advancing its interests in this 
 Colony, by mducing Teaciicrs to adopt suggestions 
 so well fitted to improve the system of instruction 
 throughout the Tr:;lund. 
 
 1 Hi: 
 its tr 
 enga^ 
 meiit 
 the a 
 each 
 muni 
 and t 
 down 
 
 Th 
 
 of the 
 
 awake 
 
 anxio 
 
 nerati 
 
 ed exe 
 
 true e 
 
 that V 
 
 acquis 
 
 sdasio 
 
 in ace 
 
 and e 
 
 the W( 
 
 We 
 of Bri 
 lightei 
 increa 
 tied w 
 are ut 
 so far 
 are co 
 by the 
 
iC Com 
 tituto," 
 arc was 
 ion. 
 
 Lie of so 
 >rtant to 
 news of 
 uited to 
 )usly re- 
 
 tliis use- 
 ally tes- 
 turer in 
 ust thai, 
 a higlilv 
 s in this 
 r^cstion-i 
 stiuclioii 
 
 IlIiA% EDVCATZON. 
 
 'I'he subject wc arc this Evening to consider, is, in 
 its true sense, by far the most important that can 
 engage our attention, which regulates the improve- 
 ment of all knowledge, the progression of mind, and 
 the advancement of Society — important therefore to 
 each of us as individuals and members of the com- 
 munity — aflecting our present and future happiness, 
 and the millions that are to come after us, possibly 
 down to the end of time. 
 
 The lamentable degradation and fearful ignorance 
 of the great mass of our population, cannot fail to 
 awaken in every intelligent and benevolent mind, an 
 anxious concern for the improvement of the rising ge- 
 neration, and to stimulate to immediate and determin- 
 ed exertions for the establishment of a sound system of 
 true education throughout the Island — an education 
 that will secure the developement of the mind — the 
 acquisition of substantial knowledge, and the pos- 
 sesion of those principles of moral action, which are 
 in accordance with all true philosophy, and unfolded 
 and enforced openly, boldly, and unequivocally in 
 the word of God. 
 
 We in common with Britons, and the descendants 
 of Britons lay claim to the name of a liberal and en- 
 lightened people, and possess many opportunities of 
 increasing our knowledge, but we seem to rest satis- 
 fied with the possession of the former whilst the latter 
 are utterly neglected, or at best miserably improved, 
 so far as moral culture and intellectual refinement 
 are concerned, and the exaltation of the character 
 by the attainment of real not accredited or nominal 
 
*» 
 
 Hem. Edccatiox. 
 
 powrr, excellence and beauty. We have been too 
 rniicli occupied in the attainment of our own selfish 
 ends — in the cncouraf^ement of ambition, avarice, 
 md other vices e(|ually injurious to the individual, 
 and baneful in the inllucnce which they never fail 
 to exert on Society, to have such a relish for mora! 
 ]>Ieasures and intellectual pursuits, as would cause 
 us to dehirht in cxcitiuijr the love of knowled'^e in 
 the Ignorant around us, and in raising' the dci^raded 
 »nd boni.<^hted to a higher pitch of intellectual and 
 moral atlaiiimcnt. Tiiis too iias arisen from i'Mio- 
 lance — from our ignorance of ourselves and of tJio 
 nature and relations of things. 
 
 The great aim of the mass of Mankind is th(^ 
 attainment of happiness; as their knowledge of that 
 in which it consists, and from which it springs iias 
 been del'eciive, and as the means which they have 
 employed in order to secure it have been inadequate 
 and misapplied — so all their attempts — their repeat- 
 ed vigorous and protracted attempts to attain and 
 jjossess it have signally and utterly failed. It springs 
 ijot from the possession of wealth or any circum- 
 stantial distinction, or external elevation, as is believ- 
 ed by many who lay claim both to mind and intelli- 
 gence, however much they may be ashamed to 
 acknowledge it, and however strong their affirmation 
 to the contrary; but in internal elevation — in inherent 
 })rjnciplcs, noble in their nature, and generous in 
 their exercise, the influence of which leads to the 
 enhancement of wealth by making it conducive to 
 the happiness of others, and to the ennobling of 
 distinction by converting it into an instrument of 
 good in the service of man. It consists in the poss- 
 <'Ssion of character — power of character, mental and ; 
 moral, (I mean moral in the true scriptural sense) \ 
 which enables us to perceive and enjoy, inclines us ; 
 to iove and causes us to be admired and loved, 
 which endows us with correctness of taste and \ 
 prompts us to uprightness of action. 
 
R 
 
 E\J. 
 
 E 
 
 DUCATIOX. 
 
 c been too 
 )\vn solfisli 
 , avarice, 
 individual, 
 ncvor fail 
 1 for moral 
 ould cause 
 DW ledge in 
 ) degraded 
 cctual and 
 from igno- 
 aiid of the 
 
 ind is the 
 Igo of that 
 bprings lias 
 tlicy have 
 inadequate 
 icir repeat- 
 attain and 
 It springs 
 nv circuni- 
 IS is believ- 
 and intelli- 
 isliamed to 
 affirmation 
 in inherent 
 ;enerous in 
 2ads to the 
 nducive to 
 lobling of 
 rument of 
 the poss- 
 nental and 
 iral sense) 
 inclines us 
 and loved, 
 taste and 
 
 I 
 
 h 
 
 I lib 
 
 It is evident that men in general are lamenlaOlv 
 deficient in the possession and exercise of these 
 «'l('valing principhis; and we are to attribute t[ii»- 
 deficiency humafdy speaking to their defcjctive edu- 
 eation. Man is not impelled to correctness of action 
 like the inferior creatures; the bird builds its nest 
 and the bee its cell according to the best principles 
 and the wisest [)liin; they are endowed with instinct 
 by th(?ir beneficent Creator, which is immediutts'ind 
 eertain in all its opera I ions. With* uwn it is otner- 
 wisc. Ife is tlislinguished by intelligence and refler- 
 lion, Vv'hich are suscej)lible of the highest im|)rovc- 
 rncnt, by which las feelings are to be controlled and 
 his conduct regulated; upon the right cultivation of 
 I which, (and wliich should be the first grand object of 
 ; [lis existence,) depend at once his own happiness in 
 ihis mortal life, and in that life which is to ccme — 
 at once his position in the present preparatory world, 
 and the influence which lie is destined to exert over 
 tlje present and future well being of his fellow intelli- 
 gencers. Tiirj importance of true Education is thus 
 clearly demonstrated; and it is equally evident tiiat 
 it must include intellectual training and moral 
 discipline: it must be corrective as well as cductive. 
 
 I I proceed to direct your attention to a few of the 
 principal defects in tlie ordinary methods of Instruc- 
 tion. The first I shall notice is tlie delusive preposses- 
 
 I sion in favor of Classical learning to the exclusion of 
 real knowledge. That there exists a strong impres- 
 sion of the extraordinary value of Greek and Latin, 
 among the middle classes even of this Island will not 
 be denied by any one who possesses but a very 
 imperfect knowledge of the stateof Education among 
 us. Some parents seem tc think that the fortunes 
 of their children are made if they can only conjugate 
 a Latin verb; and I have seen some since I came to 
 this place who had devoted nearly al! their time to 
 the study of Languages, who were notwithstanding 
 
i 
 
 1 1 
 
 8 
 
 Real Education. 
 
 inisortiblc dassics and utterly destitute of almost all 
 otli(ir knowledge. 
 
 I do not disparage a classical Education. It is 
 invaluable to those who really need it, and who have 
 tiie means, opportunity and inclination diligently to 
 pursue it; but it is injurious and highly criminal to 
 compel a youth, (especially when he has no taste for 
 languages, and when he will not require them in 
 after life,) to spend many of the best years of his 
 existence in the acquisition of sounds and signs, 
 v^hWc he is ignorant of the first principles of thouglit, 
 and of all that is essential to a true and real educa- 
 tion. 
 
 It may here be proper to remark that as the Greeks 
 and Romans were the noost enlightened and cultlvat- 
 <ui of the nations of antiquity, in whom were con- 
 <!entrated the cxistinj? civilization and refinement — 
 by the generous competition which existed especially 
 in Greece, the human mind was so strengthened and 
 refined — the fine Arts were so cultivated and carried 
 towards perfection and their compositions were so 
 beautiful, so varied and so elegant in style, so rich 
 in their materials, in their knowledge of Criticism, 
 government, and general philosophy — that after the 
 second dawning of civilization — the revival of letters, 
 these languages as thev were more correct and more 
 copious than any at that time in being and as they con- 
 tained all the treasures of wisdom and knowledge, 
 were immediately adopted as the most appropriate 
 vehicles of thouglit and instruction — as the most 
 exquisite models to place before our youth, fitted at 
 once to incite them to imitate and rival this excel- 
 lence, while they trained the understandins:, and 
 cultivated tlie taste. These languages were adopted 
 as the media of Instruction, because they were the 
 most suitable as they surpassed in refinement and 
 power every other. Such however is no loncfer the 
 
Real Educatfox. 
 
 1) 
 
 almost all 
 
 on. It is 
 who have 
 igently to 
 riminal to 
 taste for 
 [J them in 
 3ars of his 
 nd signs, 
 ►fthou^it, 
 sal educa- 
 
 ;he Greeks 
 d cultivat- 
 werc coa- 
 incment — 
 especially 
 hened and 
 nd carried 
 is were so 1 
 e, so rich 
 Criticism, 
 after ihr. . 
 of letters, | 
 and more 
 they con- ] 
 nowledge. 
 3propriate 
 the most 
 , fitted at 
 his excel- 
 ding, and 
 e adopted 
 were the 
 ;ment and 
 longer the 
 
 1 
 
 case. The English, a daring and enterprising peoplr, 
 have formed a language in which are embodied tin: 
 grand elements of their character — a language whese 
 copiousness, having borrowed from all (Quarters, and 
 laid all under contribution — the mirestrained freedom 
 of its tones, and the boldness, the resistless point of 
 it9 character, adapts it to every kind of composition. 
 It embraces writers of every variety of style from the 
 Attic simplicity and elegance of Addison, to the gor- 
 geous splendour of Fidmund Burke. It exhibits tlic 
 purity and perspicuousness, the sweetness and easv 
 dignity of Robertson; the elegance, the pathos of 
 Logan; the refined metaphysical style, and pure and 
 elevated feeling of the accomplished Allison; and 
 tlie more forcibly magnificent, the brilliant, polished, 
 and irresistible eloquence of the highly gifted and 
 truly eminent Hall. Its poetic adaptation \< 
 ccjually favourable to our plan; for thougii deficient 
 in the flowing softness of the Italian, it possesses a 
 power, a dignity, an unrestrained freedom, andenergv 
 of point and expression, together with a harmony ol 
 poetic numbers which render it superior to every 
 other language. In philosophy it is richer thui any 
 other tongue, and in it we can boast of a Bacon, 
 a Newton and a Locke; in History, of a Hume, a 
 Gibbon, a Robertson, and a host of other writers; in 
 Poetry, of Spenser, Waller, Cowley, Pope, Youn^. 
 Thomson, Akenside, Gray, Cowper, Campbell, Coif - 
 ridge, Wordsworth, Southey, Moore, Byron, ScotL. 
 Kirke White, Montgomery, Ileber and HcmafiF; 
 and the grace and grandeur of tlie majestic fli^^Sts of 
 the sublime Milton, have immortalized himself and 
 the language in which he wrote. In Dramatic Litt-- 
 rature Shakespeare stands alone and unrivalled, for 
 the palm has been yielded to him by the dramatisis 
 of efery nation on the face of the world. In shori. 
 the Enghsli surpasses all other languages both in 
 copiousness and in power; it embraces ail the knovv- 
 
^■■\ 
 
 ^' } 
 
 ; > 
 
 I : 
 
 
 10 
 
 Real Education. 
 
 ledge that is contained in Greek and Roman authors, 
 and more than is to be found in them or in any 
 existing language; so that there is not now any neces- 
 sity for a youth to spend seven or ten years of the 
 most valuable part of his life in acquiring that which 
 is unnecessary and useless, to the neglect of that 
 which is both necessary and useful to every being 
 endowed with intelligeiicc. 
 
 It is still urged in favour of the study of the 
 Classics, that though they may be of no great use to 
 the scholar in after life — though he may lose all he 
 has obtained by neglect, being taken up with those 
 things that are more necessary, which has been tfie 
 case with many eminent scholars, and acknowledged 
 even by the Professors in our Universities; yet they 
 should be studied, because they discipline the mind 
 and strengthen its powers. Such objections only 
 show the ignorance and imperfect education of their 
 authors, for no one endowed with the smallest por- 
 tion of reiiection will deny that the human mind is 
 more strengthened and enlarged as a whole, by the 
 analysis of thought, and the discrimination and clas- 
 sification of objects, than by studying the variation? 
 of obsolete languages. In the one case the different 
 powers of the mind are exercised upon that which 
 is the appropriate instrument of their enlargement, 
 supplied with their proper food — for thought is 
 the food of the mind by which all its v/ants are sup- 
 plied, and its growth and its vigour secured — in the 
 other, the intellect is exercised and perplexed, but 
 not satisfied and fed, one part of it is stretched be- 
 yond that v/hich it is able to bear, v/hile the others 
 are allowed to remain neglected and in ruins. 
 
 The next grand error, is the communication of 
 words, instead of thoughts, or ideas; of the sign and 
 not the thing signified. When the human mind is 
 most susceptible of impression, when its powers are 
 
Real Education. 
 
 11 
 
 authors, 
 * in any 
 ly neces- 
 s of the 
 lat which 
 
 of that 
 ery beiny; 
 
 ly of the 
 
 3at use to 
 
 ose ali he 
 
 i^ith those 
 
 been the 
 
 owledGjed 
 
 yet they 
 
 the mind 
 
 ions onlv 
 
 )n of their 
 
 lUest por- 
 
 n mind is 
 
 le, by the 
 
 1 and clas- 
 variation? 
 
 2 different 
 hat which 
 argement, 
 
 ought is 
 s are sup- 
 d — in the 
 exed, but 
 tchcd be- 
 ,he others 
 
 IS. 
 
 cation of 
 J sign and 
 n mind is 
 owers are 
 
 ripe for action and ready to be excited with dehght 
 and advantage, thirsting for knowledge, and thus fit- 
 ted to receive pleasure from the exhibition of truth — 
 of that which is beautiful, fixv-^d and demonstrablv 
 Irue — when the human being i;^ thus conditionated 
 l)y its organization, its external circumstances, and 
 its ardent desire after knowledge, for the improve- 
 ment of the understanding, the increase of intelli- 
 gence and mental power, and the exercise and bet- 
 ter rei?ulation of the noblest and finest feelings whicli 
 can exalt and adorn the man, by contemplating the 
 wonderful exhibition of facts, varied, useful and nev/, 
 which appears with increasing interest, at every turn 
 and on every hand, throughout the vast range of 
 material existence: instead of tlils thirst beini^ arati- 
 fied by a plentiful draught from the grand fountain 
 of truth, not a drop is permitted to come within the 
 reach of the panting mind, and this too by a sort of 
 systematic neglect; instead of the youthful mind 
 being strengthened, delighted and enlightened by th(^ 
 inspiring inliuence of the new and interesting objects 
 which are plentifully scattered over the face of th^' 
 fair creation, and which require only to be exhibited 
 in order to be felt and appreciated; all that is beau- 
 tiful in nature and pleasing in history is overlooked, 
 for though the pupils may read of such things, they 
 are not placed in such a light as to be readily per- 
 ceived and thoroughly understood by them, so as to 
 be made a part of themselves; the mind is undisci- 
 plined, the memory burdened, and the understand- 
 ing perplexed; the man in miniature is converted into 
 a mechanical automaton, and the noble, though un- 
 fortunate being, is practically insulted by being pre- 
 sented with the instruments, instead of the elements 
 of thought, and puzzled by the torturing task of com- 
 mitting to memory a complicated medley of sounds 
 and signs, and which he has to repeat, at a specified 
 time, 10 his ill-qualified, or at least, unwise instructor. 
 
1 f^ 
 
 Rr.AL Education. 
 
 I; 
 
 u 
 
 i i 
 
 n ■ 
 
 I 
 
 I' 
 
 ^lany teachers who make great pretensions to 
 moJern and improved education, require their pupils 
 to commit long and difficult tasks to memory, and 
 urge as a palliation of this offence, that they after- 
 wards explain the meaning of tiie lessons to them — 
 a plan at once discouraging and ruinous to the dis- 
 position and talents of tlie scholar. They forget 
 that the grand fundamental law of true education is 
 to present the object to the mind before they com- 
 municate its name; to give the pupil a clear concep- 
 tion of the precise ideas contained in a passage be- 
 fore they are permitted to learn a sentence of it by 
 heart — and they should seldom, if ever, be allowed to 
 commit it to memory, but should be required to con- 
 vey the ideas, not in the language of the tutor, or 
 the book, but always to employ their own method of 
 expression. This will not only exercise and strength- 
 en the mind, but awaken, improve and enlarge the 
 understanding, by teaching it to discriminate and 
 methodize knowledge, and give them a practical 
 acquaintance with the power of language, by endow- 
 ing them with a readiness and facility of expression. 
 
 True education is like nature — and nature is per- 
 fect, so that the nearer we approach to it, in the 
 arder and matter of education, the simpler and the 
 more efficient will our system become. As the idea 
 must have been conceived before the sign was in- 
 vented by which we communicate and perpetuate it, 
 according to the order of nature, we ought to teach 
 the elements of thought before those of language. 
 The method by which these are instilled into the 
 youthful mind, should be such as will present the 
 precise object or idea intended to be conveyed, in 
 the most prominent position, in the centre of light, 
 not only in such a manner as that the pupil may 
 understand, but so clear and so definite as to render 
 mistake or non-comprehension impossible! The 
 ideas should be classified, in order to be compre- 
 
Real Education. 
 
 it) 
 
 nsions to 
 leir pupils 
 
 ory, 
 
 and 
 
 [icy after- 
 
 them — 
 ) the dis- 
 ley forget 
 ucatiou is 
 hey com- 
 r concep- 
 Lssage be- 
 e of it by 
 dlovved to 
 ed to con- 
 tutor, or 
 
 iiethod of 
 strength- 
 Ill arge the 
 nate and 
 practical 
 )y endow- 
 xpression. 
 
 ire is per- 
 t, in the 
 ir and the 
 s the idea 
 
 was in- 
 )etaate it, 
 
 to teach 
 language. 
 
 1 into the 
 esent the 
 veyed, in 
 
 of light, 
 ipil may 
 to render 
 le! The 
 
 compre- 
 
 hended, and suited to the pecuHar constitution of 
 the mind of the scholar, and to his state of advance- 
 ment. It is a sad mistake into which many fall, that 
 if the words are readable, the ideas can easily be 
 f!ompreliended; in fact, such is simply a pleading for 
 ignorance and neglect, for the subject may, iji all 
 ))rol)ability, have never occupied the teacher's atten- 
 tion; and tlie idea of peculiar classifications of 
 thought being suited to mental organization, may 
 liave never entered his brain ! Such a metliod of 
 Education is adapted to every order of mind, it 
 brings all the powers into harmonious and successful 
 operation, and thus secures their mutual vigour and 
 expansion; and by the reception even of a few ideas 
 the foundation may be laid for more successful exer- 
 tion, and the attainment of a more exalted position 
 in the world established over human thought, by the 
 acquisition of higher, more extended and substantial 
 knowledge. 
 
 No words should be taught apart from ideas; no 
 unmeaning syllables should form a part of elemen- 
 tary instruction; and no books should be (employed 
 but such as tend to reflection, whose tendency is to 
 make people think, and convey true ideas to the 
 mind. The argument that unmeaning sounds train 
 })eople in reading, and communicate a knowledge of 
 language, is too miserable to deserve any attention 
 here, and the whole tone and point of our remarks 
 exhibit its absurdity. It is not sound, but sense that 
 we want; and language is worthless and unintelliLi- 
 ble apart from idea. There can be no necessity for 
 teaching language alone, for ideas cannot be com- 
 nmnicated without it; and it has already been re- 
 marked that they should, in the order of nature, be 
 first taught, so that their knowledge of language 
 will always keep pace with their knowledge of things. 
 This, in my opinion, is all that rational people require, 
 for the person who has a greater knowledge of Ian- 
 
f 
 
 14 
 
 Real Education. 
 
 i ! 
 
 I. I.. 
 
 h 
 
 /[Tuagc than of ideas, soems to mc to be something? 
 like wearing gloves with 7 fingers, instead of 5. Of 
 what use is it to compel a cliild to prattle over whole 
 vocabularies, and read volume after volume of, to it, 
 unintellii2:ible sii?ns ? It is well known to all who have 
 devoted much of their time to the study of educa- 
 tion, that great numbers of those who have spent 
 years in such training, indeed I might say all, with 
 very few exceptions, are as wise at the end of thi?? 
 course, as ifthev had been reading Persic, Arabic or 
 Chinese, without a translation. The natural ten- 
 dency of such training is to implant in the mind of 
 the pupil a deep aversion to all intellectual improve- 
 ment, a thorough distaste for all kinds of learning; 
 and as they are entirely unacquainted with, they have 
 not the slightest relish for real knowledge, for they 
 (xjufound it with those idle sounds which they have 
 been compelled to acquire and repeat with mechani- 
 cal accuracy; and as they have no means of being 
 undeceived, or no inclination to employ them, their 
 distaste for every thing litciary, gro.vs with their 
 growth, and strengthens with their strength. Hence 
 the deplorable ignorance tiiat exists even among 
 v»4)at is called an educated population. We send 
 them to what we call our repositories of knowledge, 
 to our training establislnaents, and after going 
 througli the usual currirulum, they are dismissed, or 
 withdrawn, because hey liavc (inished their educa- 
 tion, not only without a taste for knowledge, but 
 destitute of it, and ignorant of its meaning; they 
 have absolutely never seen the article, yet these are 
 the places, and these are the systems by whose influ- 
 ence the characters ot our children are founded , 
 and by which the rising generation are being fitted 
 to discharge the duties of the various offices which 
 they will be called upon to occupy in after life. 
 
 Another defect in the present system of education, 
 is the want of interest which the lessons exhibit- 
 
 Soi 
 
 Ti 
 
Real Education. 
 
 15 
 
 omelhinp: 
 
 )f 5. Of 
 
 ;^er whole 
 
 of, to it, 
 
 who have 
 
 )f educa- 
 
 ive spent 
 
 all, with 
 
 id of thi>? 
 
 .\rabic or 
 
 aral ten- 
 
 ) mind of 
 
 i m prove - 
 
 learning; 
 
 they have 
 
 , for they 
 
 hey have 
 
 mechani- 
 
 of bein<2: 
 
 em, their 
 
 ith their 
 
 1. Hence 
 
 1 amonq 
 
 We send 
 
 owl edge, 
 
 3r troinj^ 
 
 lissed, or 
 
 ir educa- 
 
 dge, but 
 
 ng; they 
 
 these are 
 
 3se influ- 
 
 founded , 
 
 ng fitted 
 
 Bs which 
 
 ife. 
 
 ucationj 
 exhibit* 
 
 Some teachers call the lessons, tasks, which are gene- 
 rally associated with something not particularly 
 agreeable. When a lesson ceases to be interesting, 
 it ceases to be useful, because not heeded by the 
 scholar; and every person who has seen the almost 
 magical influence of a lesson, or book, with an invit- 
 ing title, even on children of larger growth, will 
 know better than to give that which should be in- 
 teresting an air of repugnance, by investing it with 
 a name so revolting as a task. 
 
 No lesson should be continued so long as to wearr. 
 There is a sad mistake, into which too many fall, 
 that boys can be brought to learn attentively, lessons 
 to which they have an aversion, by being compelled 
 to remain at them till they become wearied, jaded, 
 and thoroughly dissatisfied. A pupil will learn more 
 in half an hour when the whole mind is fixed upon 
 the particular subject of investigation, with the incli- 
 nation bent towards and upon it, than it can possiblv 
 accomplish in many hours, when there is a divided 
 attention, and an unwillingness, and a want of in- 
 terest in the lesson. Every lesson should be siiort. 
 No rule should be more observed, or is more worthy 
 of attention, in reference to education, than the one 
 laid down by an eminent Physician, when speaking 
 of the regulation of diet, that we should never con- 
 tinue to eat till we have lost our appetite. No 
 teacher should continue his instructions till the thirst 
 of his pupil is thoroughly satisfied; he should always 
 endeavour so to interest them as to cause them to 
 leave the class room with a greater desire after truth 
 than they had when they entered it. 
 
 Another great defect is the very great attention 
 which is given to the cuhivation of the memory, to 
 the neglect and injury of all the other powers, and 
 not unfrequently impairing iho memory itself. It is 
 no uncommon thing for parents to look at the num- 
 ber of sounds which their children can utter, at the 
 
,;: 
 
 I 
 
 IG 
 
 Rkal Education. 
 
 pages of some favourite author which they can re- 
 peat, without a single mistake or blunder, and at the 
 length of the poems they can recite, in order to dis- 
 cover the progress which they have made; and if they 
 (;an only repeat some of the numerous tasks prescribed 
 at school, without a breakdown, no matter how loud 
 their vociferations, or uniform ♦heir tone, if they can 
 only jingle on to the end, though they neither under- 
 stand what they say nor whereof they aliirm; they 
 are viewed as prodigies of learning, applauded for 
 their astonishing genius, and rewarded for their ex- 
 traordinary exertions and progress, by their delighted 
 Parents vvhosc consummate ignorance of true educa- 
 tion, saves them tiio trouble of ascertaining the ex- 
 tent of their childrens' acquamtance with the meaning 
 of the passages and words which tliey have tried so 
 liard and so long to acquire. I know nothing more 
 ])ainful to the opening mind than to be compelled 
 to commit a loni2r task to memorr, while ignorant of 
 its intention, of the meaning of every sentiment it 
 contains. To the inquirer after truth it is particularly 
 disai^reeable and ungracious, a more heartless task 
 than to be compelled to sea-ch for an atom in the 
 (lark. 
 
 Nor are its effects on the strength of the mind 
 itself less injurious; it strengthens the memory of 
 strong minds which would be strong without it, and 
 ruins those of a weaker texture. Locke very justly 
 remarks, *' I hear it is said that children should be 
 employed in getting things by heart to exercise and 
 improve their memories, I could wish this were said 
 with as much authority of reason as it is with 
 forwardness of assurance, and this practice were 
 established upon good observation more than old 
 custom. For it is evident that strength of memory 
 is owing to a good constitution, and not to any 
 habitual improvement by exercise. Locke supposes 
 memory to be the effect of a good constitution, and 
 
Real Education. 
 
 IT 
 
 oy can rc- 
 111(1 at tlic 
 Icr to dis- 
 ind if they 
 prescribed 
 
 how loud 
 f they can 
 ler undcr- 
 lirin; thev 
 lauded for 
 r their ex- 
 
 dehghted 
 wc educa- 
 ig the vx- 
 e nieanin.'Tf 
 
 e tried so 
 hing more 
 compelled 
 ^norant of 
 ntiment it 
 irticularly 
 rtlc^^s task 
 om in the 
 
 the mind 
 
 lemory of 
 
 ut it, and 
 
 ery justly 
 
 should be 
 
 rcise and 
 
 were said 
 
 t is with 
 
 tice were 
 
 than old 
 
 memory 
 
 ►t to any 
 
 supposes 
 
 tion, and 
 
 I 
 
 this all of us will admit, that it never exists strongly 
 without one, and as it is our power to amend it to a 
 certain extent, so far at least are we able to improve 
 our memory. 
 
 The continued and undue exercise of the memory 
 to a certain extent strengthens it at the expense of 
 those powers that remain inert; and it is now 
 perfectly established, that when the powers are 
 exercised too much, they become deficient in their 
 tone. It is equally worthy of remark, that very few 
 of those who commit rapidly to memory have the 
 power of retaining it for any considerable time. 
 These remarks are equally applicable to all the powers 
 of the mind; to be nicely balanced, it is necessary 
 that the mind be equally cultivated — all its powers 
 should be thoroughly exercised, moderately and 
 carefully at first, afterwards its increase should be 
 gradual: this will secure their harmonious operation 
 and united improvement. 
 
 The system of punishments I regard as equally 
 irrational and impolitic, though it has received the 
 sanction of many great teachers of past ages, and 
 the advocacy and example of many of the present. 
 The common method of flogging the lessons into 
 the minds of children, is not at all calculated to lead 
 them to place a high value upon them, or to regard 
 them with feelings of pleasure or delight; but is 
 opposite to all sound principles of intellectual culture, 
 and revolting to all moral principle. It is our duty 
 at an early period to correct all bad propensities and 
 untoward dispositions in our children, to show them 
 the consequences which result from the indulgence 
 of them, to correct dangerous tastes, and reason on 
 the effects likely to be produced by them if encourag- 
 ed . We should endeavor to do all this with affection , 
 to chide them with kindness ; and if we do not 
 succeed, to direct the mind to other and different 
 
 B 
 
1.^ 
 
 Real Education, 
 
 I 
 
 ,'i I 
 
 1 i; 
 
 subjcctf;; should llio pnpil however persevere in hia 
 determination to cdhero to lii:tt which is evil, we 
 should be firm, decided, find nnylL'lding tliou^.di calm 
 and aftectionatc in our oj^position, keopinii^ steadily 
 in view the fact, that the iirst battle with children, 
 like that after marriage, when properly conducted, 
 decides the position of the parties in after life. The 
 time however has arrived in some plact.s, and I trust 
 is not far distant in this country, when the supremacy 
 of brute force shall not only cease to be acknowledg- 
 ed, but shall be denounced and discarded, and the 
 man in miniature shall be treated as a being endowed 
 with reason and possessed of intelligence. 
 
 The want of proper and full occupation when at 
 school, is injurious to the cause of real education, for 
 the pupils are not all the time engaged in intellectual 
 exertion, but during a considerable portion of it, in all 
 probability, in tcazing their neighbours, and acquiring 
 habits of idleness and deceit. Clnklren should always 
 be engaged in titc business of the school while in the 
 class-room; the moment they cease to acquire know- 
 ledge and betake the:iiselves to ])lay and amusement, 
 toplay tliey should go in good earnest, and after re- 
 creating themselves, they will return to their lessons 
 wilh renewed vigour: iti^ better for them to remain 
 away altogether and spen.l their time in amusement 
 and thereby promote their health, than to be within 
 the vv'alls of the school or the college, and pretend 
 to give their minds to tlie business of the class while 
 they arc bent upon difTcrent matters, improving in 
 <leceit, and acquiring habits of inattention, inactivity, 
 and neglect. 
 
 On the subject of female education, I cannot at 
 the present bestow more attention than to observe, 
 that the present system is highly injurious both to the 
 body, and the mind; that it fits them more to be the 
 satellite of man than his companion; and is neither 
 fitted to prepare them to discharge the duties of life, 
 
Ulal Educition. 
 
 ID 
 
 vcrc in his 
 is evil, we 
 ioii[j^li calm 
 n^ steadily 
 U children, 
 conducted, 
 life. TJio 
 aiid I trust 
 supremacy 
 ikiiowledg- 
 id, and the 
 g endowed 
 
 )n when at 
 [cation, lor 
 intellectual 
 of it, in all 
 1 acquirin^^ 
 uld always 
 ^hile in the 
 lire know- 
 musement, 
 d after re- 
 icir lessons 
 1 to remain 
 musement 
 be within 
 id pretend 
 ilass while 
 )rovinGr in 
 inactivity, 
 
 cannot at 
 
 o observe, 
 
 )oth to the 
 
 to be the 
 
 is neither 
 
 ies of life, 
 
 nor to answer tlic grand end of their existence. Thosc^ 
 tilings called accomplishments, whose very nanie 
 .sccnifi to indicate t'lat they should be the last taught 
 arc the first generally acijuired, wliilc the iin[)rovc- 
 rnent of tiie mind, the culture of the understanding, 
 and the ac(|uisiti()n of real kMowlcdge,which form the 
 true and only basis o^ a substantial education, are 
 treated as if they were of secondary importance, and 
 in many cases, are altogether neglected. There u 
 too much attention to the opinion of the world — a 
 sort of slavery to fasliion, even among those who are 
 in no danger of being classed among its votaric?, 
 whicii leads them to overlook everything that does 
 not contribute to the display of their charms, and the 
 embellishment of their beauty. Their education 
 approaches to something not unlike sy ;tematic 
 deceit, for every word is uttered with an attempt at 
 attention to rule, and every movement made with 
 regard to marked action and studied grace, while 
 every genc'^Mf, and noble fooling is repressed as un- 
 fashionab' ., and is only tolerated when expressed in 
 such a way as to deprive it of its natural power — of 
 its essence — of all that is essential to constitute it 
 an elevated sympathy — so that it is only the sem- 
 ?;]anco — the aifected •' adow of what it represents. 
 
 Tie tendercy of the present system of female 
 education is to communicate as much knowledge as 
 make woman vain of herself, if not of her acquire- 
 mcntfi -to regard all real tiiinking as too masculine 
 for the delicacy of the female mind — as destructive of 
 that elegance which is the ordy and appropriate 
 adornment of the sex — a libel upon education — a 
 p( rversion of all that is true and noble in man and 
 m nature — which confounds the languid expression 
 of vacancy and ignorance with the enraptured gaze 
 of overpowered intelligence — substitutes reckless- 
 ness for geniuF' — pertness and effrontery for talent 
 and tact — selfwillfor fixedness of purpose — stupidity 
 
20 
 
 Heal EnucATioif. 
 
 I 
 
 I 1 
 
 I 
 
 i 
 
 ti. 
 
 I 
 I 
 
 1,1 1 
 
 ■'II 
 
 
 \^ 
 
 ; 
 
 lor stJ'rHii^^ in(l(;poii(lLMi(;(; of character — and vvcak- 
 jicss, utter, increasing*- and incurable, for extreme sen- 
 sibility of taste and excessive refincnient of mind. 
 
 Let no one imagine that I discountenance the cul- 
 tivation of those ^'raccs and virtues, which arc the 
 true adornments of woman, which form her pecuHar 
 character, and cause her to be esteemed, admired, 
 and loved. I most heartily and unreservedly acknow- 
 ledge the propriety of the sentiment, that *' an 
 onli'j^htened, refined, and elegant woman, is the most 
 lovely and perfect of animated beings;" but to at- 
 tempt to make a beautiful, a refined and elegant wo- 
 man, without knowledge and thought, is impossible. 
 It is to decorate the blossom, while you neglect and 
 destroy the fruit. 
 
 Woman has ever been treated as the inferior of 
 man; and it is to the eternal disgrace of Britons, and 
 of every civilized nation, that female education has 
 been so utterly neglected, or at best, entirely con- 
 fined to those things which least inform or strengthen 
 the mind, thus perpetuating the idea so prevalent 
 even now, in many countries, that her highest aim 
 should be to minister to our pleasure, by dancing 
 gracefully, singing charmingly, and playing skillfully 
 on an instrument — convertincr them into mere me- 
 chines, beautiful and attractive without, though 
 lifeless, vain and empty within. 
 
 Let no one attempt to lay the blame on any but 
 upon those who have the formation of female cha- 
 racter — on man, in many cases jealous of his own 
 acquirements and knowledge, and afraid lest woman 
 should outstrip him, in vigour of thought, as she does 
 in purity and intensity of feeling — on man, whose 
 taste has hitherto been the standard of the qualifi- 
 cations of woman. " It has been the object," says 
 an able and talented female, " to educate our sex to 
 please the other. But reason and religion teach, 
 that we too, arc primary existences, that it is for us 
 
Real EDUcinoif. 
 
 91 
 
 to move in the orbit of our duty, around the Holy 
 Centre of Perfection,thc companions,not the satellites 
 of men; else, instead of shedding around us an influ- 
 ence that may help to keep tlieni in their proper 
 course, we must accompany them in their wildest 
 deviations. A syHtom of education which leads one 
 class of human beings to consider the approbation 
 of another, as their Jiighcsl object, teaches that the 
 rule of their conduct sliould be the will of beings im- 
 perfect and erring like themselves, rather than the 
 will of God, which is the only standard of perfection/' 
 
 The influence of woman on the formation of 
 the character, is far greater than is gonrrally believed. 
 Napoleon said that the future good or bad conduct 
 of a child, depended entirely on the mother. The 
 natural tie that binds the mother to her child, will 
 secure a perfect willingness on her part, to attend to 
 its instruction; and the feelings which nature has 
 implanted in the bosom of the child, if not perverted 
 by mismanagement, will cause it to delight in trea- 
 : uring up those lessons which arc prompted by a. 
 parent's affection. It is an object of the highest im- 
 portance that woman should have a substantial and 
 thorougli education, for upon their character depend, 
 in a great measure, the principles and morals of 
 succecvii:ig generations. If we could only inspire 
 them with a noble enthusiasm in the great cause of 
 real and universal education — as all in which they 
 heartily engage must succeed — an impetus would 
 be given it, which would call such power into action 
 as render its triumph at once extensive and complete. 
 
 But I now proceed to the grand subject of Educa- 
 tion, and shall consider more particularly, that in 
 which it consists, the manner in which it is to be 
 attained, and the salutary influence which it is fitted 
 to exert over the character and happiness of man. 
 
 Education, in its widest sense, is the comprehen- 
 sion and performance of our duty to ourselves, to 
 
 B^4 
 
p 
 
 i " I . 
 
 •I 
 
 isi 
 
 fi: 
 
 h; 
 
 22 
 
 Real Education. 
 
 society, and to God — embracing a knowledge of our 
 various relations, and of the duties arising from theml 
 the thorough training of our powers so as to make their 
 performance at once easy and delightful; and the 
 perfect controul of the whole man, so as to enable 
 Ua to submit cheerfully to every circumstance which 
 we cannot controul, and to improve every opportu- 
 nity for the advancement of the present and future 
 well-being of the human race. It naturally and con- 
 stitutionally divides itself into three grand divisions: 
 1st. Physical Education, which includes the know- 
 ledge of our bodily powers — the laws by which they 
 are regulated — their relation to external circumstan- 
 ces — and their complete training and efficient man- 
 agement. 2d. Intellectual Education, or a know- 
 ledge of our intellectual powers, and of their laws and 
 operations — their improvement in strength and refine- 
 ment, by being properly exercised on surrounding 
 objects — a knowledge of the history and properties of 
 tlie world, of what exists upon and within it — and 
 the power so to controul and employ the whole, as 
 to contribute at once to our own happiness and in- 
 creased usefulness. And 3d. Moral Education, or 
 a knowledge of God, as manifested in the operations 
 and works of his hand, and particularly as demon- 
 strated in his dispensations of grace as revealed in 
 his word — of our relation to God and to our fellow 
 men, and the duties which we owe to them — and 
 above all — without which there can be no true moral 
 education — of the only preparation for a future, a 
 more exalted and a happier existence — the posses- 
 gion and practice of those principles which are embo- 
 died in the gospel, and constitute the essence of our 
 Holy Christianity. Such appears to me to be the 
 only basis of real education; all that falls short of 
 this is defective — to go beyond it is impossible. — 
 I proceed to consider: 
 
Rejll Education- 
 
 23 
 
 First — Physical Education. That there exist 
 an intimate connection and sympathy between the 
 mind and body, all readily acknowledge. When the 
 organs of the latter are Vv'eak or impaired, they exer- 
 cise an enervating influence over the mental facul- 
 ties; and the developement of these faculties is un- 
 (|uestionably affected and regulated to a great extent 
 by the state of the physical system-. It has been 
 established for ages, that the manifestations of mind 
 are proportioned to the enlargement or diminution, 
 to the strength or debility of the brain; and this is 
 clearly demonstrated in the manifestations of mind 
 being clouded and weakened in old age, because of 
 the diminution and weakness of its organs. The 
 connection between bodily and mental excitement 
 and depression, affords us equally satisfactory proof 
 of the existence of this influence; while it leads us 
 to entertain the idea that upon the influence of food 
 and climate may depend, in some measure, the 
 manifestations of intellect. As the animal economy 
 is thus subservient to the operation and well being of 
 mind — and as we have the power to contribute to 
 the vigour and happiness of the latter, by diligent 
 attention to the proper exercise of the former — that 
 system is imperfect, injurious, and founded on error, 
 that does not insist on the duty and interest of pro- 
 moting the physical as subservient to the intellectual 
 improvement of the young. I cannot but regard 
 vigorous health as essential to the possession of great 
 mental power and enjoyment; it is the basis of all 
 happy and vigorous intercourse of mind, and can 
 never bo overlooked by any enlightened advocate 
 of real education. 
 
 The Greeks and Romans, fully impressed with the 
 importance of attention to health, instituted public 
 gymnasia for the purpose of physical education. The 
 gymnasium, first used by the Spartans, was a build- 
 ing in which the youth were trained in leaping, 
 
 I ■ 
 
 1 1 
 
 
I 
 
 Hi/ V 
 
 ri 
 
 i 
 
 !' 1 
 
 
 
 i ; 
 
 i^i! 
 
 jt 
 
 
 ^4 
 
 Real Education. 
 
 wrestling, running, throwing the spear, and other 
 athletic exercises. As civilization advanced, addi- 
 tions were made to their education, and wings were 
 added to the grand gymnastic amphitheatre by the 
 Greeks and Romans, which were devoted exclusively 
 to those studies which enlighten and improve the 
 mind. The gymnasia were common throughout 
 Greece. In Athens alone there were five, in which 
 Plato, Aristotle, and other philosophers delivered 
 lectures for the instruction of youth. It is a subject of 
 regret that as wealth flowed in upon them, they be- 
 came slaves to luxury, and the gymnasia, instead of 
 being appropriated to the formation of the noblest 
 forms and highest health, degenerated into mere 
 brutal entertainments, fitted only to call into opera- 
 tion the lowest feehngs of enervated humanity. 
 
 The Romans were jealous of their strength and 
 valour, and repelled every attempt to introduce any 
 thing that had a tendency to detract from the nation- 
 al honour. In the year of the City 59*2, the follow- 
 ing decree was made: — '^ That whereas Marcus Pom- 
 pon ius, the Pre tor, had made a report to the Senate 
 of certain Philosophers and Orators, the Fathers do 
 hereby order the Pretor to take cognizance of the 
 matter, and to suffer no such men in Rome." Cato, 
 the Censor, at another time persuaded the Senate to 
 banish the Philosophers from the city, by maintain- 
 ing that the influence of their teaching would endan- 
 ger the safety of the Republic, and corrupt the man- 
 ners of their youth; yet he studied the Greek lan- 
 guage afterwards, and defended himself by contend- 
 ing that such studies, though injurious to the culti- 
 vation of those manly virtues which he regarded as 
 the only and appropriate employment of youth, were 
 nevertheless well worthy the attention of those who 
 by age and infirmity were disqualified for military 
 duty. 
 
 
Real Education. 
 
 25 
 
 The early Germans were remarkable for their 
 attention to physical education; and even as late as 
 1811, Professor Jahn prepared the German youth 
 by a course of athletic exercises, to repel the inroads 
 of the French. In the present day, the Educators 
 in Germany, are equally anxious to secure to every 
 pupil a sound and heathful constitution, by encourag- 
 ing muscular exercises such as gymnastics and 
 pedestrian excursions. Unfortunately for us, our 
 English educators have pursued a different course. 
 However much their admiration of genius may have 
 been, however great and numerous their eflbrts for its 
 cultivation and advancement, they have been entirely 
 unmindful of the medium of its manifestations, of 
 that which is essential to its healthful existence, and 
 its enlarged, happy, and unentrammeled operation. 
 The Education of England was muscular and mili- 
 tary to the reign of Elizabeth, when a mighty revo- 
 lution took place, and science and literature v/ere 
 not only cultivated, but cultivated exclusively, so that 
 the mind was improved and enlarged by study and 
 knowledge, while the body was neglected, weakened 
 and exposed to many kinds of diseases and prema- 
 ture decay, to which it was previously a stranger. 
 We are far inferior to our ancestors in physical vigour 
 and health, and are utterly unable to endure the 
 fatigue and put forth the efibrts for which they were 
 proverbial; and this is to be attributed not to our ac- 
 quisition of knowledge, as some have attempted to 
 prove, but to our neglect of our physical constitution, 
 through ignorance of the laws by which it is regulat- 
 ed — and by whose violation, those penalties are 
 inflicted, which embitter the sweetest moments of 
 human existence, throw a gloom around its bright- 
 est scenes, and destroy the beauty of its fairest and 
 loveliest forms. This mighty error has been per- 
 petuated to the present generation, and exists in all 
 its enormity to an incredible extent. In almost all 
 
26 
 
 Reil Education. 
 
 ■ 1 
 
 i i! 
 
 X 
 
 "i 
 
 ;-! t 
 
 ri. 
 
 !■': 
 
 
 I i 
 
 our seminaries of learning, the improvement of tlie 
 intellect is attempted, not only witliout the slightest 
 regard to the health of the body, and to its connec- 
 tion with it. but in violation of all that is essential to 
 an ordinary — a good constitution. The great object 
 of some teachers seems to be, to make a display of 
 the acquirements of the pupil; and if they can 
 only induce him to toil at liome and at school, till ho 
 gains a certain amount of knowledge, and is able to 
 answer v^'ith apparent facility ,a great many questions, 
 no matter how thin or how pale the pupil may bo, 
 the teacher is satisfied, and the poor victim is con- 
 soled with the hope of being one day great, and 
 encouraged to undermine his constitution by the 
 prospects of surpassing his fellows; and even if he 
 should die, his parents are exhorted to endure it all 
 patiently, as it was impossible that a mind such as 
 their son possessed, could be confined to so poor and 
 and feeble a body — that he ''was too ckver to live,'* 
 and that tlie operations of his genius had worn out 
 the feeble tabernacle of his clay. This is a poorcon- 
 fioktion — as delusive, as it is unsatisfactory. 
 
 We should ever connect physical \vith mental 
 training; and the recreation of youth should be pro- 
 portioned to their intellectual exertion. The neglect 
 of this, causes children to long for the vacation with 
 the utmost eagerness, which in general may be attri- 
 buted to the depression of tone which is caused by 
 the defection of the physical system. In Boarding 
 Schools for young Ladies, this is pai ticukuly the case. 
 Dr. Forbes after quoting the progrannne of one of 
 these establishments, in which the pupils were al- 
 lowed one hour's exercise every day, when the 
 weather was fine, which consisted of a walk along 
 the highway, while they were compelled to work 
 nine hours at tasks, and three and a half at optional 
 studies, or needlework, says — '• tluit the practical 
 
 results of such an 
 
 astounding 
 
 reijimtn are by no 
 
 'I < ' ' 
 
Real Education. 
 
 27 
 
 means overdrawn in the following account. Wc 
 visited in a large town, a Boarding School containing* 
 forty girls, and we learned on close and accurate 
 inquiry, that there was not one of these girls who had 
 been at school for two years, that was not more or 
 less crooked. Our patient was in tliis predicament; 
 and we could perceive (v/jjat all may, who meet that 
 most melancholy of all processions — a boarding 
 school of young Ladies in their walk), that all her 
 companions were pallid, sallow and listless." Some 
 other writer, I think it is Dr. Andrew Combe, says 
 that scarcely a girl, especially of the middle classes, 
 who has been at boarding school, for two or three 
 years, returns home in good health: and wo need 
 only appeal for additional evidence of its truth, to 
 every parent who has had children placed in a similar 
 situation. 
 
 When I was in Hull in Nov. 1839, I dined with 
 an eminent medical Gentleman, whose daughter 
 was suffering severely from impaired health. On 
 inquiry, I found that she had been at one of the first 
 Schools in France, in which there was such an 
 iniquitous and systematic violation of the laws of 
 our constitution, that the health of every pupil was 
 destroyed, who had the misfortune to be placed 
 within the reach of its influence. Every human 
 being should have a certain amount of healthful 
 exercise. 
 
 It is an established fact, that superiority of form 
 and increased strength and power, are given only as 
 they are demanded by healthful exercise. The 
 human being should have muscular exercise as soon 
 as it comes into the world, for without it the blood 
 cannot be sufficiently circulated, or the bones 
 strengthened and enlarged. When this is neglected 
 molities ossium or softening of the bones is the 
 result, caused by the diminished secretion of bony 
 material ; and to such an extent has it sometimes 
 
 '\ 
 
28 
 
 Rkal Education. 
 
 I 1! 
 
 It-:; 
 
 A i 
 
 t : i; 
 
 existed, that the arm has been bent so much as to 
 make the hand touch the elbow without breaking. 
 To this is also to be attributed the numerous cases of 
 distorted spines and crooked ancles that we see, 
 especially in those of a delicate frame. 
 
 The muscles require exercise in order to the at- 
 tainment of such strength as is necessary to enable 
 them to move the diflerent parts of the system; and 
 the nerves which stimulate the fibres of the muscles, 
 require an additional supply of blood, to fit them for 
 proper action, which contributes to the enlargement 
 of the blood vessels; so that exercise brings all these 
 powers into such action as tends to their mutual im- 
 provement and enlarged and happy operation. The 
 blood supplies the system with all that is necessary 
 to its support and continuance in existence; from it 
 are formed bones, muscles, nerves, and all necessary 
 vessels; and it is of the utmost importance that it be 
 of the proper quantity and quality. As this is, to a 
 great extent, regulated by the food from which 
 the blood is formed, a knowledge of it should 
 form a part — and an important part of Real 
 Education. Without a knowledge of this subject 
 the constitution is neglected and ruined by the vio- 
 lations of its laws; the appetite is pampered and the 
 powers of digestion weakened; the blood is impure, 
 arising from the imperfect preparation of the chyle; 
 and the whole animal machinery, which derives its 
 support from the blood, is deranged from the want 
 of proper nourishment and bad secretions. The in- 
 fluence of this mismanagement is extended to the 
 brain, and materially affects the manifestations of 
 mind. Nature teaches us to exercise temperance in 
 eating, and to regulate our food to the peculiar con- 
 stitution of the body, and the circumstanrc in which 
 we are placed. The lower animals in their natural 
 state never go beyond their prescribed limits, and 
 in the case of any disorder, abstinence is the only 
 
Real Education. 
 
 S9 
 
 remedy which they employ. Men pursue an oppo- 
 site course, which produces sad changes on both 
 body and mind, which are admirably described by 
 tlie immortal Shakspeare, when he says — 
 
 " Large paunches make lean pates, and dainty bits 
 Feed lat the sides, but bankrupt out the wits." 
 
 Fresh air should be plentifully supplied in order 
 to ensure vigorous health. The blood after passing 
 through the body is exposed to the action of fresh 
 air in the little cells of the lungs, which fits it by 
 purification and the reception of the new chyle, 
 which is absorbed by its proper vessels from the 
 digested food, and transmitted to the lungs for 
 future circulation, and to contribute by its fresh sup- 
 plies to the nourishment and renovation of the sys- 
 tem. Thousands of human beings die every year 
 of diseases contracted by breathing vitiated air; and 
 thousands more by disorders occasioned by the con- 
 traction of the chest, which prevents the expansion 
 of the lungs, compresses the heart and blood ves- 
 sels, forces the blood to the head, and produces 
 severe headaches, and in some cases diseases in the 
 brain. Dr. Bostock says, that a man consumes 
 45,000 inches of Oxygen, and exhales 40,000 cubic 
 inches of Carbonic acid gas in 24 hours. As Car- 
 bonic acid gas is heavier than air, it falls to the 
 ground, and we are thus furnished with afresh sup- 
 ply of pure air; it also points out the folly and dan- 
 ger of sleeping in beds placed near the ground, and 
 of muffling up children so closely when asleep as to 
 make them breathe the vitiated air again which they 
 had previously exhaled from their lungs. Change 
 of air has an important influence on health; a cold 
 climate depresses animal action, while a warm one 
 increases it. The Romans sent their invalids to 
 Egypt for change of air; and every one knows that 
 when the power of medicine has failed to effect the 
 desired end, the physician, as a last resource, recom- 
 
 1 1 
 
 1 1 
 
 ' 1 
 
.30 
 
 Rr:AL Edix'ation". 
 
 
 ... i'! 
 
 
 i!; 
 
 moiids a cljaiii:^e oral;". Consumplion, scrofula, aiivi 
 nlVections of the (.yes, if tlioy liavo not gone too far, 
 vvill be corrected by rrmovinf]^ to a drier atmosphere. 
 (J'hmate has an ini[;orlr.nt iniiuence in altering the 
 condition of tiie lluids and solids of the bodv, and 
 these again operate upon tiio state of the mind, and 
 [)roducc changes ivhich aticct the health and hap- 
 piness of the ln.i:7Ki;i bclii^i'. A thick atmosphere and 
 rioudv skv have a most deadeniniif inlhiencc on the 
 light hearted Italian. ^\ 'lo has lived under a more 
 propitious canopy; and the heavy countenance of 
 the Englishman who hau been reared amid the 
 seriousness of a hazy gloom, brightens up and ex- 
 pands when he gazes upon a fairer lirniament than 
 his ovv'n. 
 
 It is of the utmost importance tliat we have a pro- 
 per motive to induce us to take exercise. The influ- 
 (Mico which an " object in view" exerts over the 
 spirits is truly wonderful; and tlie health of the })upil 
 is advanced by the pleasure communicated to the 
 mind, as well as by the exercise thus given to tlie 
 i)0(ly. The exercise and recreation of children 
 might thus be made to servo t^ome useful purpose, 
 i">esidcg the improvoment of the health; gardening 
 would interest some, and the various departments of 
 mechaiiics would afTord GCji;;litfLd exercise and em- 
 ployment for others. 
 
 .\ violent ciiange in the feelings of the mind pro- 
 tiuce;-: cerliiin efiects on the body, beneficial or other- 
 wise, as the case may be, I recollect hearing or 
 readin;-,!' somcwlicre of an Englishman who was so 
 iniweli, that a change of air was necessary to his 
 {)roionged existence, but ail tl-at liis physician was 
 able 1o urge, could not induce him to follov/ his ad- 
 vire. At Icngtli he was persuaded to go to Inverness 
 :ii!(l consult an eminent physician who lived there, 
 \)\i{ vv hose ntuliiplied engagements would not permit 
 hi?n to v^'it i oiidon. The exercise and chaiige of 
 
Re:al Education'. 
 
 ai 
 
 air were iiiicjuoslionfibly prodiirtivo of i^ood; hut, t!io 
 «;\(::tciiicnt of liis feelings wJieii he icachod tiiv.- 
 ciipital of the llbjilaiids, and was inforincd that nu 
 suc!i pcjrsoa resided i;i tlio noiijjhbourljood, exertc'd 
 suc'i a powerful iiillr/jnco over his pliyr;icnl coiistitu- 
 tioii, tiiat he returned thurou:;h!v cured lo the metro- 
 l-ohL^. 
 
 Every ImiTian l)cin.'2: then shoiil 1 h.avo a ])hysic:il 
 ethication — should bo instriictcd iji all that is esHOii- 
 tial to minister to the licalth — as few people are so 
 dihiniercstcd as to iiive tl.at attention to th.e health 
 of others which is necessary for its }iOrnian(^.]it enjoy- 
 ment. Without hcaltii every thing is worthless. Of 
 what use arc all the advantages, rermcmcnts and 
 iiccomplishmcnts of uiodcra education, if we are 
 robbed of the vigour and elasticity of healtli, and 
 bereft of the b-ooni of beauty ? \Vc should all knov>' 
 hovv^ health can be preserved, and what treatment 
 should bo adopted in all ordinary emergencies. If 
 cur youth were tlioronghly acquainted v/iih the gene- 
 ral [>rinciples or elements of physiology, ihoy would 
 knov/ what would be injurious to health, and an 
 eHcctual remedy would be provided for the many 
 evils wJiich result from those isiicjuitoiis systems o!' 
 education bv which numbers of the rising' oencra- 
 tion arc murdered by wholesale — the iinest spcf;':~ 
 mens of the Almiahty's handiwork mu-ihted and 
 deformed — and tire seeds of disease so impregnated 
 with the constitution, as to dch the power of any 
 treatment to eradicate. If sdch knov/lcdgo were 
 generaiiy diH'uscd, no man bearipig the character and 
 imme of an educator, and no body of men v/ho laid 
 claim to the r.amc of trustees of education, would 
 (kire to confine in one close UJiventilated apartment, 
 iifty or perh.aps one hundred human beings, and 
 compel them to breathe vitiated and i npure air; but 
 universal cleanliness, proper attention to diet, in 
 quantity a;i 1 nnaliiv, annronriatc clothimr, exercise 
 
 I i 
 
 1 1 
 ) 
 
32 
 
 Real Education. 
 
 i 
 
 ¥ 
 
 I [■! 
 
 and rest would be among the happy results. Above 
 all, it would give thorn such a knowledge of their 
 physical constitution as would lead them to admire 
 the Divine wisdom manifested in its wonderful con- 
 struction — to adore him by whose goodness every 
 part is so thoroughly adapted to accomplish the origi- 
 nal design — the happiness of mankind — and stir them 
 tip to devote their powers to the Most High — to con- 
 secrate even their bodies as temples for the Almighty 
 to dwell in — " habitations of God through the Spirit." 
 
 Intellectual Education next claims our atten- 
 tion. This branch of the subject has to do with 
 two things, the training of the mind and the acqui- 
 sition of knowledge, both of which should be effected 
 at the same time; for the mind should be improved 
 and strengthened by the reception of real knowledge. 
 All that is worthy of being known may be taught in 
 such a manner as to discipline the mind — to increase 
 its vigour and expand its powers. Let it never be 
 forgotten that this is to be accomplished, not by the 
 communication of words, but of things — of distinct 
 ideas; they must be clearly brought before the mind 
 so as to be easily and fully perceived — to bring into 
 operation all its proper powers^ and lead to the 
 thorough and agreeable developement of its highest 
 faculties, by enlarging their powers of observation, 
 comparison and reflection. 
 
 The present systems of education merely aim at the 
 instillment of the ideas and opinions of others into 
 the mind, which receives them in a passive manner, 
 and may possibly, with the aid of memory, cut a 
 tolerable figure in reproducing them. True educa- 
 tion consists in leading the mind to think for itself, 
 and to discover truth by its own energy and diligence 
 — to gatlier sim[)le ideas and form them into n(3w 
 combinations, in accordance with its own mould and 
 power of conception. 
 
IIf.ai. Education'. 
 
 m 
 
 "Vlv.s iraiuirig, Uo be truly successful, ..u Ih^ bc^nin 
 in infancy; and should 1)(3 carrii'd out L) if^ferenc^' 
 to nalui'c, to objects, and not at first to *iu .s, T.'.-acli 
 thcni to tliink, and thov will never bo pui- leri ai ♦^«* 
 tp.e lani^uaf.'^c in wluvh their thoughts shoi.'d be ev* 
 pres;n\l. It is a inistakc^n notion t!'at some pcopio 
 can think well, and be unable to express theiriiielves 
 with ease, or at all; for so ini^eparablc is the connec- 
 tion beUvcen the idea mul the language, that it is 
 impossible for a person to have clear conceptions, 
 and vet be unable to clothe them in suitable Ian- 
 guage. I kno'.v that on thir? subject the ginieral 
 opinion is against me, l)ut T um prepared fullv to 
 defend il. as all experience proves it to be true. We 
 frequently find pcoi)ie excu :ing their ignorance and 
 barrenness of thought, by declaring their inability 
 riglitly to express what they mean; but this generally 
 arises either from an imperfect conception in ihv 
 thought wliieli bcv.'ildors tlicin in tlie expression, o:- 
 IVoni the parties attempting to employ hight r lan- 
 .<2:ua2fc than tliat to which tlioy are accusiomiMi — 
 which nuist of necessity i)er}>!ex anrl confuse them. 
 No man who has a clear conception of an}' idea or 
 subject will find any difficulty in expressing it in his 
 own familiar lanauage. 
 
 ]]ut to our subject: — Clucslion and cro33 question 
 the children at an early age in a familiar manner on 
 the objects before them, lead tiicm to observe tiio 
 dilTerenee betv/een them as to their size, form, (piali- 
 ties and uses, and you will not iail to call into lively 
 operation the powers of the infant mind, as p'ov*'d 
 by the career of the famous Pcstatozzi, and confirmeci 
 by the experience of every properly conducted infant 
 school. I do not mean to condne tlie cdura'ion to 
 the class room; to be properly and eflectunlly do.ic 
 it must be carried out into the whole of nalurj. In 
 walking with a child, you may interest it and coll its 
 faculties into operation by the communicatim o!' real 
 
 < 
 
 I I 
 
 I i 
 
34 
 
 Real Education. 
 
 f 
 
 and substantial knowlcdpfo. A river, hoats, fields, 
 loaves and twigs; a house, a bridge, or any of the 
 thousand objects that are ever present to the eye, 
 may form a subject from which true ideas may bo 
 gathered, by which the energies of tlie opening mind 
 may be awakened and exercised, and the most last- 
 ing and salutary instruction communicated. liCad 
 it to observe the rise and fall of the river, tlie shadows 
 upon the water, the pieces of wood, twigs, Slc. that 
 are driven to and fro upon its surface; the colour of 
 the leaves in the green freshness of spring, or th(; 
 withered brown of fading autumn; the brightness or 
 dark lowering of the clouds and thoir various and 
 rapid motions, together with the golden splendour of 
 departing day, and the surpassing beauty of the star 
 light niglit — and by all these deeply interesting objects 
 you may awaken feelings and implant ideas, whose 
 influence may be felt to the latest moment of exis- 
 tence. 
 
 It is impossible to describe the interest that the 
 young feel in such a method of education, or to de- 
 fine the extent to which it may be carried. There 
 are no limits to its progression. It may extend from 
 the lowest, on to the highest point of intellectual im- 
 provement; and can be applied, under proper guid- 
 ance, at once to the infant of a year, and to the 
 man of the most matured age — to the mind that has 
 just begun to think, and to that which is employed 
 on subjects of the utmost profundity. The grand 
 end accomplished by this system of education, is the 
 gratification of the intellect, by the reception of an 
 indefinite number of new ideas, which generates a 
 thirst for knowledge, which, when gratified, gives 
 birth to higher and more enlarged desires, thus lead- 
 ing the way to a nobler state of intellectual exis- 
 tence, implanting the desire and securing the power 
 for a perpetual progression in the world of mind, by 
 the discovery of scientific and moral truth. 
 
Real EDUCATio.f. 
 
 35 
 
 On tho subject of Infant Schools, I have only time 
 to nunark. that they oiijj^ht to exist in every district 
 of the Island — that children should be adiniltod to 
 them at two years of a^^e, and should remain till they 
 are six — and tlia* . jy are eminently useful, when 
 confined almost entirely to physical and moral Irain- 
 iri^f^, with c\ little intellectual, proportioned to the 
 peculiar constitution of the child. Thc\f oui^lU ever 
 to be placed under the mofit careful manas;ement. 
 
 In Rkai ing, the pupil should be taught to observe 
 particularly the sense of the passage, and to place 
 the emphasis on those words wiiich briti^ out the 
 sense most clearly. The more mechanical art of 
 readini^ is an accomplishment little to be envied, 
 while the mind does not sulTiciently comprehend the 
 meaning; for of every pupil it should be said, with 
 
 truth, 
 
 " He picked something out of every thing he read." 
 
 The manner of ascertaining the extent of their 
 knovvledfjfe should be varied according- to their dif- 
 ferent stashes of advancement. In all cases ihc sen- 
 tences should be thoroughly analyzed, each as it is 
 read; and after the whole has been finished, the 
 pupils should give an outline of the whole argument, 
 without having the slightest assistance from the book. 
 Even where the lesson has not been previously 
 known, this should be done; and new books should 
 frequently be brought by the tutor, or others, for this 
 purpose. 
 
 Pronunciation should be early and carefully at- 
 tended to, as it is as easy to give a child a good, as a 
 bad mode of expression. Before children are able 
 to read at all, they should be taught to pronounce 
 well, distinctly and correctly. 
 
 Spelling should be taught, not from a spelling 
 book, but from the ordinary lessons; the word should 
 be first properly pronounced, and then spelled, not 
 pronouncing each syllable as they proceed; but simply 
 
 
 i'- 
 
3G 
 
 Rkal Education. 
 
 \ I 
 
 pausing at each to show the part at which they are 
 connected. A kiiovvlcdixe of {\\g formation of words 
 f:;hould also ho tan .rat, and the grand principles of 
 or{h.o:>:rapljy ^o pointed out, as to be understood and 
 
 ap{)hc'd by the Scholars. 
 
 Engltl'H GiiAMMATi shordd hri taught by principle 
 and habit, not by the repetition of rules. The Eng- 
 lish language hos been said, by a learned writer, to 
 be '•' the most (-.eterniinate in il3 construction, and 
 recuiciblo to t! -e fewest rules: w'^atever language has 
 less graniniar in it is uninlclligible; and wha.tever it 
 has more i.; srii?o;-nuou?;." Tlio grammar which we 
 .sh.ould tench ohould be adapt e:l t;.) th.c Englisli Ian- 
 jiuaae, apart from every oth.er, and in accordance 
 with it gonitis and idiom. The proper ])ro\ince of 
 grammar i;j to correct us when v/e speak wrong, not 
 to give ciilier language or idcjis. In its more extend- 
 ed sense it has more to do witli tlje philoGoph^y of 
 mind, than wiui tl^e acquisition of language. It be- 
 loncrs to ailvanced youtii — to men, and not tc mere 
 {^!;ildren. (jrammar slioidd be iaua:[it not only Vvirli- 
 out rules, but v.-ithout books. We slioukl begin 
 with nouns, point out their nature, and then require 
 the pupils to select them from their own minds, (.-r 
 any [.nissago that they may rcarl. Hero again we 
 may carry out ilic plan of teaching from natural 
 objects; tlie pupils mav be tauglit adjectives, bv re- 
 ferring to a n«?r.i/^g' water, a v^fntc liorse, <i nainted 
 house, d-.c. — the verbs — the h.orse runs, the water 
 flows, and t'le like. A few remarks, or short lec- 
 tures on grammar from a judicious Teacher, \vi:h 
 occasional exercises in correcting inaccuracies in 
 v/ritten compoations, would give them a more 
 tliorough knovv'ledgo of grammar, and more speedily 
 than any other plan with v/hich I am acqn.ainted — 
 certamly much more quickly and satisfactorily, tiian 
 by encumbering tlie memories of mere children, or 
 even of young men, with a host of u;:elcss, and 
 
Real Education. 
 
 37 
 
 latevcr it 
 
 never-to-be-applied rules. After they have thus 
 been taught some judicious work on the subject, 
 would be read with much advantage. I have known 
 pupils learn more of grammar in a few weeks by this 
 method, than they could have acquired, or than is 
 generally acquired in as many years according to the 
 ordinary plan. 
 
 Arithmetic should be taught without a slate at 
 first; no multiplication table should ever be commit- 
 ted to memory, but acquired by habit; and it sliould 
 always be taught in classes. Slate arithmetic should 
 also be taught in classes as such a plan tends much to 
 enliven the minds and quicken the action of the pu- 
 pils. 
 
 Geography should always form a part of every 
 thing worthy the name of Education. It is lamenta- 
 ble to think of the thousands of our fellow men who 
 are utterly ignorant of this branch of knowledge — 
 who have no idea of other countries — of their situa- 
 tion, climate and resources; and who are thus deprived 
 of a great amount of general information, being inca- 
 pacitated for understanding any book of travels, and 
 many of the most ordinary phenomena of natuie. 
 A knowledge of Geography enables us to under^ 
 stand correctly the different places of the world; to 
 trace the movements of our fellow beings with the 
 deepest interest; to acquire a more correct and ex^ 
 tensive knowledge of the great family to which we 
 belong; and to ascertain the various arrangements and 
 capabilities of the world. It should be taught not 
 from books, but bv short conversational Lectures, and 
 the exhibition of plates and pictures of the different 
 parts described; and the places should also be pointed 
 out on the map. A black board should afterwards be 
 substituted for the maps, and the pupils should be 
 required to show the situation of the different places 
 on it. Care should be taken to convev correct ideas to 
 

 Rr.AL Education'. 
 
 I 
 
 the pupils of every {liin5.y spoken of in the lecture; to 
 point out voieanoosj nnd how they :iio suppo;-:;ed to 
 Imvc been formed; and to ex[)l;iin the nature of the 
 pea, its current?, and bottom. In short every thin<j: 
 fitted to enlarp;{3 their acquaintance with the nature of 
 the ^nirriice of the eartii — all which may thus be ren- 
 dered at once entcrtainin*; and instructive. 
 
 Geology, Natural Philcsopiiy, Chemistry, Astron- 
 omv, etc.. should be tau^'ht more or less, bv cverv 
 one who hi.\^i the least claim to tlio cliaracter of an 
 (jnli.'j:htened educator: and occasional lectures on all 
 theso sabjecl.^, should be delivered and i'lustrated by 
 specimens, diagrams, and transparencies, when they 
 can be !;ad, or by more ordinary articles and draw- 
 ings, which can be more readily procured. .Excur- 
 sions sliould bo occasionally taken to the coimtrv, 
 as in done in Germany, and even in some parts of 
 England and the United States; and tlio nature of 
 every thuu; cxDlnined, so as to cnabh) Ihcm on their 
 return to Vv'rito an account of their journey. I pro- 
 ceed to dance at 
 
 This part ofodnca^ion can- 
 
 I\:OTVA 
 
 I '..} \.- 1... A i 1 > / . 1 » 
 
 net be l)egnm too coon; it should commence before 
 trio cih.'vl has loft the r^rms of tiie nurse. Children by 
 being entrusted to little _5,rir] 5 who have no control 
 of th.emsolves. and v.'!io h;ive received a very defer- 
 tivc education, early acqnire-l habits that are highly 
 injurion-;; fi-oqucntly taught to scold, and to ben:; 
 
 l3!.i 
 
 n^ 
 
 d 
 
 a thousand other ini(|uitou 
 
 tnoug'i apparently petty oftences, are so fosterc^d 
 and fixed in t'se clnld as to defy all tlu. 
 
 i^iuence oi 
 
 future training to c'Tect their romov;]', Tfiis is as 
 irrational as it is injurious, for it leads to the cultiva- 
 tion of dispositions tlie pposite of lljose wdiich slioul-d 
 
 characterize niora 
 
 1 I 
 
 /<1 » > rrf^ 
 
 The foundation of all nioral trainiufrs slsould l)o 
 the Bible — the word of God. I am not at all anxions 
 that vou should set me down as a l)icrot and an 
 
 c;:clusivc. 
 
 foi 
 
 if I know anvtiunci of mvsc 
 
 Zi'Cl 
 
 I I 
 
 .■as 
 
 ■i 
 
 i 
 
 ■\ 
 
 wid 
 
Real Education- 
 
 ^9 
 
 widely removed from both of these chciraclcr.s. T 
 am equally anxious to he (listinf^.;iiis:2ecl from 
 tliat false and unprincipled liberalism of the 
 present day, which while professing to pay homage 
 to relip:ion, excludes every thing Vv'oit.hy of tfie name 
 of Christ — all christian principle^ and christian 
 truth — a liberalism that banisht:5 the foundation 
 of our hopes, from the training establishments of our 
 youth, that casts in the shade, tliat wliich can alone 
 fit us to answer the ends of our existence, prevents 
 us from aspiring to the dignity of our nature, robs us 
 of the only adornment which a merciful heaven has 
 been pleased to vouchsafe to us as a covering for our 
 nakedness — and put far from us tlie only .i;uidc which 
 can direct us in safety in our pilgran^age tlirough the 
 v»orld. — You know Ladies and Gentlemen, thai it h 
 tiic duty of every man to have a ki^^vvlcdge of liis 
 God; to ascertain the character of the author of his 
 being — to learn tljat lie may do his will; to know tlie 
 principles upon which His administration is conduct- 
 ed, to know his own cliaracter, h.is relation to God,and 
 his gracious purpo.-:es concerning him. W-iat liuman 
 heing can calmly live without this ? On v.'liat can a 
 I'Vstem of monds bo erected if you deprive us of this? 
 Mot on tlie v/isdoin of man. The highest system of 
 morals that ever sprung from the p>roroundest of 
 Iniman intellect^:, and the purest of mere human 
 hearis v/ould be destitute of authoritv — aiul therefore 
 destitute ofv/eiiiht — of i:-fluence. The ]>ible comes 
 immediately from God; it is the well attested lan- 
 guage of his lips — the words of his mouth who can- 
 not lie, or be mistaken — tliat lew which is perfect, 
 pare, "enlightening the eyes and rejoicing the heart.'' 
 
 The knovviedgo of (lod is not only essential as the 
 husis of morals, but as tliat of society; it is the founda- 
 tion upon which ail rational society is reared — the 
 base of the pyramid — vv^itliout wiiich there can be no 
 dcpcndance for its harmony, no force in its govern- 
 
!J ■ 
 
 40 
 
 Real Education. 
 
 1:'H 
 
 € 
 
 ■isi ■ 
 
 
 ;tii 
 
 111 
 
 I f 
 
 inent. Without the Bible there is no standard of 
 virtue or morals; men know none better than 
 themselves, and they '''measure themselves by them- 
 selves," they acquire and cherish an overbearii ^con- 
 ceit of their own powers and virtue, and eac . prac- 
 tically regard the other as immeasurably in''jrior to 
 himself. Thus we see that without a knowledge of 
 Divine Truth, no education good for the individual, 
 for morals, for society, or government can possibly 
 be given; and classical seminaries in which religion 
 is neglected, can be characterised by no milder 
 term, than that of infidel institntions. Such an edu- 
 cation as leaves out religion while the present edi- 
 tion of the classics are permitted to be taught, not 
 only overlooks God and Christianity — and conse- 
 quently moral training — but, while it professes an 
 outward reverence for Christ and his gospel, in- 
 stills according to a specific system, that which is 
 as hostile to God and our holy religion, as it is de- 
 structive of the very foundation of Morals, Do not 
 mistake me — I do not contend for catechism or 
 creed, or even sectarian education. The two former 
 I regard as unfit for the general instruction of youth; 
 while the latter cherishes a narrowness of thought, 
 a contractedness of feeling, at once opposed to all 
 enlightened and enlarged philosophical knowledge, 
 and the more benevolent, comprehensive, and ex- 
 pansive spirit of real christanity. 
 
 Educate I say then morally — when our youth act 
 wrong let them be put to rights by a direct appeal to 
 the word of God, not in a spirit of bitter severity, 
 but of mildness and love. Our teachers must be 
 able to RULE themselves, and manifest a spirit of 
 meekness, before they can control by the mild, 
 though powerful influence of mind, those to whom 
 they should be f'.n example in all things; or inculcate 
 successfully in their lessons of humility, gentleness, 
 and love. 
 
 
Real Eijucatiox. 
 
 41 
 
 In conclusion, I remark that it is our duty to ac- 
 (juiie a knowledge of ourselves, of our relation to 
 cacl' other, and to the universe. It is inscribed on 
 our I sntal constitution that we are to employ it so 
 as to strengthen and cultivate its powers, that we 
 may be able to discover our relations, however intri- 
 cate — to estimate the vast and wonderful arrange- 
 ments which an equally wise and benevolent Creator 
 has ordained for the haj^piness of his creatures — to 
 banish those benighted phantasies which have been 
 perpetuated to us by our bewildered predecessors, 
 and to carry on the great world of social regeneration 
 by the discovery, establishment and diffusion of new 
 and valuable truth, and transmitting it unimpaired 
 and unobscured for the benefit of future generations. 
 
 As we are not isolated or independent beings, but 
 individual minds belonging to a finely harmonized 
 system, evidently related by our organization and 
 position to external arrangements, and dependent for 
 a great part of our earthly happiness on our know- 
 ledge of these relations, and its proper application — 
 we are bound by the law of nature, which cannot be 
 violated with impunity, to methodize and diffuse 
 existing knowledge — to aid, according to our ability 
 and opportunity, in the discovery of hidden truth — 
 and to communicate all that we know for the happi- 
 ness of others. The violation of this law has a ten- 
 dency on the one hand to '• intercept the benevolence 
 of the Almighty, and on the other to obscure our 
 views of His character as inscribed on the universe 
 on which he has reflected his glory." Due attention 
 to this law dissipates superstitious and vain fears by 
 explaining the phenomena on which ignorance has 
 reared them; prevents disease and accidents by un- 
 folding the laws of our own constitution, and thus 
 teaching us to avoid those things by which they are 
 violated; promotes the comfort of society by a thou- 
 sand benevolent discoveries which contribute at once 
 
 I i 
 
 . 1 
 
 t i 
 
4-> 
 
 IliiAL Education. 
 
 it 
 
 .*.'i 
 
 n ! 
 
 4 ! 
 
 to our luippinOi^s and relincment; opei^s up to lis ilie 
 irraiuiour of the oj)crations of" God as tliey are t:\- 
 liibitcd upon tlie extended theatre of the niuL'nid- 
 cerit creation, and thus tends to the enlargenieut iiiul 
 elevation of our conce{)tions of His character — wj.d 
 above all. by divesting the present world of its tinst 1- 
 led drapery, and proving by the j^reparatory chaiin - 
 ler of ;j1I its arrangements that it is only the threshold 
 of our being — the entrance or porch of a more elevat- 
 ed and enduring existence, it leads us forward t(» 
 futurity — to investigate and prize all that has beei; 
 revealed concerning it — points us to the (lischarg<^ ti 
 the duties we owe to God and to each other, as the 
 only and appropriate preparation for its blessednesi^: 
 .stimulates us to increased etTorts for the advaiice- 
 nient of the wx'll being of mankind in our seasons oi 
 activity; consoles us in tlie hour of darkness aiici 
 trouble, by the hope of tlie ^* glory that shall afterward 
 be revealed," — fortifies us to leave without a nnirninr 
 the scene of all our earthly associations and jov? — 
 and ultimate! v ushers us into an honoured, an ui,- 
 chanaiiVi, and a blessed immortalitv. 
 
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