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branches of knowledge for the poorest citizen in the commonwealth, as the richest could buy with all his wealth. Advancement upon vancement has been made by a few, while the mass, who are less vigilant remain as they were, with only the unconsoling advantage of a little reflected light sent back by those, who have gone before them.

It was the main object of these essays to expose the pernicious tendency of the above policy in the provisions for popular education, in a political point of view; and in pursuance of that object, the author strove to fix the public attention upon those parts of the system, which seemed, most imperiously, to demand reform. Among the most glaring defects, which long experience and pretty wide observation had pointed out in the schools, was, the incompetency of the teachers. And among the most obvious means of remedying this capital defect, was, the establishment of an institution for the education and direct preparation of those teachers for their difficult and important employment. An outline was, therefore, thrown out towards the close of these essays, of an institution for such a purpose. Though no legislative steps have yet been taken to carry this or any similar plan into effect, the necessity of something of the kind is so obvious, and the design has found so great favour with the public, that an institution is about to be established for the purpose on private responsibility, with such aid and encouragement from the legislature, as they may be pleased to bestow. Maturer reflection, and the changing the institution from a public to a private seminary, will of course suggest and require some modifications in the plan but the essential features must remain the same as here stated.

In regard to these essays, it seems but justice to observe, that, although the facts and general course of reasoning contained in them were the result of previous research and reflection, they were written out from loose materials, most of them, from day to day as they were printed, without the thought at that time of their ever appearing in another form. They can, therefore, have no pretension to literary merit. But the subject of them has since become so much a topic of public interest and discussion, that it has frequently, and from different quarters, been suggested to the author, that if collected and put in a form more convenient and accessible, they might still further promote the cause, which they were originally designed to subserve. With the flattering hope that this may be in some degree the case, they have been subjected to a very hasty revision, and are now offered to the public in a pamphlet form. The author will not regret his labour, if they win but a few more friends to the cause of popular education.

Boston, 28th October, 1826.

ESSAY I.

EXTENT OF THE SUBJECT.

THE education of youth has excited, within these few years, particularly in our own country, an unusual degree of interest; yet, not so much as its importance demands. It has engaged the attention of some discriminating minds, and enlisted the feelings of some ardent hearts; yet, these, too, are much fewer than the public good requires. In approaching a subject so comprehensive in its details as that of education, it cannot be expected, that I should be zealous and rash enough to attempt, here, a very minute discussion of it. Especially, when the zeal and ardour, which the importance of the subject naturally inspires, are constantly allayed by the doubts, which hang around and apprize me, that all my efforts may result in no good either to myself or the public. It is a hope of some successful influence, far enough from assurance, which encourages me to discuss, briefly, a few only of the topics connected with, and involved in it. This it will be my endeavour to do plainly. I shall confine my remarks, more particularly, to political views of the subject, and enforce the consideration of them, more strongly, from political motives. I shall state some facts connected with our system of Free Schools, which I think are not so generally known, or whose importance is not so deeply felt as they ought to be. And if I should find it necessary to point out a few faults and defects in their organization, and also in the appropriations of money for their support, it will not be with the intention of impeaching the motives, or undervaluing the efforts of those, who have laboured, however unsuccessfully, to perfect the system, and bring from it the greatest public good. But, if upon careful examination, defects

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shall be found to exist, and abuses be detected; it is certainly desirable, that the former should be, forthwith, supplied, and the latter corrected. I have not, however, even in my own mind, reduced to such system, my ideas on the subject of discussion, as to justify a more explicit statement of what I propose to do. I must, therefore, leave my subsequent essays to explain their own meaning and objects; feeling perfectly assured that, if they cannot do that, they will be of but little use.

The influence of education on our character and happiness is not duly estimated, even by those, who seem to pay most attention to it. The meaning of the term, even, in its general acceptation, is much too narrow. It is thought to comprehend a little instruction in the art of talking, and reading over words, without any definite ideas attached to them a few moral lessons in the form of maxims, which are not understood, or are constantly contradicted by every example-and all enforced by the salutary discipline of the rod, agreeably to the injunction of the "Wisest Man ;" who, with reverence be it spoken, made many wiser maxims, than "spare the rod and spoil the child." Education means more than this. It embraces all that series of means, by which the human understanding is gradually enlightened, and the dispositions of the heart are formed and called forth, between earliest infancy and the period, when we consider ourselves as qualified to take a part in active life. Though a consistent system fully developed, with constant reference to the above definition, and thoroughly carried into practice, would be a great improvement on all systems of education, which have hitherto prevailed; yet that definition would be much better if it were more general still. It should embrace the developement of the powers of our bodies. This is as much a branch of education, as the intellectual and moral developement of our heads and hearts. In fact, all that a man is when grown to maturity, more than he is at his birth, is the result of education in its widest sense.

All its branches, in this general acceptation of the term, are not equally within the reach of means, or subject to our control, even when those means are applied with the utmost human skill. The powers of the body, for instance, will be, in some good degree, developed by the natural course of things, without any direct efforts of our own,

with reference to them. This circumstance is, perhaps, one reason why this branch of education has been hitherto neglected entirely, or never considered a part of it. Our animal wants oblige us to make some use of our limbs, whether we are willing or unwilling, in order to supply those wants. And this necessary exercise of the powers of our bodies, develops them, and constitutes all the education, we have in one branch of the great subject. But though the natural course of things, does more for our education in this respect, than in any other, it is still apprehended, that human means may be applied to this part of education with a most happy effect. In the application of our means, however, nature must not be contradicted in her operations; but followed and aided. With a thorough knowledge of the physiology of our bodies, occasions and opportunities may be arranged and presented for calling into exercise all the various functions of the different parts, without contradicting or forcing nature. But such a course of discipline must be of incalculable utility in strengthening the power and quickening the energy of those parts of the body, which are seldom, in the ordinary avocations of life, called into action. The remark applies with peculiar pertinency to those, who are destined from their cradle to the life and sedentary habits of a student. Placed by circumstances, they can hardly be called favorable circumstances, above the necessity of bodily exertions, they usually grow up a puny race, liable to be completely discomposed by every flake of snow and flaw of wind, which assails them. The evils of such a defective education are not learned till it is too late to apply a remedy. The habits of the body are formed, and cannot be changed without violence to what has now become nature. And the hold on life, of some of our most valuable men, is rendered so feeble that it is to them, hardly worth possessing. One would think it was a law of nature, that the powers of the body must decline, precisely as those of the mind advance, till the unfortunate student finds himself all spiritualized before his time. So much has this come to be the fashion in our times, that it would be considered evidence of great intellectual attainments to be occasionally sick of dyspepsia, and to require now and then a journey or a tour in Europe for the recovery of the health. And it would be no less an evidence of stupidity and downright vul

garity to be able to look a north-west wind in the face, to toss a "fifty-six" in the air, and leap a five-barred gate. It is submitted to an intelligent and reflecting community, whether there be any thing inconsistent in the development of the powers of the body, in connexion with the mental and moral discipline, which have hitherto made up the whole definition of education; and whether some improvement may not be made in our systems of education, which shall make us physically stronger as well as intellectually wiser.

But who shall reform the theory and the practice of our discipline for the young, so as to make its influence the greatest and the best upon individuals and upon the public? All. Every member of the community. For every one has a common and almost an equal interest in the result. The older are the natural guardians of the younger. Upon the former, therefore, devolves the responsibility of the education of the latter. It is by their care, that we are enabled to survive the helplessness of infancy. It is by their larger experience, that we are taught to moderate, or supply for ourselves, the wants of childhood. It is by their affectionate counsels, by their uniform and consistent examples of kindness and justice, of piety and devotion, we are won to the cause of truth and virtue. In a word, it is by the influence of all these, their care, their experience, their counsel, and their example, that the young are allured from one degree of moral and intellectual excellence to another, till they approach the highest dignity of human nature. Or it is by their neglect and indifference that the young are suffered; and by their pernicious example, they are taught, to grow up in ignorance and vice, distinguished from the brutes, only, by the atrocity and malignity of their crimes.

I have said that the older are the natural guardians of the younger. This relation subsists generally, and is independent of the forms and organization of civil society. And by virtue of it, we are bound to lend the influence of our example; and, as far as is consistent with other duties, to afford the light of our experience to warn them of approaching danger, to apprize them of happiness within their reach; and, by all the means in our power, to prepare them to discharge, faithfully and successfully, similar duties to those, who may come after them, and be in like manner