CHAP. XXXVIII.

FOURTH PROPOSITION CONTINUED.

Infant education-training of children-the moral law-obedience unconditional-its effects on criminals-art of education recommended-natural sciences preferable to book learning-the languages-political science-education of women-education in the former part of the reign of Geo. III. -a poor man's son often excluded though with better abilities than the rich-effect of education-Dr. Paley's idea of learning-practice preferable to precept-proper management of boys out of school-the use of improper language-the testimony of the Bible-the Universities and scholars-abuses of the Colleges and schools-the present generation has a right to alter the appropriation of funds improperly applied-the immense funds given for the education of the poor-education is of importance in preserving the public peace-establishment of schools amongst the Friends at Ackworth-Methodists at Kingwood-Dr. Bell and James Lancaster's plan--adult schemes at Bristol on the opening of the bible society-circulating schools in Wales-Wm. Smith, the original teacher of adults at Bristol-the rapidity of the increase of adult scholars, in borrowed rooms, and with borrowed books-Smith, the founder of the Methodist Sunday-schools--Mechanics' Institutes-penny magazines originated from these exertions-forest of Dean and Cornwall -examples of the power of education-from the reports of the societies. the English are uneducated.

FEW persons are aware of the importance of an early education, or consider how very early in life the tempers of children are formed, and consequently how soon that important branch of education which consists in training the mind to habits of discipline and submission, may be commenced.. "I wish" said a lady some years since, to a writer on

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a work on education, "I wish very much to consult you about the education of my little girl, who is just now three years old." Madam," replied the author, "you are at least two years too late in applying to me on that subject." The first principle of education is to instil into the minds of children a babit of unhesitating obedience. As soon as reason begins to dawn, the child distinctly apprehends the nature of a command, no matter what that command may be. To ascertain this important period requires a little careful examination, but when it is ascertained, there should be no hesitation as to the course to be pursued. As soon as the infant clearly understands that the word "No!" signifies that it is not to do something which it desires to do, obedience to that command ought at all hazards, and under all circumstances, to be enforced. In doing this, one or two collisions will occur between the parent and child, before the end of the first twelve or fourteen months, in which the patience and perseverance of the parent will be put to the test; this past, the habit of obedience is fixed in the mind of the child for the remainder of life; particularly when it is discovered that nothing can be gained by resistance, submission is gained as a matter of course, and the foundation of parental authority is thus laid, How many other great lessons in the mind of the child, are at the same time imbibed! Every time that it refrains from doing some forbidden thing it is practicing self controul and self denial, and ad

vancing a step towards the mastery of its passions. Some persons talk about the management of children as if it was a science, and read all the books they can find to instruct them in it, when nothing is so simple; kindness, patience, with an undeviating firmness of purpose, and a strict regard to principle, in the management of children being all that is required. These means, with the Divine blessing, will accomplish all that can be done by early education, towards regulating the heart and understanding, and thus they will be prepared to received the seeds of those high moral and religious principles, by which as heirs of immortality, they are to be educated for a better and an immortal life,

The entire submission which we are entitled to require at the hand of our children, is a type of that obedience which we, on our part, owe to the Great Father of the universe. In terms sufficiently plain, He has made known to us his will; does it become us to ask Him, why his will is such as we find it to be? Why he has not done this thing, or that thing, differently from the manner in which it is done?

Just as reasonable it is in us to do this, as it would be in our infant children to refuse obedience to our commands, until their understanding should be sufficiently matured to enable them to comprehend the reasons for which they were given.

It is admitted to be a wise policy of government to identify a popular education with the instruction of adults. Yet how may it most effectually aid and promote the undertaking,

A parish school for instruction in reading, writing, and arithmetic, is certainly as needful a branch of civic economy, as a parish place of worship. It appears almost astonishing that mankind should so long pass unobserved, the real cause of our numerous juvenile delinquencies. We have, it is true an endowed pastor for the instruction of adults, but not an endowed schoolmaster for the instruction of infants. It is true that this earlier department is generally left to parents; but how often are these unable to teach not only from the nature of their occupations, but also from neccessity of often seeking a maintenance for the body. It is true that mere reading, writing or arithmetic are not knowledge, so much as the instruments of its acquisition; right opinions and moral instruction ought to be the ground work and questions which concern every man, because morals, legislations, trade, industry, and capital are the constant and overpowering bias by which we are guided in a civilized, commercial and manufacturing country; and it might be inferred that this is one reason why our agricultural labourers, so generally assume the character of the beasts they labour with, more than rational beings.

In a well-conducted infant school children acquire much knowledge; they feel a pleasure in the manner in which it is communicated, and perhaps it may safely be concluded, respecting all innocent knowledge, that if a child acquires it with pleasure, he is well taught. It is worthy of observation that in the infant system, learning lessons is nearly or wholly excluded; it is not to be expected that in the time which is devoted professedly to education by the children of the poor, much extent of knowledge can be acquired; but something may be acquired which is of much more consequence than mere

school learning-the love and the habits of inquiry.

If education be so con

ducted that it is a positive pleasure for a boy to learn, there can be no doubt that this love and habit will be induced; hence the advantage of early intellectual culture. By training up a child in the way he should go, not simply teaching him and forming habits rather than stimulating a verbal memory— by transposing the parental guardian into the schoolmaster-and by making the thoughts and feelings coincide with external expression. There are two things (says Stowe,) which often confounds moral instruction and moral teaching the former is the imparting of knowledge-the latter the cultivating of practical habits. Habits are so important a part of education that we may be termed creatures of habit. How important then must be early training before habits are formed, and when propensities only are to be dealt with! What we mean by moral training is moral doing- not the outward act only, but the inward feeling also, and coincidently—the cultivation of the affections coupled with outward expressions.

The human mind, of itself, is something like a man in a state of nature, where the desires and motives are not restrained by any acknowledged head. Government, as it is necessary to society, is necessary in the individual mind. To the internal community of the heart the great question is, who shall be legislator? who shall regulate and subdue the passions and affections? who shall command and direct the conduct? To these questions the breast of every man supplies him with an answer. He knows, because he feels, that there is a rightful legislator in his own heart; and he knows, therefore, he ought to obey it. In reality the great supply of motives, inducing adherence to that which is right, does not so much arise from knowledge as from obedience. The great majority of offences which an individual commits against the moral law, are not without the consciousness that he is doing wrong. Moral education, therefore, should be directed, not so much to informing the young and inexperienced what it behoves them to do, as to inducing those moral dispositions and principles which will make them adhere to what they know to be right.

By whatever designation the reader may think fit to indicate this legislation, whether he calls it the law written on the heart, moral sense, reason, or conscience, we arrive at one practical truth at last-that to this moral legislation, which does actually subsist in the human mind, it is right the individual should conform his conduct. The great point then is to do this-to induce him, when inclination and this law are at variance, to sacrifice his natural inclination to the dictates of this law and for this purpose, it appears, first to impress him with an idea, that is with an accurate estimation of the authority of the law itself. We have seen that this law embraces an actual expression of the will of God; and that, even although the conscience may not always be accurately enlightened, it nevertheless con