ing the attention and judgment of the pupil, previous to his being examined on the subject. The various subjects introduced were intended to be partly original composition, partly compilations, and partly selections, abridged, modified, or altered, to suit the object in view. Fables and fictitious stories were to be entirely discarded, and the leading facts to be illustrated by engravings. After composing a preface or introduction, showing the utility of such a work, and obviating objections that might be made to its plan, and having proceeded a certain length in its compilation, I was induced to lay aside the design, in consequence of the apathy and indifference of most of the teachers I conversed with on the subject. Some of them who stood high on the ranks of city and parochial schoolmasters told me plainly, that they considered it as no part of their duty to teach their pupils any thing but reading or pronunciation, and that if their parents wished them to understand what they read, they might teach them at home.

Such a school-book is still a desideratum, notwithstanding some improvements which have lately been made in school-collections. Whether it would be expedient to publish such a work at the present time, the public must determine. If properly executed, it would require a considerable degree of labour and research, a discriminating judgment, a familiar acquaintance with the tastes and dispositions of the young, and a talent for simplifying descriptions, and rendering them perspicuous to a youthful understanding. Such a book could not be constructed either by the scissors, or by merely copying or abridging pieces from various authors; but by entering thoroughly into the spirit of every subject, and modifying it in such a manner as to interest the affections, and to convey well-defined ideas to the minds of those for whose improvement it is intended. The formation of the questions on each lesson would require a considerable share of judgment and discrimination, so as to render them perspicuous and specific. Most of the questions of this kind which have been attempted in certain school-books, are so general and vague, that they serve no useful purpose either to teacher or scholar, and are frequently so worded and arranged, that a pupil might find out the answers without understanding them or exercising his own judgment. It is, unquestionably, an eligible plan, in every department of learning, to have sets of questions without answers, bearing on every branch of study. Such questions tend to excite the curiosity of the pupil, to exercise his judgment, and to arrest his attention to the subject; and the finding out of the proper answers affords him a certain degree of pleasure. They are also

of utility to the teacher, and may suggest to him numerous other subordinate questions connected with the subject. The old plan of constructing books by way of "Question and Answer," and causing the vocables of the different answers to be committed to memory without being understood, is too absurd to require a moment's consideration.

It will be admitted, I presume, by every intelligent person, that a class-book, judiciously arranged and executed, and comprising such subjects as above stated, would be far more interesting to the young, and calculated to convey to their minds a much greater portion of useful information, than all the "Beauties of eminent Writers," "Speeches in the Roman Senate," "English Readers," "Tyro's Guides," and "Oratorical Class-books," which have been so long in use in our English schools. Such a book should contain hints and sketches of every thing that has a tendency to expand the intellectual views, and which may be applied to useful practical purposes in the several departments of human life, and be completely purified from every thing that might produce national prejudice and partiality, the spirit of contention and warfare, and the indulgence of selfish and malignant affections-in short, a book which might be read with pleasure by the young who understood its language, in every nation of the world. In the hands of a judicious teacher, every idea it contained might be communicated to the understandings of the pupils; and, as early impressions are the most lasting, the sentiments conveyed, and the impressions thus made upon the mind, could not fail to be of incalculable service to them throughout the whole course of their lives. The foundation of useful knowledge would be laid, and a taste for intellectual pleasures induced, which would stimulate them to still higher pursuits and investigations as they advanced in life.-Nor need we have the least fear that children, at an early age, would be incapable of acquiring such knowledge as that to which I allude. If they have not hitherto acquired it, it is because such knowledge as they were capable of acquiring has seldom been judiciously presented before them. We have compelled them to "feed upon ashes"- -we have offered them "scorpions" instead of " eggs, ," and "stones" instead of "bread;" and because they were unable to masticate and digest such substances, we have deprived them of wholesome and nutritious food, and wondered why they have not been strengthened and invigorated. When truth is simplified by familiar illustrations taken from objects with which they are acquainted, and confirmed by appeals to their senses, they imbibe it with avidity, and frequently retain the impressions thus made to the latest period of their existence.

The

celebrated Fenelon has observed, that "Before they are thought capable of receiving any instruction, or the least pains taken with them, they learn a language. Many children at four years of age can speak their mother tongue, though not with the same accuracy or grammatical precision, yet with greater readiness and fulness than most scholars do a foreign language after the study of a whole life." This circumstance certainly indicates no small degree of intellectual energy and acumen. And to this I may add, that they discover their intellectual powers by connecting the idea with the sign of it, and acquire many notions of good and evil, right and wrong, in that early period of life. Such are their powers of discrimination, that they can distinguish the characters and dispositions of those with whom they associate, and frequently know the tempers and weaknesses of their parents much better than the parents know theirs, and are dextrous enough to avail themselves of that knowledge in order to obtain their desires and gratify their humours.

A third series of school-books might consist of popular systems of the sciences, and descriptions in relation to the mechanical and liberal arts. The fundamental principles and the most interesting facts connected with botany, mineralogy, zoology, geography, geology, geometry, astronomy, experimental philosophy and chemistry-and likewise those connected with the arts of weaving, book-binding, printing, clock and watch making, brassfounding, carpentry, &c.-might be familiarly detailed, and illustrated with as many plans and engravings as the different subjects might require. The general knowledge of the sciences, which the pupil would acquire from such compilations, would prepare him for afterwards entering on the study of particular sciences, when their principles and applications would be illustrated in more minute detail. The sketches of the different arts and trades would unfold to him some of the leading processes and operations peculiar to the several mechanical employments, and lead him to determine which of these would be most congenial to his own taste and genius.-In compiling such sketches of the sciences and arts, a considerable degree of knowledge, taste, and discrimination, would be requisite. Every thing that is intricate or abstruse, or not level to the comprehension of young people from the age of ten to the age of fourteen years, should be omitted. Vivid and familiar descriptions of facts and scenery, details, of interesting experiments, and engravings of natural and artificial objects, should accompany the explanations of the fundamental principles of the different sciences. In short, every thing should be introduced which can be illustrated by sensible objects, and every

thing discarded which the senses cannot easily appreciate. Mere skeletons of the sciences would be quite uninteresting, and would produce no good effect. If any particular science could not be comprehensively illustrated in the space allotted for its details, a selection of its more prominent and popular departments might be substituted, which would be quite sufficient for communicating a general view of the subject, and inducing a taste for its further prosecution at a future period-which is all that is requisite to be aimed at in the first exhibitions of science to the youthful mind.

Another class of school-books might be chiefly Historical. These should comprise a lucid and comprehensive view of the leading events which have happened from the creation to the present time, omitting those details which would either be improper to be exhibited, or which might prove uninteresting to the young. As a supplement to such a work, a more detailed history might be given of the particular nation or country in which the school is situated.-In compiling such historical works, great caution is requisite that no scenes be exhibited, and no sentiments inculcated, that would pollute the minds of the young, or foster malignant affections. Many of our historians detail the convulsions of nations, and the horrid scenes of devastation and carnage, with a revolting degree of apathy, without interweaving any reflections tending to show the folly and wickedness of war, and to denounce those malignant passions from which it springs. Nay, we frequently find the writings of historians abounding with panegyrics on public robbers and desperadoes, encomiums on war and on warriors, and designating the worst enemies of the human race as patriots and illustrious heroes. Hence it has happened, that the study of history, instead of leading the mind to contemplate the character of the Moral Governor of the world, and the retributions of his providence, and to mourn over the malevolent passions and the depravity of man-has not unfrequently tended to excite desires after the acquisition of false glory, and to cherish a spirit of contention and warfare,—the effects of which are visible, even at the present moment, in the ambitious projects which are carrying forward by haughty despots and their obsequious ministers, and in the devastations which are committing, and the contests which are taking place, in almost every region of the globe. If we wish to counteract the effects of pagan maxims and morality, and to imbue the minds of our youth with Christian principles and feelings, we must carefully guard against the influence of such antichristian sentiments. The history of all nations ought to be considered, not merely as the exploits of kings and heroes, but as the history of the providen

tial dispensations of the Almighty towards the human race, and the history of the moral character of mankind. We should study it, not merely, or chiefly, for the purpose of admiring and imitating the exploits of those who have been extolled as illustrious characters, (for there are few of them whose deeds deserve our imitation)—but for expanding our views of the character and moral government of the Ruler of the Universe for confirming the representations given in the Scriptures of the depravity of man-and for exciting an abhorrence of those lawless passions and deeds of injustice, which have covered the earth with carnage and desolation, and entailed misery upon the race of man. If we wish to study patterns of moral virtue worthy of imitation, we have the example of Jesus Christ set before us, as the pattern of every excellence, "who was holy, harmless, and undefiled,”“who did no sin, neither was guile found in his mouth; who, when he was reviled, reviled not again; when he suffered he threatened not, but committed his cause to him who judgeth righteously." We have likewise the examples of his holy prophets and apostles, men as far superior in their moral principles and conduct to the most distinguished sages of Greece and Rome, as the Christian religion is superior to all the systems of theology in the pagan world. In compiling histories for the young, the historian ought, therefore, to pause at certain periods and events, and direct the attention of his readers to what is moral or immoral in the actions detailed, to what is worthy of being approved or condemned in the scenes described, as determined by the principles and rules of Christianity. He should direct the attention of the young to the scenes of horror which a spirit of ambition and revenge has created, to the malignant passions it has engendered, and to its contrariety to the spirit of true religion and the best interests of man. He should lead them to remark the justice and long-suffering of the Governor of the world-the retributions of his providence in the case of nations and individuals-the accomplishment of Divine predictions--and the evidences which the records of history afford, that man is no longer in a paradisiacal condition, but has fallen from his high estate. In short, he should direct their views to the means by which the spirit of warfare may be counteracted and destroyed,—to the happy scenes which would be realized were a spirit of philantrophy to reign triumphant,and to that glorious era, foretold by ancient prophets, when the nations "shall beat their swords into ploughshares, and their spears into pruning-hooks, and learn the art of war no more.” Were history studied in connection with such views and instructions, instead of fostering malignant passions-it might become