without study? As well might we suppose that our youth could, without study, acquire a knowledge of any other science now taught in our schools.

The study of political science should be commenced early. Children should grow up in the knowledge of our political institutions. The provisions of our constitution should be to them as familiar as the spelling-book; and yet thousands of our young men reach their majority, and presume to exercise their political franchise, who have never so much as given the constitution a single reading!

We boast of republican equality. The high and the low, the rich and the poor, enjoy an equal amc int of political power. How important, then, that all should be capable of exercising this power with equal wisdom and effect!

Let it be remembered, that this is a nation of freemen. The people are, or ought to be, the rulers; and those to whom the more immediate administration of the government is intrusted, are but the servants of the people. In a government of the people, therefore, all should be statesmen. They should know how the public business ought to be done, that they may know when to call unfaithful servants to account.

It is by the exercise of their political power, that the people are enabled to correct the evils of bad administration; but if they do not exercise it intelligently, they may, in at tempting to correct these evils, only increase and aggravate them.

If ever the great body of the people are to be qualified for the business of self-government, our common schools must be relied on as the principal means. In these institutions, probably nine tenths of our citizens receive all their educa. tion. A science, therefore, the knowledge of which is so essential to our political prosperity, should be taught in every common school.

Influenced by these considerations, the compiler prepared, a few years since, his "Introduction to the Science of Government." The circulation which that work has received, affords evidence that the importance of this science is beginning to be appreciated. The object of the work was declared to be, "to supply a deficiency in the course of education." The belief was entertained and expressed, that it would be found well adapted to the condition of our

common schools; and that the several subjects of which it treated were made "intelligible to those who were of suitable age and capacity to be benefitted by the study of this science."

The fact, however, has been ascertained by experience, hat youth have the "capacity" to comprehend the principles of civil government at a much earlier "age" than that to which the work is adapted: and hence it is used by a small portion only of those who may be benefitted by the study.

The primary design of the present work is, therefore, to supply a deficiency still remaining; and it is confidently believed, that it may be profitably studied by children of ordinary intelligence at the age of ten years.

In the author's endeavor so to simplify and illustrate certain subjects as to meet the capacities of children, some may discover what may be deemed a needless repetition, and familiarity of style. Those, however, who have been engaged in the instruction of youth, are aware that there is little danger of aiming too low. A very common defect of many valuable works is, that they do not descend to the comprehension of those for whose benefit they are designed.

It will be seen that this work differs from the former, in respect to both the plan and the matter. The "Science of Government" being adapted alike to all the states, a particular description of the government of no state could be given in that work. It is designed to instruct our citizens in the principles of civil government in general, and particularly in "the constitutional and civil jurisprudence of the United States."

The work now offered is intended only for this state, and is emphatically a book of the government of the state of New York. Besides a general view of the extensive machinery of our state government, it contains, as its title indicates, an abstract of the statutes of the state, from which the citizen may learn his rights, responsibilities, and duties, as a member of the civil community.

Although a smaller portion of the work is devoted to the government of the United States, an outline of the same has been given, showing the nature and objects of the union, the relations which the state and national governments bear to

each other, the powers of the general government, and the organization of its several departments.

This work, although designed more especially as a classbook in schools, will be found highly useful and convenient in the family library, as a book of reference.

The author would earnestly recommend, that the female scholars also study the work. Although they are to take no part, directly, in the government, they may exert a political influence which, though silent, shall not be the less powerful and salutary.

Not the least important object of the author has been, to inspire our youth with a love of their country and its free institutions. He has endeavoured, by contrast, to show the superiority of our government over all others. An intelligent patriotism is deemed indispensable to the health and vigor of the body politic.

That the work is imperfect, is readily admitted. If it shall be found to contain important errors, they will be corrected. Such as it is, it is presented to the public.

September, 1843.

TO TEACHERS.

The occupation of an instructer of youth, is a most honorable and responsible one. The persons who are, in a few years, to become our legislators, judges, and governors, are now in the process of training, in our public schools. Teachers should therefore realize the magnitude of their trust, since the future character and destiny of the nation depena so essentially upon the degree of ability and fidelity with which this trust shall be discharged.

In our common schools, chiefly, must the foundation be laid for our future statesmen. From this work, if it shall meet a favorabie reception, not a few of them will receive their "first lessons." Its success and efficiency will depend materially upon the manner in which it is received and used by teachers.

A teacher who desires to be in the highest degree useful, will cheerfully undertake the instruction of a class in civil government. The exercise may be made interesting to both teacher and scholars. The interest of the latter may be increased, by showing them how the personal advantage of every individual is promoted by good government.

Notwithstanding a due familiarity of style has been attempted in this work, words and phrases have frequently become necessary, which will need some explanation to the scholar. Every scholar should be furnished with a dictionary, and be required to know the meaning of every word in the lesson.

Some of the chapters will be found too long for a single lesson. Such portions only should be assigned to the class as may be learned well. In exercising the pupil, the teacher will generally find it necessary to add questions of his own, which he may do at pleasure.

No questions have been affixed to the Declaration of Independence and the constitutions. Suitable portions of these may be given to the class, and the questions for exercise must be supplied by the teacher.

Scholars, especially those in the cities of this state, need be informed, that cities have governments peculiar to theinselves, and, consequently, that much of what pertains to the government of the state of New-York, is not applicable to the city governments.