CHAPTER IX.

Schools for Young Persons, from the age of fourteen to the age of twenty and upwards.

It is one of the grand defects of our present system of educa tion, that it is considered as terminating about the period when our youth arrive at the age of fourteen or fifteen years. Prior to this period, little more than the rudiments of knowledge can be communicated, even where education is conducted on an intellectual plan. The whole period of our existence should be considered as the course of our education; and there is no portion of human life of more importance in this respect than that which intervenes between the age of fourteen and the age of twenty. At this period, the rational powers are advancing towards perfection, and are capable of acquiring clear and expansive views both of scientific truths and of scriptural doctrines. At the same time the moral powers and propensities are beginning to arrange themselves on the side either of virtue or of vice; and, in the great majority of instances, the character of the future man depends on the intellectual views and the moral habits which are then formed. It is therefore a matter of the utmost importance, that the human mind, at this interesting period, should be properly directed as to its views of truth and of duty, and guarded against the temptations and allurements which might turn it aside from the paths of rectitude. It is somewhat unaccountable, that this important period in the life of man-so pregnant with blessings or curses to society-should have been almost overlooked in the view of the Christian philanthropist, and that no specific arrange. ments have been made to promote moral and intellectual instruction during its continuance. About the age of fifteen the greater part of those who have enjoyed a common education are employed as apprentices or servants. At this period, new passions begin to operate, and new pursuits engage their attention. They mingle with new associates, are frequently exposed to vicious indulgences, and, in many instances, are set free from the restraints of their parents and guardians. If, in such circumstances, no rational or

fluences employed for the Instruction of the Young." He should also peruse "The Mother at Home," and other works of the Rev. John S. C. Abbott, of Worcester, America, formerly recommended. In the process of teaching, the books published by Mr. Gall, on the "Lesson System," will frequently be found of great utility. But, it ought never to be forgotten, that no plans we may adopt, and no books, however good in themselves, can be a substitute for the scriptural knowledge and general information of the teacher.

religious instruction is regularly imparted, they will be apt, as .oo frequently happens, to be led away by their vicious companions, and their sensual appetites, into the paths of folly and intemperance. Hence the propriety of establishing institutions, and arranging a system of instruction adapted to the wants and the circumstances of this interesting portion of our population.

The subjects to which the attention of this class of young persons should be directed might be such as the following:-1. The Physical sciences, as Geography, Astronomy, Natural History, Experimental Philosophy, and other subjects more particularly noticed in the preceding pages. The illustration of these subjects might occupy a wider range, and the topics connected with them be more fully discussed than in the primary schools to which I have already adverted.-2. Logic, or the art of reasoning. This subject might be treated in a popular manner, and the various kinds of reasoning and of sophisms illustrated from the sciences, historical facts, the phenomena of nature, and the conduct of men in general society. One great object in such discussions should be, to teach the pupils to habituate themselves to clear ideas and conclusive reasonings on every subject—and to expose the false principles and sophistical reasonings by which princes, statesmen, clergymen, and others, have supported tyranny, slavery, oppression, and abuses of every description in church and state, and by which deists and sceptics have attempted to undermine the fabric of Christianity. If properly illustrated, there are few subjects more important than this to young men when entering on the active scenes of life. But we have no system of logic, with which I am acquainted, in which the subject is treated in the popular and practical manner to which I allude.-3. Practical Mechanics and the useful arts-including discussions on the various applications of steam-rail-roads, canals, and machinery of dif ferent kinds-the processes connected with the different arts, the improvements of which they are susceptible, and the experiments that require to be tried in order to carry them to perfection.4. Ethics, or a system of moral philosophy founded on the principles and precepts of Revelation-or, in other words, a system of practical Christianity, explaining the duties incumbent upon men in the various relations of life, and illustrating them from the facts connected with the scenes of history and of common life. In the discussion of this subject, the following topics, among others, would require to be particularly illustrated:-The true foundation of moral action, or the principles which form the basis of the moral order of the universe-the laws which God has promulgated in his word for the regulation of human conduct-the

of our parochial and other schoolmasters are possessed of few qualifications besides those now stated. On the Continent, till lately, the office of schoolmaster, in country villages, was consid ered one of the lowest employments in society. Even in Prussia, about the middle of the last century, "All that was required of their schoolmasters, who were chiefly mechanics, was, to be able to read, say the catechism, sing tolerably a few well-known psalmtunes, and to write and cipher a little. Numbers of shepherds, employed in summer time in keeping sheep, during winter assume the office of teachers of youth. The nobility used generally to bestow the place of schoolmaster (if it was at their disposal) on their valets or grooms, as a reward for past services." "* 'In many instances the offices of village barber, fiddler, and schoolmaster, were conjoined in the same person.

It may be affirmed, without the least hesitation, that there is no office in general society more honourable and important than that of an instructor of the young, and none on which the present and future happiness of the human race so much depends. But, in consequence of the circumstances now stated, the office has been rendered inefficient for the great purposes of human improvement, and the teacher himself degraded from that rank which he ought to hold in the scale of society. It is not a little unaccountable, that, in this country, no seminaries have ever yet been established for training young men for the office of teachers, so that the important ends intended by a system of education may be fully accomplished. A watchmaker, a smith, a mason, a carpenter, or a weaver, serves an apprenticeship of from four to seven years, before he is considered qualified to exercise his profession. A clergyman generally undergoes a course of training for eight or nine years, before he is licensed to perform the functions of the sacred ministry. Even a menial servant, a stable-boy, a cook, or a laundry-maid, must devote a certain portion of time and attention before they are considered as qualified for such occupa tions. But the office of an instructor of youth is frequently assumed at random. If a man imagines he can execute such an office, and publishes an advertisement of his intention, he is believed to be qualified for what he undertakes, although, perhaps, he has never applied his mind to investigate the principles on which instruction should be communicated, nor the objects which education should embrace. Such an anomaly in the state of civilized society, in regard to a matter of such vital importance, is a disgrace to the character of an enlightened age, and ought

Report of the Primary Normal School at Potsdam, by F. L. G. Striez.

no longer to exist. If we had right views of all the important objects which a system of moral and intellectual education should embrace, and its extensive effects upon all ranks of society, in relation both to the present and the future world, we should at once admit, that an instructor of youth should be a man possessed of almost universal knowledge, conjoined with a high degree of moral probity and fervent piety.

How then, it may be asked, are we to proceed in elevating the teachers in the scale of intelligence, and thus laying a sure basis for an efficient education? The first arrangement, which is obviously requisite, is to establish seminaries or colleges for their instruction. In these Preceptoral Colleges, as they might be called, such branches as the following might be taught.-1. Arithmetic, Drawing, Algebra, and the Mathematical sciences, particularly those which are more immediately applicable to practical purposes.-2. Grammar, Logic, History, and Christian morals. 3. Natural History, Natural Philosophy, Geography, Astronomy, Chemistry, Physiology, and Vocal and Instrumental Music.-4. Natural Theology, the Evidences of Christianity, Sacred History, Christian doctrines and duties. To teach these sciences with effect, three or four Professors would be required. They should be taught, not merely by lectures, but by regular examinations and numerous exercises connected with the several topics of discussion; and, where the subjects admit of it, by experimental illustrations. The course should be as popular in its plan and illustrations as the nature of the subjects treated of will admit, and all the discussions should, if possible, be made to bear upon matters of practical utility. Of course, all abstract metaphysical disquisitions, intricate mathematical questions and theorems which are more curious than useful, and all theological speculations respecting mysteries and questions which are beyond the reach of the human faculties to resolve-should be carefully avoided. The great object of these instructions should be, not to make the students profound mathematicians, philosophers, or divines-but to communicate to them a clear and comprehensive view of all those subjects of a practical nature which are level to the comprehension of the bulk of mankind, which may present to them objects of delightful contemplation, and which may have a bearing on their present and future happiness. In connection with these subjects, instructions and exercises should be given in the art of communicating knowledge, and on the various modes which may be employed to excite the attention, and to convey clear and well-defined ideas to the understandings of the young. The plan and routine of teaching, the various evolutions requisite

for preserving order in a school, the divisions of time, the arrange. ment of classes, the moral treatment of the youthful mind, the punishment of offences, the best methods of impressing upon the heart the truths of religion and the rules of morality, the method of using the different class-books, and every thing else which has a relation to moral and intellectual tuition should be explained and illustrated in minute detail.

For the purpose of exercising the students in the practical ap plication of these instructions, two schools should be connected with every Preceptoral College-one for the primary and the other for the higher branches of education. Over these schools the professors, though not constant or regular teachers, should be invested with a special superintendence and control. Under their direction, each student, in turn, should be appointed to engage in the business of instruction, so as to reduce to practice the philosophy of teaching. Remarks on the manner in which he executes his office, may be made in private, and hints by which he may be enabled to correct any of the errors or defects into which he may have fallen. These remarks should have a reference not only to the mode of communicating knowledge, but likewise to the moral dispositions displayed towards the children, and the treatment they receive. While a proper degree of respect and authority is maintained, the young teacher should be taught to address his pupils in the language of kindness and affection, as a father does his children, and to avoid every thing in his manner that has the appearance of being boisterous or domineering. Besides being occasionally employed in scholastic teaching, the students should be frequently exercised in the art of composition, and, at certain distant intervals, in delivering lectures of their own composition, to the rest of the students, on any physical or moral subject they may choose to select. This practice would tend to prepare them for becoming public lecturers on the different branches of useful knowledge, in the districts where they might afterwards be ap. pointed as teachers. All the public exercises of the students, both in learning and in teaching, should be commenced with prayer, and a recognition of the superintendence and agency of the Divine Being, and the business of the day concluded in the same manner-a practice which, in this country, has almost fallen into disuse, especially in those seminaries devoted to the promotion of a fashionable education. In short, the whole system should be considered as chiefly of a moral and religious naturehaving for its main and ultimate object, not merely the communication of literary and scientific knowledge, but the promotion of moral order and happiness among mankind, and their