a violation of nature. It is indeed to be lamented, that the influence of the physical on the moral part of man, is not sufficiently understood. There are parents who will pay masters very dearly, in hope of giving excellency to their children, but who will hesitate to spend the tenth part to procure them bodily health. Some by an absurd infatuation, take their own constitutions as a measure of those of their children, and because they themselves, in advanced life, can support confinement and intense application with little injury to health, they conclude that their young and delicate children can do the same. Such notions are altogether erroneous, - bodily deformities, curved spines, and unfitness for various occupations, and the fulfilment of future duties, frequently result from such misunderstood management of chil dren. The advantages of a sound body are incalculable for the individuals themselves, their friends and their posterity. Body and mind ought to be cultivated in harmony, and neither of them at the expense of the other. Health should be the basis, and instruction the ornament of early education. The development of the body will assist the manifestations of the mind, and a good mental education will contribute to bodily health. The organs of the mental operations when they are too soon and too much exercised, suffer and become unfit for their functions. This explains the reason why young geniuses often descend at a later age into the class of common men. Indeed, experience shows, that among children of almost equal dispositions, those who are brought up without particular care, and begin to read and to write when their bodily constitution has acquired some solidity, soon overtake those who are dragged early to their spelling books, at the detriment of their bodily frame. No school education, strictly speaking, ought to begin before seven years of age. We shall, however, see in the following chapter, on the laws of exercise, that many ideas and notions may be communicated to children by other means than books, or by keeping them quiet on benches. When education shall become practical and applicable to the future destination of individuals, children will be less plagued with nothings, but they will be made answerable not only for their natural gifts of intellect, but also for the just employment of their moral powers, and the preservation and cultivation of their bodily constitution, since vigor in it is indispensable to enjoyment and usefulness. They will be made acquainted with the natural laws of nutrition, and all vital functions, and with their influence on health.”

Dr Spurzheim next gives a very interesting view of "the laws of exercise," for the various faculties of man, and exhibits very forcibly the folly of attempting to cultivate the mind, by acquiring the ideas of others instead of exercising our own powers. He shows very clearly the mistake of those, who require children to devote their time almost exclusively to artificial signs, instead of acquiring positive knowledge. Nothing certainly can be more absurd than to suppose either that the mind is improved, or that

knowledge is acquired, by the mere translation, as it may be termed, of one class of signs by another class, in themselves, equally removed from the thing signified. Yet how many seem to suppose, that a child is sufficiently acquainted with his mother tongue, when he can repeat the sound of a word, on seeing its characters, or write the characters on hearing the sound, whether he knows what idea is intended by those characters or sounds, or not. How common is it, to consider him as well acquainted with numbers when he can repeat the names of the Arabic signs, and go through the round of operations, with these magical characters, which his rule prescribes, in such a way as "to bring the answer,' although he may have no conception of the nature, or object, or application of the process in which he has been engaged. It is not less surprising, to find many teachers who imagine that their pupils have a thorough knowledge of Geography, when they can tell the names which are attached to the lines and spots upon their maps, and repeat the sentences of the book which relates to them.

In connection with the subject of artificial signs, Dr Spurzheim endeavors to show the inconsistency of making the acquisition of languages the principal object of education; or of supposing that the mind cannot gain ideas, without having a variety of names by which to designate each. "I had rather learn ten ideas, in a given time, than ten different signs which express but one and the same idea," is one of his maxims to which almost every one would assent. And yet what a disproportionate amount of labor is often spent upon mere signs, in the early period of life, to the exclusion of any thorough knowledge of the objects of nature or the truths of science; and above all, with an almost entire neglect of those branches of knowledge by which a youth may be made acquainted with his own powers of body and of mind, and with his duties and destiny, as a member of society, and as an immortal being. While Dr Spurzheim admits the importance of cultivating the ancient languages and the mathematical sciences, he utterly denies that these, or any other particular studies are the exclusive tests of intellectual ability, or the exclusive means of intellectual improvement, or of extensive usefulness; and considers the distinctions founded upon these alone, as artificial and unjust.

Under the laws of exercise he also presents the very important consideration, that the feelings are to be cultivated, not so much through the medium of the intellect, as by calling them directly into exercise-not by instruction so much as by example. Fear is more effectually overcome by frequent exposures to danger, than by any course of reasoning upon the subject; and benevolence is more effectually cultivated, by becoming familiar with the objects. which it ought to relieve, than by the most powerful arguments or

exhortations. In reference to the educator himself, the only effectual method is that so well described by Combe, “Whatever you wish your child to be or to do-be that, or do that to him." The application of this principle in discipline, which is made by Dr Spurzheim, is not so frequently thought of. The feelings, he maintains, are best excited and cultivated by sympathy, — by means of that natural language of manner, and expression, and tone, which exhibits our hearts to others. It is on this principle that that seeming paradox of the wise man is founded; " A soft answer turneth away wrath." "In showing anger to children," says Dr Spurzheim, "you give them a practical lesson." A single paroxysm of passion may be overcome by angry violence; but mild and firm reproof, and kind treatment, will be far more effectual in correcting the habit, and subduing the disposition, because it will cultivate the opposite feeling in the child himself.

In a succeeding chapter, Dr Spurzheim treats of the mutual influence of the faculties in exciting each other; and describes the sympathy of the various organs of the body, and the different faculties and propensities of the mind, as analogous and ultimate facts. He regards the association of ideas, instead of being a primitive power, as a simultaneous activity of two powers, which may as readily take place among the feelings, and which corresponds to the excitement of the intellect by the feelings, or of the feelings by the intellect. He next urges the importance of morality, and of course of moral education, as far superior to mere cultivation of the intellect. He observes that it is as necessary to the prosperity of mankind as oxygen to combustion, and respiration to human life." He reprobates the system which makes "the cultivation of the understanding" the principal object of education; and observes, that persons thus educated," often convert their intellect into scourges of society, and are the greatest enemies to the happiness of the race."

In the following chapters, Dr Spurzheim presents a great many valuable principles and maxims of education, in treating of the activity of the faculties, the motives of action, and the difference of natural endowment. The degree of strength and of activity in the various powers, indicates, in his view, the course of education which must be adopted by each individual. The most active propensities have the least need of cultivation; while on the other hand, it is idle to attempt to raise all men to the same standard, or to compel any individual to attempt acquisitions for which he has neither the faculties nor disposition. In reference to the motives to be employed in education, Dr S. believes that they also must be varied, according to the character of the individual, and that the same discipline, or means of excitement, cannot be employed for all. In regard to emulation, he observes-"It is a great stimulus for

children to learn their lessons, but as its influence is so great in society, and as it is so much cultivated in social relations, I find it advisable to omit it entirely in school education." He remarks also, in speaking of the influence of patronage on the improvement of literature and science, that "mankind will suffer, and that all institutions will remain imperfect, as long as selfishness and glory are the aim of our actions."

The remainder of the work is occupied with the application of these principles to the education of the sexes and of nations, and an appendix on the subject of crimes and punishments, which our limits do not permit us to examine, even cursorily. We can only mention his leading principles. In reference to the sexes, he maintains that their education should correspond to the marked difference of powers and destination between them; and that the attempt to prescribe the same course of instruction and training for both, is in direct opposition to the designs of Providence. In the education of nations, he believes that the duties devolving on a government, correspond in their nature to those of a parent. In regard to penal laws, while he maintains the utility and necessity of punishment, both to society and to the individual, he urges that the strength of nat ural propensity should be admitted as a palliation of crime, no less than immediate provocation; and that some who are now treated as criminals, should rather be confined as partially insane or idiotic; and should be subjected to a course of moral training, rather than mere vindictive punishment.

On the whole, we find in this volume a development of the most improved principles of the modern school in education, which ought to be perused by all who have time to devote to reading on this subject; and we think it is not difficult for those familiar with the scriptures to separate them from all which is opposed to revealed truth. They will learn too the interesting fact, that the new science of which Dr Spurzheim was one of the parents, confirms the opinions which were formed, before its origin, from general views of human nature, in regard to the best manner of preparing man for his present duties, and his future destiny.

ART. IV. ON THE OFFICE OF INSTRUCTORS.
BY THE BARON DE GERANDO.

Mr. WoodbridgE.-I have lately received from Europe a Course of Lectures, delivered by the Baron de Gérando, before the Normal School of Primary Instructors, founded in Paris, by M. le Comte de

Chabrol. It comprises directions for physical, intellectual and moral education, and breathes throughout his own philanthropic and Christian sentiments. I have translated the first lecture, "Upon the dignity of the office of Primary Instructors." Should you not like to give it a place in your "Annals"?

E. P. P.

MY FRIENDS,-The vocation of a primary instructor is not merely a profession. It is an office in the state, which is about to be confided to you; it is a mission which you are called on to fulfil; it is a moral ministry with which you are about to be invested.

The laws of the state have recognised the importance, the absolute necessity of this office. They have sent you forth on this mission.They have laid the foundation of this ministry; and they continually regulate and protect it. The primary instructor is a public officer, and takes rank in the community with the other officers of the state, whose services and relations to the public have an object of common interest. To the dignity of this situation, and to the legitimate authority which flows from it, may be added that which is derived from the fact, that a number of families place in your hands the precious deposit of their children, and make you the delegates and representatives of the paternal character. Your dignity, my friends, is therefore a reflection or emanation of the high dignity confided to the Father of a Family by Divine Providence, by nature, and by the laws of the state. Your ministry is associated with the ministry of religion. Instruction is the handmaid of religion; and your school-room is the portico of the temple of God.

Those laborious professions, sometimes contemptuously called trades, have a double claim to respectability from their utility, and from the courageous perseverance with which their fatigues are supported. You will be the last to undervalue these professions, for your labors will bring you into constant intercourse with those who exercise them; and the peculiar relation which you have to this class of the community, gives its peculiar importance to your office, as well as makes it the more honorable; for how can the real value of any particular station be estimated, except by a consideration of its usefulness to the general interest? Man is placed on earth by Providence, to make his life fruitful, and to contribute his part to the welfare of others. This is recognised by society too; for you will remark that the external honors it decrees, are ever, in the first place, a tribute to the importance of services rendered, a striking expression of gratitude. It is true, external honors, do often give a false impression; for they often descend upon posterity without being supported by the virtues which first called them forth. Neither are they necessary, even in the first instance, to prove the value of services. You, my dear hearers, may learn from other considerations the foundations of your dignity. Let us proceed to these considerations.

The special object of your services are the morality and intelligence of the community, the most precious of all its interests, allied to all that is noblest in humanity. And in what can men more ef