cannot be developed. The power to love is increased countenances tells more eloquently than words, the only by loving, the power to discriminate between impression he is leaving on their hearts. The teachright and wrong and the desire to do right, grower may have such conferences daily, and would to stronger only by their legitimate exercise. heaven, he could rightly improve them, and leave no If this principle be true, it is feared that much of stain on the trusting heart of youth. But without the so-called moral instruction given in our schools such confidence in their teacher, he can enjoy no has failed to reach the desired object; or, in the lan- such golden opportunities for doing them good; guage of Bishop Potter, "too much faith is apt to and should he prove unworthy, and forfeit it, he may be reposed in the mere name and form of it, when leave blight upon their confiding spirits that the spirit is wanting; and hence that hopes are ex-years will not efface.

The training of the moral faculties must be something more than a mere form-a routine of lessons. These, if of a proper kind, are indispensable, but reach not far enough. The feelings must be touched; there must be earnest heart-culture.

cited by the bare circumstance that children are in 3d. They must love him. Pupils may obey their attendance at a Sunday-school, or are members of a | teacher-may have confidence in his justice and abiliBible or catechetical class, or by the fact that ty, and still not love him. Ability to govern, good the Bible and other religious books are used in scholarship, and skill to impart knowledge and eduschools, which hopes prove, in the end, to be utter-cate mind, are essential requisites in a teacher who ly fallacious." would train the intellectual powers; and, for that purpose, they may be sufficient; but for him who would properly develop the moral faculties, it is necessary that he shall superadd to these qualifications, a large and loving heart. Can he enter into the feelings of young, trusting natures, whose manners are stiff, formal and forbidding? Can he enkindle love in other bosoms whose own heart is ice? Can he cause warm, gushing affection to go out to all mankind and up to the good Creator, who has himself never experienced such feelings? If not, then, mutual love must exist between teacher and pupils, before the latter can receive that full moral culture which their nature so much requires.

If, from the preceding reasoning it appear that the moral sense must be furnished with necessary data in order to arrive at a correct decision, and that no amount of knowledge, of what character soever, can secure moral excellence, we are in a condition to take another step in our investigation.

This discussion has particular reference to the mode of developing the moral faculties in school; and not the least important question connected with the subject, is, the relation the pupils should sustain to the teacher, in order to profit most by the moral instruction he may deem it best to impart.

The farmer finds it necessary to prepare his land for sowing, before he commits the seed to the earth; the artist, to have an appropriate ground-work for his picture before he ventures to delineate it upon the canvass; so, a teacher must prepare the wayopen up the minds of his pupils, for the reception of the truths he would inculcate and the impressions he would make.

To this end:

1st. The pupils must lend a willing obedience to the teacher. If there exist not in a school a spirit of obedience to the teacher's will, all his efforts to make a healthy moral impression will be unavailing. As well might it be expected that an angry man would sing sweet, happy songs while his anger lasted, or one, bowed with grief, take pleasure in what is gay, lively or cheerful. All antagonistic feelings between teacher and pupils must be first removed; and, with expecting countenances and open hearts, they should receive his words, as he speaks of duty, kindness

and love.

The necessity of obedience, trust and affection on the part of the pupils towards their teacher, in order that the work of moral instruction may be properly commenced, having been shown, we may now consider the means by which it can be successfully prosecuted.

The mind can be morally affected in three ways: and the circumstances in which it may be placed. 2nd Ist. By the objects with which it may be surrounded, By direct precept; and 3d, By example.

1. That the mind is morally affected by surrounding objects and circumstances, is proved by the lives of individuals and the past history and present condition of nations. The people of mountainous countries differ materially from those that inhabit plains; and such as have their abode on the sea-coast, from those that live inland. The physical, intellectual and moral differences in the inhabitants of the earth. attributable to climate, are exhibited on a grand scale. The excessive heat of the torrid zone enfeebles man, and its regular climate and the exuberant nature of its spontaneous productions, call forth so little effort to procure the necessaries of life, that his intellectual and moral powers remain comparatively inactive. In the frozen regions, by dint of 2d. They must have confidence in him. The hearts habitants able to provide for their support. The hard toil and persevering industry, only, are the inof children are trusting, and they instinctively look incessant struggle in which they are engaged with upon their teacher as almost incapable of error.the rigors of the climate and the unproductiveness They see how easily he can master what seems to them insurmountable difficulties; they are accustomed to ask his advice and receive his assistance; and they look up to him with veneration, and place implicit trust in his words. This confidence is not confined to what the teacher says and does in the school room, but follows him to the play ground. In our mind's eye, we see groups of happy, open hearted children, upon whom the selfish world has not laid its blasting hand, seated at noon-time, under the shade of an ancient forest tree, around their beloved teacher. He is speaking to them. Their almost breathless attention bespeaks their interest in his utterances, and the delight pictured on their

of the soil, render high intellectual and moral culrably situated temperate climates, that the higher ture almost impossible. It is only in the more favofaculties of our nature assume free scope for develpment. Circumstances of soil and climate incite of such exertion permits time for their due cultivathem to vigorous activity, and the generous reward tion. If nations are thus affected, it must be that

similar influences will affect, in a similar manner, the individuals of whom they are composed; less widey contrasted circumstances, of course, producingless perceptible differences in the result.

It has been said that "man is the creature of circum

every sense.

stances." It is, in a good degree, true; and, perhaps, we undervalue the quiet, gradual, but sure teachings of surrounding objects, and attribute too much to our own active exertions in the business of education. The mind of a child gathers instruction through It meets or sees no object that does not leave an impression. As it plays with its associates, as it walks through the fields or along the street, as with eager curiosity it explores the factory or the workshop, as it watches the countenances and sees the actions of those with whom it comes in contact, everywhere and perpetually are lessons of mixed good and evil learned.

neighboring quarry, the river's bank or the ocean's shore, and there, with nature in her own domain, and little minds thirsting for knowledge, and hearts open to the reception of moral impressions, he could wean them from the low, the bad, the degrading, and teach them to delight in the true, the good, the beautiful.

2d. The mind can be morally affected by direct precept. A moral action involves on the part of the individual thus acting, three things: 1st, To know; 2nd. To feel, and 3d. To act. Take an example: Our neighbor is sick and needs assistance. We must first know the fact of his sickness and the provision Alone with nature, and her teachings would prove of the moral law which makes it our duty to adminsalutary. The majestic river, the towering moun-ister to his wants; then, we must feel the obligation tain, the beautiful cascade, the grand old ocean, re- resting upon us: and, finally, we must do the act of fine and elevate the soul. Pleasant groves, rich kindness required at our hand; and we have dismeadows, singing birds, and sweet flowers lure the charged onr moral duty and are the better for it.mind from low and debasing thoughts and fill it with But we might deny the obligation; or intellectually images of purity. Even the wild Indian, who climbs admitting that, we might have no real heartfelt inthe mountain summit to witness the setting sun, be- terest in the matter; or acknowledging the one and comes a better man as its glories break full upon him, feeling the other, we might still refuse to act,-in and he breathes a rude prayer to the Great Spirit that either case, rendering the moral action incomplete. In teaching morals, therefore, it is necessary that there be a direct inculcation of moral truths, and, that they be communicated at such times and in such a manner, as will cause them to be felt and acted.

created it.

We will consider :

In moral education, therefore, it is well to surround the young with objects that will excite the purest emotions, and remove them from all contact with what would have a tendency to suggest improper thoughts. Hence, with this view, great attention 1st. The nature of the precepts to be inculcated.— should be paid to the location aud construction of They should be acknowledged moral truths, gleaned school-houses, and the arrangement of school- either from Scripture or the book of nature. While grounds. The location of a school-house should be each religious denomination has particular theologiboth healthy and beautiful. Its furniture should be cal dogmas of its own, in the dissemination of neat and made with taste, appropriate pictures might which it may be particularly interested, there is a adorn the walls, and all should be kept clean and in common platform of moral and religious duty, comgood repair. The grounds should be so arranged, prehensive enough in every essential particular, and so ornamented as to refine the feelings and upon which all good men may stand. Upon this cultivate the taste. Shade, shrubbery and flowers ground, the teacher should plant himself and his should add all their attractions and make the school-field is ample. He should carefully inculcate house a pleasant place of resort-a spot in which the duties growing out of the domestic relations, not only moral instruction might be given, but in which moral feeling must be awakened and moral duty suggested.

general social duties, and duties to organized society. Nor, in our opinion, should he shrink from an application of these principles to existing evils and habits. To put imaginary cases and deal in vague generalities may sometimes be politic, but merely theoretical inculcations will never invigorate the moral powers or guide the life. These teachings must be made earnest and practical to be effectual.

seem

But apart from their silent effect, an exhibition of the evidences of design and goodness in the creation, in the hands of a competent teacher, may be made to excite feelings of gratitude to the Great Giver and fill the heart with humility and love. Who can understandingly contemplate the earth This Association, at a former meeting, heard the with its well proportioned seas and continents, its question well argued as to the propriety of the use capability of producing all that can minister to the of the Bible in our common schools, and the able necessities or pleasures of life, or the heavenly bod- committee who reported on the subject of "The Develies as they harmoniously move onward in their ma-opment of the Religious Faculties," strongly urged jestic orbits, the suns to dispense light and heat to its use. Any expression of opinion from us, would circumvolving worlds, and those worlds, the well therefore unnecessary; but lest in the appointed abodes of such multitudes of beings as pending controversy on this question, our position that no imagination can conceive the number, and be misunderstood, we unhesitatingly say that not grow sick of the vanity and immorality which we are in favor of the Bible without note or comcharacterise society; and, while admiring the infi- ment, in all the schools of the State. No where nite wisdom of the Great Creating Power, long else can there be found a mine so rich in moral prefor a better and a holier life? A leaf, a flower, cepts or so full of examples worthy our imitation.— a seed, a pebble, an insect may be made to teach Philosophers as well as Divines have admitted the important moral lessons. All created things bear softening, mellowing, refining influence of relistriking evidence of their Creator's Wisdom and gious sentiment; and, we may say, also, without tresbeneficence, and their contemplation must be bene-passing upon the province of others, that this eleficial. A teacher, therefore, who cultivates a taste ment seems more weak in the American character for the study of natural objects, who points out their than most others, and that it is high time the attenbeauty and explains the design in their formation, tion of educators of youth and patriotic philanthroif not directly inculcating moral truth, is certainly pists had been directed thither.

awakening moral feeling. He should accompany 2nd. The appropriate times for their inculcation.his pupils to the fields, the woods, the meadows, the Such times should be chosen for direct moral in

struction as upon which the deepest impression may be made. Incidents transpire daily, in every school, of which the ingenious teacher will take advantage, and turn to good account; and, in the same manner, an accident in the neighborhood, the sickness or death of one of the pupils, pestilence in a distant city, a family frozen to death or perished with hunger, a steamboat explosion, a forgery or robbery, may be made to teach moral lessons that will never be forgotten.

His aim should be to gain the decision of the consciences of his pupils, rather than their forced assent. first simple, and afterwards, more complex, but alHis precepts should be, to the juvenile mind, at ways understood.

Abundant illustrations should accompany all abstract principles, in order that their practical bearing may be appreciated and felt.

The narrative style may be advantageously adopfrequently introduced. ted in many instances, and historical incidents be effect upon the minds of children, of a story like that How much deeper is the of George Washington with his little hatchet, than any abstract reasoning on the duty of truthfulness; and how their hearts glow with benevolence in lisFry. These will add life and interest to the discussion tening to the story of John Howard or Elizabeth of moral duties, which otherwise would fail to secure remarks that "the feelings are rather moved by a attention or arouse the conscience. Dr. Spurzheim dramatic representation than by a monotonous sermakes a greater impression on the mind, than readmon. The sight of a person wounded, or in danger, ing that thousands have been killed in a battle."

There are times, too, when pupils' minds are open to receive such instruction, and other times when they seem to be indifferent about it, if they do not actually repel it. A fault has been committed in a school, we will suppose, of which the teacher deems it his duty to take notice publicly, and therewith to administer some wholesome moral instruction; but, in doing so, he threatens and scolds until all are either frightened or out of humor; and, while in this condition, however truthful his remarks may be, they can neither make a right impression nor effect any permanent good. Better far that he should pass the matter by, until a time occur when all lessons had been well recited, and each pupil was pleased with the others, and all with the teacher, and, then, kindly and impressively, speak of it. In a Moral truth must be lived and practiced, in order certain school two boys, usually great friends, quar- to strengthen moral feeling. That we should love reled, and, with angry countenances, made complaint our enemies, is a noble precept; but to what does to the teacher. He soon ascertained that both were that acknowledgment amount, if we do not love them. in fault, but as he wished not only to settle the pres- The school house, therefore, should be a place for ent subject of dispute but to guard them against a the practice of virtue, and every pupil, under the repetition of the quarrel, he dismissed the matter for watchful care of the teacher, should be taught to a time and said nothing. The next day the same exhibit that kind regard for his school fellows and boys, no longer mindful of their quarrel, were play- that consideration for their rights, which he ought ing together as good friends as before. Now, thought to evince in after years as a man and a citizen. The the teacher, is the proper opportunity, and he called teacher should allow no opportunity for the practithe boys to him and stated that he was ready to ad-cal exercise of the moral faculties to escape; for one just their differences. Both were heartily ashamed, and each ready to acknowledge his error and listen to the teacher's advice. Such a lesson would not

spontaneous outflow of feeling is worth many abstract moral lessons.

We are not disposed to undervalue the effect of the 4. The mind can be morally affected by example.— inculcation of precepts in moral education, but we assume no questionable position, when we say that the power of example is vastly greater. The ancients understood the difference and expressed it in a proverb: "verba movent, exempla trahunt;" and our own trite saying is of like import, "example is better than precept."

soon be forgotten; and, can any doubt that the teacher acted judiciously in the manner of imparting it? Some writers have proposed regular lessons in morals, embracing hypothetical cases, calculated to discipline the conscience; but it is doubted whether any such exercise, how excellent soever it may be, to acquaint the intellect with processes of reasoning applicable to moral questions, and store it with facts relating to moral laws, will effect that heart-culture Among the first developed faculties of children, which is its aim; and it is further doubted, whether are their powers of imitation. They copy the words, any regular times should be selected for moral in-mancers and habits of those around them. Long before struction; but it is rather preferred, while such in- the child can speak, it has watched the actions and struction be given daily, that it be imparted individ-countenances of parents, nurses and others about it; ually or collectively, during school time or after and deep impressions for good or evil have been left school time, in the school house or on the play-upon its mind, that no future causes can completely ground, as favorable opportunities occur or favora-obliterate. And when older, the opinions, the acble circumstances present themselves. If the study tions, the examples, of parents, teachers, friends and of the science of ethics be the object, such lessons, companions, mould his character and habits and form given at regular times, would undoubtedly promote it, and for that purpose we cordially recommend them; but, too much reliance should not be placed upon them for the development of the Moral Faculties, as it would lead to the same mistake, noticed elsewhere, of supposing that the inculcation of moral truth is the cultivation of moral feeling.

3. The proper manner of their inculcation. Taking it for granted that the teacher is generally qualified for imparting moral instruction, we shall only remark that he should himself believe and practice what he inculcates; or, otherwise, his insincerity may create dislike for the very truths he would advocate.

insensibly his moral code. The example of loved parents and kind teachers is almost omnipotent in the formatior of the moral character of the young; and, hence, it is important that it be made worthy of imitation.

A profane father may feel sorrow for the profanity of his son; a fretting, scolding mother may lament that her daughters are not kind and sweet tempered; and an indolent, unfeeling, ill-mannered teacher may be tormented with idle, disrepectful and vicious pupils; but the discerning eye that can trace effects to their obvious causes, need not be long in reaching the conclusion, that more blame attaches to father,

mother and teacher, than to son, daughter or pupil.navies, but without virtue, there is no sure basis,

In such cases there is generally much good council given and many good rules prescribed; but finely worded precepts and good advice weigh little, when profligate lives and bad example are in the opposite scale. Children are not easily deceived, and they naturally lose confidence in virtue, when vice is practiced by those they love.

and the whole superstructure must eventually fall.

Our executive and judicial officers and the members of our legislatures should be men of principle; but it is most important that the people, from whom emanates all power, should be moral and virtuous.

With much that is good, no discerning eye can fail to see around us, much that is wrong. Monster evils fester in the very heart of society, peculations of the public funds are committed by those into whose hands they are entrusted, unscrupulous men are elevated to places of power and trust, mobs and riots defy authority and trample private rights in the dust. All this calls loudly for reform, and such reform as only the virtuous education of youth can effect.— Every school must be made a nursery of morality, and every teacher must be qualified to become an agent in the good work.

It is by no means necessary for teachers, in order to set a good example to their pupils, to be reserved and formal in their presence to assume a solemn countenance and an air of sanctity-to fear even to laugh, joke or join their sports; but with attractive manners and genial disposition, they should conjoin the most scrupulous attention to their habits, conversation and general deportment. As the teacher is, so will the school be; and if growth in virtue mean anything, if accountability await us bereafter for deeds done here, there is no position in which a In the past history of our country there is much of bad man must do more injury than in that of teach- which we may well feel proud; its present position er. He can fasten upon tender, unsuspecting among the nations of the earth is highly honorable; minds almost what sentiments he will; by example, but its future is in the hands of those by whose inhe can instil the worst principles of deception, dis-fluence the moral character of the coming millions honesty, falsehood and vice, without the suspicions of our nation's people will be formed. Let educaof parents being aroused, and without knowing him- tors of youth especially think of these things, and so self the sad consequences of his ill doing. "A boy," discharge the duties of their high trust as shall urge says Dr. Channing, "compelled for six hours each man onward to the fulfilment of his noble destiny, day to see the countenance and hear the voice of an unfeeling, petulant, passionate, unjust teacher, is J. P. WICKERSHAM, placed in a school of vice. He is all the time learnB. M. KERR. ing lessons of inhumanity, hard-heartedness and injustice."

But on the other hand, who can estimate the influence for good that the example of a moral, upright and well-qualified teacher might exert? Its effect must be a profound regard for truth and right, a disposition to deal justly and act mercifully, and a feeling of affection and love towards all mankind.

and secure the well being and permanency of the Republic.

DEVELOPMENT OF THE PHYSICAL FACULTIES.

On the Importance and the means of Physical Develop ment: By ALFRED L. KENNEDY, M. D., Professor of Chemistry, in the Polytechnic College, Philadelphia. [Imperative engagements prevented the attendance We have now considered the principal means, of the writer at the Pittsburg meeting, in August known to us, that may be effectually employed in last, when he designed presenting the substance of promoting the objects of moral education, and our the following paper, in the form of an Address, from task approaches completion. A more close mental analysis of the moral faculties might be made, and notes then prepared. He has hastily written them some methods pointed out of developing each indi-out, in order that they may appear with the printed vidual power; but the subject, thus considered, could proceedings of the present session of the Associanot be embraced in the customary limits of a Report, tion.] and would require a volume.

Our duty has not been easy to discharge, as little A perfect system of education is that, which delight could be had from books by which to guide us.velopes every faculty of man's complex being, and Educational writers all speak of the importance of prepares him faithfully to perform the duties which moral culture, but none, within the reach of your he owes to himself, to society, to his country, and Committee, have attempted to give any well defined, philosophical methods for effecting it. Detailed explanations of the manner of teaching Grammar and Arithmetic are given, but we meet with little, besides vague generalities, or, are left entirely in the dark, respecting the modes by which children can be made honest, truthful, benevolent or conscien-pily recognised at the Lewistown session, a year ago, tious. The labors of some moral Bacon are wanted here.

to his Creator. How nearly our present systems of general education attain to those high and compre hensive requirements, is a matter of deep concern to the public and to this Association. This fact was hap

when committees were appointed to whom were confided the subjects of the training of the four grand departments of the human constitution :--the physical, the intellectual, the moral, and the reli

The moral and religious education of the youth of a country demands the most serious and earnest consideration of all reflecting minds. It is peculiarly so in a country like ours. Ours is a democratic gov-gious faculties. ernment, and its stability rests upon the virtue of the people. Intelligence, without moral principle, is

The meaning ordinarily given by the vulgar to not sufficient for its preservation. That may build the word education, is, intellectual development.— cities, may dot the country over with cultivated But this development, however thorough, may leave farms and pleasant villages, may bind its different its subject a voluptuary and sensualist, an atheist parts together by chains of railroad or spread tele

graph wires over it like a great net-work, may erect or a bigot, a diseased and deformed wretch. Add colleges and schools, may establish armies and build to the intellectual training that of the moral senti

ments, and your subject is no longer a slave to the archs. Each Gymnasium had its manager, who was pleasures of sense, though he may still be a bitter charged with the direction of the exercises and of sectarist or cold skeptic-a miserably debilitated, their application to the age and strength of the cofirmed invalid. Judiciously unfold his religious scholars, who found in the Pedotribe a guide in the faculties, he becomes devout yet liberal; a doer of details of the practice. There were three kinds of justice, a lover of mercy, and an humble follower gymnastic exercises. Military, Athletic and Hyof his Divine Master. Yet how often will his noblest gienic. Of these, the last pertain to the theme as aspirations for good be quenched, his arm of phi- committed to us, and are especially worthy of being lanthropy be shortened, because of physical weakpreserved and copied. ness? How willing his noble spirit, but alas! how weak the flesh! Superadd to his other endowments that of a hardy frame, fearless of summer's heat and winter's cold, self-reliant in time of danger, and how immeasurably is the sphere of his active benevolent usefulness extended! He becomes the man for the times, ever able as well as willing to go forth and do battle for the right.

There never was greater need of such men than at present. Would that every teacher within the broad limits of our country, would set before himself the honor of preparing such men, and press forward towards the mark for the prize of his high calling.

The injudicious and exclusive cultivation of the intellect is characteristic of our age and people, and its effects are already too apparent in the number of smart men, of sharp, keen business men, of men with an eye to the main chance, who are every where around us, on 'change and in church.Thin, excitable, quick moving, sharp visaged men, a prey to dyspepsia and weak nerves,-men whose recreations are sensual and whose religion is based on business calculations.

Recognising as we do, the necessity of cultivating all the faculties, our much lauded systems of education are found lamentably deficient; and terrible as are the consequences of the neglect of any, that of the physical system brings with it a train of multiplied and certain evils.

We claim to have improved upon the educational model of the ancients, yet in physical training we are shamefully behind them.

Their ef

They combined gymnastic and dietetic discipline, and were designed to increase the strength and to re-establish and to preserve the health. fect upon muscular development had been well They studied and was thoroughly understood. were established and conducted under the auspices of physicians, and we have the authority of Hippocrates, the father of medicine, for the statement, that by their systemized processes, the flesh of the enfeebled was increased, and that of the plethoric dimin ished.

The Gymnastics of the Romans under the Republic were almost exclusively confined to the Campus Martius, to the army camps and to the drill of the raw recruits. These, according to Montesquieu, created such power of endurance, that the Roman soldier, when en route, carried, besides his arms, his baggage, his cooking utensils and provisions for 15 days. The gladiatorial displays, at first designed to exhibit strength and address, degenerated during the decline of the Empire into sanguinary combats, and were prohibited by Constantine and finally abolished by Honorius.

The chivalry of the middle ages, with its jousts and tournaments, was an image and a derivative of the Grecian games. The invention of Gunpowder and the progress of civilization, by which a greater

value was attached to human life: the views of civil equality and of human fraternity which obtain in modern society, brought physical force into contempt, and led, in the proneness of men to extremes, to its undeserved neglect.

The modern Gymnasium dates from 1776, when Similar establishments one was opened in Dessau.

Of the four grand national solemnities of the Greeks, the Olympian, the Nemean, the Pythyean multiplied. Fellenberg, Pestalozzi, and other reand the Isthmian, the first was founded by Hercu-nowned educators lent their aid and influence; and in les, and the second held in honor of him who was our day have been established Gymnasia, which if worshipped as the god of physical force. These fes- they do not equal the Athenian by including diettivities, although also designed to stimulate to devo-etics, surpass them by the refining accompaniments tion and reward intelligence, were chiefly competi- of rhythm and music. tions in muscular strength and address, and they served to keep alive that regard for salutary exercise and sound, vigorous health, so often extinguished by luxury and refinement.

The object of Gymnastic exercises is to create and to discipline strength, and that this object can be attained to a surprising degree, ancient and moderu experience fully attests. Greece furnishes many Athens had three Gymnasia under the charge of illustrious examples. Of these Agesilaus, so feeble magistrates elected by the people,-the Gymnasi- in infancy, that his mother, without hope and with