impress on the understanding the great truths of the science or the varied modes of their application. Thus, working models or movable diagrams constitute the second class; solid models or patterns, the third; perspective representations, the fourth; and outlines, the fifth. We have already referred to the case of astronomy as resting on ' the basis of observation. We might go into the walks of the fine arts, and witness the various means by which the painter, the sculptor, and the architect endeavor to make known their achievements. Here the two former would be found, appealing solely to the understanding and the taste through the eyes of mankind; and of the latter, so far as building assumes the character of a fine art, and not merely of a useful trade, the same is preeminently true. Even music makes at least one most effectual and useful address to the eye by aid of the symbolic notes, without which many a modern. performer would have been lamentably untuneful. A most valuable application of the principle contended for is found also, in communicating the laws of elocution; the very slides and inflections of the voice have by philosophical masters of this art, been happily depicted by lines and characters, which furnish to the eye something on which it can seize, to arrest and detain the fleeting modulations of sound. This enables us to fix the laws of utterance as regulated by construction, and especially to convey definite ideas of the rising and falling inflections—one of the most difficult duties, perhaps, which the rhetorician has to encounter. Would time allow, we might further elucidate and exemplify the subject by a reference to geography, history, the manners and customs of nations, the mythologies of ancient, and the superstitions of modern times. But scarcely a book in either of these departments of knowledge is now put forth without some evidence that the principles above advanced have operated upon the minds of their authors; nearly all are accompanied by some sort of visible illustration. But there will sometimes be found matters of science, which we cannot bring before the eyes of the student. To carry conviction. of their truth, or even a conception of their possibility, we must in the absence of actual ocular demonstration, adopt an analogous fact, or principle. A case has sometimes been supposed of an inhabitant of the tropics, who should be told that in other climates, water itself, that proverbially fugitive substance, was for a great part of the year in a compact, solid state, capable of being applied to the numerous purposes of impenetrable masses. That in this state, it forms the continuous bridges of mighty rivers the gemmed splendor of the forest scene the roofs of cabins for barbarous tribes the walls of palaces for fanciful monarchs — and a vast winding-sheet for all the glories of a departed year. How strong, it is said, must be his faith, to give credit to assertions so apparently absurd; and how should we overcome his incredulity? How, but by recalling to his mind some analogous change from the liquid to the solid state, particularly such as might result from a reduction of temperature. Should he ever have seen a saturated solution of any chemical substance, depositing its crystaline masses over the surface of a cooling liquid, his unbelief might be shaken, and the supposed fable of solidified water assume the air of a possible truth. We may however remark, that Natural Philosophy or Chemistry, or both combined, would enable us to pat this doubt at rest in any climate; as there is none so hot as to prevent the success of those frigorific experiments, which you need not to be informed, both sciences are capable of exhibiting. It is believed to be a common practice to delay the exhibition of facts admitting visible illustration, until a late period in youthful education, and to detain the mind from a full and thorough acquaintance with the things about which principles in science have been enunciated by the learned, under a belief that the general laws could not thus early be comprehended. Yet we find attempts made to urge upon the youthful, and even upon the infant mind those very laws, or others more abstruse, which it is deemed premature to exhibit in actual existence, in the economy and operations of nature. It is probably found easier for those who profess to teach the branches to which we now refer, to discourse with apparent learning about principles, than to exhibit, explain, or even understand, how these principles are applied in any given actual illustration. Hence the practical benefit to learners, is sacrificed to the love or the affection in teachers of being profound in abstractions. In most departments of physical knowledge, the reverse of the course just stated may be very successfully adopted. The facts, and the more simple laws, of each science, may be early made fa miliar, by their actual presence before the student, or by the best illustration which we can command, while the mathematical, or other general laws, may be reserved until the habits of abstract reasoning and of generalization, have begun to be formed. To certain subjects, we readily admit, the mode of illustration now advocated is not applicable. Or if we attempt to make the application, we shall not only fail of rendering the subject more clear, but shall almost certainly obscure or degrade it. Of this kind are those questions which respect immaterial essences, their nature, relations, and mode of existence. The attempt to illustrate ethical and theological subjects by visible representations, is believed to have proved in most cases abortive, or to have utterly failed of its aim, if we admit that aim to have been the dissemination of truth. The conceptions of an individual mind on subjects of this nature may doubtless be most vividly set before the eye, by visible representations. There was a period in literature, when most of the productions exhibited on the stage were founded on the legends respecting saints, angels and demons; and the actual representation is said to have corresponded admirably with the extravagance of conception, in which their authors indulged. But the uniform tendency is, to degrade whatever noble attributes are sought to be embodied, and to introduce groveling and unworthy notions of the object of homage. The result is, a constant falling away to some species of idolatry a substitution of some creature of sense, or at best some physical creation of the brain, for the true object of rational adoration. Questions of abstract and metaphysical science are seldom capable of being reduced to the form of visible representation; because mind itself, which is the object of such science as well as its faculties, is by nature wholly invisible. The pencil has sometimes attempted to shadow forth certain states of mind, and particularly of moral feeling, by the representation of human forms in the attitudes and actions which those feelings or states of mind naturally induce. Thus Melancholy, with her pensive air" her eye upraised, as one inspired;" — Hope, with her smile of anticipated joy turned on vacancy ;- Devotion, in her meek and suppliant attitude;-Imagination, with her rolling, frenzied eye;-Fear, with her blanched cheek and quivering lip ;— Cruelty, with her dark frown and stern regard that gloats on blood;these, and innumerable other personifications of the passions or dispositions of our race have been portrayed on the canvas, or stood forth from beneath the sculptor's chisel. But the misconstruction to which representations of this nature are liable, and which will perhaps forever prevent the success of attempts to generalize the passions, indicates that the imitative art has strayed from its due sphere, and that its labors should be bestowed on real rather than allegorical subjects; on things that address the eye, and not on things unseen. Hence, though the abstract branches of science demand all possible elucidation, we cannot hope to obtain it from sources incompatible with the nature of the truth to be established; and it is worse than useless to attempt to facilitate the reception of definite ideas, by means which must inevitably render them confused. Now it is precisely this class of subjects which do not submit in any form to the test of inspection, that has given rise to the longest and most unprofitable disputes among mankind. It is the class which for ages has puzzled the ingenuity of the subtle, and to this day is as near being decided to universal satisfaction, as at the moment when it was first made a matter of dispute. Besides attempting to apply visible illustration to subjects in which its only effect could be to mislead, there is some danger that persons, who are not entirely conversant with the value of the various means and methods designed for this end, should be cajoled into a belief that everything which bears the name of apparatus, or visible representation, is valuable, for the purpose of instruction. The spurious articles professing to be designed for illustrating the sciences, may also be urged upon the attention of those who have but little opportunity for examination or inquiry; and they may be induced to lavish valuable pecuniary means on objects utterly worthless. If the advocates of popular instruction intend to accomplish any thing of importance by demonstrating the truths of science, policy and duty would seem to require that in selecting the means regard should be had to their intrinsic value and efficacy. The cause we advocate may therefore be in some instances retarded, or actually obstructed, by the very implements of which the professed object is to advance it. In a zeal for copiousness of illustration, it is to be regretted that implements and methods of elucidation are sometimes adopted, which, far from being the best that might be found, are but little, if at all, superior to verbal explanations. The cause of knowledge is actually retarded by frivolous and futile attempts to give, by any visible means, an appearance of exactness and demonstration to a subject which is confessedly level to all capacities, without any other explanation than a simple statement in plain and familiar language. ART. II. —ON THE APPROPRIATE USE OF THE BIBLE IN An Essay prepared for the American Lyceum, EVERY question, which respects influences, that act on the community at large, is of immense consequence in our age, and especially in our country. We readily comprehend, that, in Europe, such matters would be viewed with jealousy and apprehension by government, and indeed by all in Church and State, who are attached by interest, prejudice and fear to existing forms and institutions. But in our country, where religious bigotry and super - stition, political tyranny and persecution are unknown; where the people are, and own, and do everything, the progress of society is among the greatest of popular interests, among the highest of popular duties. The advancement of society in religion, pure, humble, enlightened; in knowledge-practical, useful, benevolent; is then an obligation laid upon every man by the constitution of our state of society; and above all, on those whom God has endued with talents, has blessed with opportunities for their cultivation, and has honored with the authority of public stations, or the influence of private example. To be insensible to these truths, is not to realize that every man, however elevated or lowly, is one of the people, and that he has duties to perform to all the rest duties commensurate with his capacity and means. To educate the people then, is the great duty which is laid upon every one; for it is the most powerful and durable of all the instruments which can be employed to carry forward the advancement of society in virtue and knowledge, as the fountains of prosperity and happiness. Education being then of such vast importance, it must be obvious that, as common education is all that the great majority ever attain, it cannot too deeply interest us. Nor is it less manifest that, of all seminaries of instruction, COMMON SCHOOLS surpass all others, in actual value, both present and prospective. So far indeed do I regard them as excelling all others, in the necessity for their existence and the momentous character of their influence, that were the alternative presented of a complete, universal system of common schools, without Universities, Colleges, and scientific and literary Academies, or the reverse, these without those, I should not hesitate a single moment to choose those, and lose all of these. And I should do it, not only on the ground that those were incomparably more valuable to the PEOPLE, but on the farther ground, that the school system would produce the College system more rapidly, extensively and effectually, than this could produce that. The College system has been at work for centuries, and has never yet produced the school system, either in Europe or America. The most remarkable illustration of the school system, furnished by modern countries, (for who on such a question would wander into antiquity) is to be found in New England; and there the School system is the basis of all their institutions, civil and political, literary and religious. Their school system has made them the freest, happiest and most enlightened community that ever existed. Their Colleges have not, and never could have, accomplished it alone. I regard the school system then, as an object of primary importance in our country; and proceed to consider how the Bible can be most appropriately used as a part of the system. The mode of stating the subject concedes that the Bible is to be adopted into 10* . VOL. III. NO. III. |