EDUCATION.

THE instruction and bringing up of youth is a subject of great importance, both to the individual instructed, and to society; for every member becomes, in a greater or less degree, interested. If the youth becomes a useful member of the community, he contributes to the general good; but if the reverse, he takes from that good in proportion to his vices and bad habits. Some, it may be said, do neither good nor evil, being mere drones in the hive; but on reflection it can scarcely be said that any one member of society is of this class; for, if they do not immediately act to the detriment of others, still their example will have its baneful influence.

All become

partakers of the public good, and all should, in some way or other, contribute to this good. With this view of the subject, Education becomes a national, as well as an individual concern.

On the present plan, it is quite uncertain as to its successful result. It is much to be lamented that, after many years and much expense have been devoted to this object, the favorable termination still remains doubtful. In the present mode of education, it appears to the writer that sufficient attention is not given to the formation of habits which would lead to active, useful industry, and prevent the waste of time. Early habits become our friends or enemies through life, and will tend either to add to, or take from, the public good. They should be formed with reference to future usefulness. For this purpose, science and labor should become united. A system might be formed to connect them, by allotting, early in life, a portion of time daily to the acquisition of some useful mechanical branch, practical agriculture, or horticulture, or by uniting them; and would be no hindrance to the pupil's progress in science, but serve as a profitable relaxation from his studies. A small portion of time might still be given to recreation, where the age and disposition require it. This plan would produce such habits as would prove beneficial through life to the individual,

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to his connexions, and add to the public good. It would be complying with that law of God which, in the origin of the world, declared that man should eat his bread by the sweat of his brow-or useful labor.

The character of man is formed in early life, or at least, a foundation is laid that will greatly influence him in future years. It therefore becomes necessary to give both mind and body that bias which may prove advantageous. To come into active life with habits of industry, and a right estimate of the value of time, will form the best protection against the vices incident to youth, and the best security for success in whatever pursuit may be undertaken. They would also possess a greater degree of confidence in themselves: and as this is evidently a changing world, should they fail in their pursuits they would still have a resource within themselves. Should they be engaged in agriculture, skill in the use of tools would be of great service, enabling them to make or mend their implements of husbandry, or to erect buildings for their use. The earth, that great depository, provided by God with a rich abundance of good things to nourish the body and to please the senses of man, will not open its treasures nor yield its supplies without labor. Man, in a savage state, may exist as the wild beasts of the forest; but, in civilized society, he cannot live without its application. God has so ordained it that his law is essential to us, which commands that man should provide his bread by labor; and by its judicious application the earth readily yields an abundance whereby man is remunerated for all his toil; and it is calculated to fill his heart with gratitude and love to his great Creator, who, in the productions of the earth, gives a rich display of his wisdom, power, and goodness.

By this plan of education youth would acquire a more patient and persevering industry, and be more temperate and moderate in their views, which would lessen that too prevailing disposition for speculation, with the hope of acquiring fortunes at once, in which so many fail, and some are lost to society. By habits of industrious application of mind and body men would be more willing to continue their pursuits to the end of life, with moderate acquisitions. All men desire happiness: youth seek it with ardor, and too often from indulgence in expensive and mistaken pleasures, which end in disappointment, pain, and sorrow. It would have a tendency to moderate their taste for false pleasure, and make useful employment a source of happiness. This system would raise bodily labor from that too

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degraded state in which it is now viewed, (especially by youth,) and place it on a more respectable footing; and would be complying with the order of Providence in man's degenerate state. Were this duty early impressed by precept, example, and practice, so that men were habituated to act under its influence, it would greatly mitigate the painfulness of labor, and make that a source of pleasure which is now considered a hardship. It would tend to eradicate a mistaken propensity, too inherent in human nature, that indulgence and ease give happiness. The effect of this plan would be to lessen the number of drones in the human hive. Man would be so employed as to secure to society the sweets of industry, and thereby contribute most effectually to his own comfort and happiness.

Much has been done by the forming of societies for the relief of the indigent and distressed, and for the prevention of pauperism. What so likely to prove effectual as an early education, calculated to give habits of industry, and a right estimation of the value of time? This would be laying the axe at the root of the evil, and be the means of preventing many of our youth from becoming habitual idlers and public burdens.

Should this system of education become general, those early habits would be so stamped on the character as not to be easily effaced, and would lessen those crimes which now fill our prisons. As it is much easier to prevent disease, by temperate living, than to effect a cure after it has taken place-so it is much easier to prevent habits of indolence and dissipation, by early education, than afterwards to remedy the evil.

The following will show the sentiments of Johnson and Locke on this subject, taken from the Rambler, No. 85:

"It is necessary to that perfection of which our present state is capable, that the mind and body should both be kept in ac tion; that neither the faculties of the one nor the other be suffered to grow lax or torpid for want of use: that neither health be purchased by voluntary submission to ignorance, nor knowledge cultivated at the expense of health. It was, perhaps, from the observations of this mischievous omission in those who are employed about the intellectual objects, that Locke has, in his system of education, urged the necessity of a trade to men of all ranks and professions, that, when the mind is weary with its proper task, it may be relaxed by a slighter attention to some mechanical operation-and that, while the vital functions are resuscitated and awakened by a vigorous motion, the understanding may be restrained from that vagrance and

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dissipation by which it relieves itself after a long intenseness of thought, unless some allurements be presented that may engage application without anxiety. Consider, likewise, that perhaps, by the same attraction the youth may be withheld from debauchery, or recalled from malice, from mistaken ambition, or envy. Perhaps every man may date the predominance of those desires that disturb his life, and contaminate his conscience, from some unhappy hour when too much leisure exposed him to their incursions; for he has lived with little observation, either on himself or others, who does not know that to be idle is to be vicious."

With the sentiments of Johnson and Locke in favor of this system, and with the high authority of the Bible, commanding that man, in his fallen state, should labor, the writer finds that support and encouragement which stimulate him to proceed; at the same time hopes that some more adequate pen will advocate so important a subject, with which man's happiness stands connected, and which, if carried into practice, would tend to ameliorate his condition.

Extract from the Edinburgh Review, No. 61, 1818.

"Mr. Fellenberg's establishment at Hofwyl, Canton of Berne, Switzerland, of a school of industry, selected from Mr. Brougham's (Member of Parliament of Great Britain) account of this institution, delivered before the Education Committee.

"At a time when men's minds are turned towards the great questions connected with the character and support of the poor, with universal education and the poor laws, there is nothing more natural than that the first intimation of Mr. Fellenberg's plans should powerfully interest the thinking part of the community. He is the head of a most respectable Patrician family in the Canton of Berne, and possesses, about four miles from the city, an hereditary estate, sufficiently large for one of his station, in that frugal country, though trifling, indeed, if compared with the great things he has effected by the judicious disposition of it. Fond of study, and particularly attached to agricultural pursuits, he early in life devoted himself to the praiseworthy objects of improving his estate by his own industry, and of making this occupation subservient also to the improvement of the condition of the poor in his neighborhood. His plans, now in full action, astonish all who visit Hofwyl. The distinguishing excellence of Mr. Fellenberg's operations

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consists in his economising his resources. His farm consists of about 220 acres, which he has improved with great success, and continues to cultivate himself. It is here the poor children are employed to the number of about forty, and this may be said to be the branch to which all the others are more or less subordinate, and with which they have all some connexion. The other branches, are, an academy for the sons of wealthier persons an agricultural institute connected with a small experimental farm, and a manufactory of farming machinery and implements. The academy consists of fifty or sixty pupils, chiefly of Patrician families, with several German princes and young nobles of that nation among them. These boys are taught every branch of useful learning. In teaching the sciences, considerable aid is derived from the method of Pestalozzi, which consists in exercising the reasoning faculties more than is done by the ordinary plan of instruction, and in making the process much less a matter of rote. Carpentry and gardening are added, as means of filling up the hours of relaxation.

"The character, the temper, and the habits of the pupils, are the paramount objects of the superintendence exercised over them, but so as never to oppress or annoy. The methods of preserving this watchful attention, and at the same time leaving the pupils free from a sense of restraint, are among those processes which no description can sufficiently represent. The great principle seems to be an appeal to the well known force of habit, and a judicious variation of their pursuits and studies, united with a never-failing gentleness and serenity of temper in the instructors and guardian. The pupils eat at Mr. Fellenberg's table, which is plentiful, yet simple; they are all treated in precisely the same manner, whatever be their rank. The agricultural institution consists of about twenty young men more advanced in years, who have constant access to the whole of the farm establishment, as well as to the experimental part, of about nine acres, attached to this part of the establishment. They are instructed in the book learning also of the subject, and of the arts and sciences immediately connected with it, and assist in the improvement of machinery. The manufactory of machinery and implements consists of two branches-one of common husbandry tools, as well as of those improved at Hofwyl; the other intended to carry on improvements in this essential article. The former furnishes a profit which defrays the expense of the latter; for it not only supplies the farm, but leaves a surplus of machinery and tools for sale. The pupils of