of moral causes, aided by judicious legislation. The standard I have sketched is high; but may not the child be already in existence, who will see practical education fully up to it, if not even beyond? I should esteem the gift of foresight any thing but a blessing, if it revealed to me the certainty, that this would not be the case. At the same time I am free to declare that, if I were drawing a bill to present to any legislature in the United States at the present time, I would take good care to omit much that I have recommended in these Hints.

If the principles herein advocated, and the suggestions hazarded, meet your enlightened approbation, if they are favourably received by my fellow citizens generally, and, more than all, if they contribute in any degree to hasten the result so ardently desired, the improvement and perfection of our common schools,-my highest ambition will have been satisfied.

With the expression of a devout wish that your career of usefulness may be long and uninterrupted,

and that your labours in this cause, as well as others, may conduce alike to your own fame, and to the benefit of your country, and of mankind, I am, Gentlemen,

Your friend and faithful servant,

THE AUTHOR.

Princeton, New Jersey, January 1, 1838.

CONTENTS.

CHAPTER I.

NECESSITY OF POPULAR EDUCATION.

EDUCATING THE PEOPLE.

DUTY OF

Importance of Popular Education-Object of the Work-Salu-
tary Nature of the Contest beween Prejudice and the Spirit of
Innovation-Precipitate Action to be avoided-The Duty of
making Provision by Law for the Education of the People-
Influence of Education in elevating the Character and pro-
moting the Happiness of Nations-Comparison between Scot-
land and Ireland-Oberlin and the Ban de la Roche-Influ-
ence of Education on Families-Contrast between a well Edu-
cated and an Ignorant Family-Foster's Picture of an Igno-
rant Family-Influence of Education on Individuals-Pro-
motes Personal Dignity and Happiness-Combe's Contrast
between Savage and Civilised Man-Universal Education av
Pecuniary Gain to a Country-First, by its Effect on Legisla-
tion-Secondly, by diminishing Expensive Amusements and
checking Sensual Indulgences-Thirdly, by diminishing the
Spirit and consequently the Expense of Litigation-Fourthly,
by its tendency to diminish Pauperism, and to lessen the
number of Criminal Prosecutions-Fifthly, by increasing the

Capacity of each Individual in the Community, by enabling

him to turn his Powers to the best account, and by Prolonging

the average Period of Human Existence-Sixth, by its ten-

dency to quicken ingenuity, and thus to promote original

inventions and Discoveries-and Seventh, by enabling men

to push their Researches indefinitely into the Powers and

Production of Physical Nature-Connexion of Popular Educa-

tion with the Perpetuity of our Civil Institutions-Our Political

Fabric encompassed with Dangers-Education the Remedy,

the only adequate Safeguard-Summing up of the Argument in

support of the Necessity of Popular Educntion, and the Duty

of the State to provide for it.

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CHAPTER II.

BRANCHES OF STUDY PROPER FOR COMMON

SCHOOLS.

Preliminary Inquiry into the Nature and Object of Education-

This Term, in its broadest sense, comprehends all the Influ-

ences which act upon Man-These Influences ranged by Fos-

ter under five Heads-A Sixth added-Education produces

two classes of Effects-Important in both Aspects, and why—

Object of Education-Complex Nature of Man must be consi-

dered-His Relations must be understood-These Relations

pointed out-His Destination-His Relations and Destina-

tion indicate the Education suited to his Nature-Education

should be such as to develope our Powers, communicate useful

Knowledge, and form the Disposition and the Habit of Virtue

-A System of Popular Education should prescribe a Course

of Study Text-Books prescribed by Law in Saxe Weimar-

Analytical Description of them-Course of Study enjoined by

Law upon the Primary Schools of Prussia-The Prussian sys-

tem decried in an Article in the first Number of the Democra-

tic Review-Sophistry of the Argument, and Illiberality of

the Attack-Our Common Schools compared with those of

Saxe Weimar and Prussia-Their Inferiority-Limited Course

of Studies-Superficial Nature of the Instructions given-In-

difference of Parents-A Fundamental Reform necessary-

List of Studies should be extended-Instruction should be

made more thorough-Enumeration of Branches proper to be

introduced into Common Schools-Objection to the Course re-

commended "that it would consume too much time," answer-

ed-The Author's Views confirmed by the Course of Study re-

commended by Dick-Necessity of Moral and Religious In-

struction insisted upon more at large-Religious Education

the Foundation of all good Character-Essential to the full

Advantage of Intellectual Education-Objection to the Intro-

duction of Religious Instruction into Popular Schools-Not

founded in Reason-Government owes Christianity a heavy

Debt, and is bound, as far as possible, to discharge it-The

awakening of Sectarian Jealousies apprehended-Method by

which these are allayed in Prussia-Can it not be done in this

Country?-Weight of Authority in favour of Religious In-

struction in Schools-Opinions of Simpson, Bulwer, Cousin,

and Dick, on this Question-The objection to Universal Edu-

cation, "that it would raise the Labouring Classes above their

Sphere," considered and answered-Objection to the Plan re-

commended founded on the Principle" that each Parent ought