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Summing up of the Argument. Necessity of Popular Education.

and thorough systems of popular education in the several members of our confederacy, would exalt the character of our citizens, and greatly augment their happiness in their civil, domestic, and individual relations; that every new degree of excellence in our primary schools, and every successive approach towards perfection in the system of education and universality in the enjoyment of its benefits, would add millions to the wealth of the nation where it abstracted only thousands; and that such education is inseparably connected with the right discharge of our duties as freemen, with the perpetuity of our glorious constitution, and with the progress of liberal principles and free institutions throughout the world.

These considerations must establish, if any thing can, the great, the paramount, the overshadowing importance, nay, the absolute necessity, of general education in a country like ours, and consequently the duty of the states to make adequate provision for it, and then to watch that the means adopted for that purpose be faithfully employed. For, it would be a position scarcely worthy of serious refutation, it would be in contradiction to all the lights of experience and observation, it would be little better than trifling, to contend that education can become universal and thorough, in a country where the government manifests no solici

Duty of Government in this Matter. Bulwer's opinion.

tude in its behalf, and puts forth no exertions to promote it.*

* Mr. Bulwer, in his work on England and the English, argues forcibly in support of this position. He says:-"Never was this truth more clearly displayed than in the state of our popular education. Behold our numberless charities sown through the land. Where is their fruit? What better meant, or what more abused? In no country has the education of the poor been more largely endowed by individuals-it fails-and why?-BECAUSE IN NO COUNTRY HAS IT BEEN LESS REGARDED BY THE GOVERNMENT."

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 Influences which act upon Man-These Influences ranged by Foster 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 considered-His Relations must be understood-These Relations pointed out-His Destination-His Relations and Destination 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 WeimarAnalytical Description of them-Course of Study enjoined by Law upon the Primary Schools of Prussia-The Prussian system decried in an Article in the first Number of the Democratic 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-Indifference of Parents-A Fundamental Reform necessaryList 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 recommended "that it would consume too much time," answer

Education comprehends every Influence that modifies Character.

ed-The Author's Views confirmed by the Course of Study recommended by Dick-Necessity of Moral and Religious Instruction insisted upon more at large-Religious Education the Foundation of all good Character-Essential to the full Advantage of Intellectual Education-Objection to the Introduction 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 Instruction in Schools-Opinions of Simpson, Bulwer, Cousin, and Dick, on this Question-The objection to Universal Education, "that it would raise the Labouring Classes above their Sphere," considered and answered-Objection to the Plan recommended founded on the Principle" that each Parent ought to educate his own Children"-This Objection based on Selfishness-A just Comprehension of the Selfish Principle itself refutes it.

HAVING established this point, let us, in the next place, inquire what branches of study it would be proper and desirable to introduce into a system of common school instruction. Preliminary to this, however, a brief inquiry into the nature and object of education may not be out of place..

What, then, is education? And what the main object it ought to aim to accomplish?

Education, in its broadest meaning, comprehends all those influences, of whatever kind, and in whatsoever manner exerted, which go to form

These Influences classified. Education produces two Classes of Effects.

or to modify human character. Foster has ranged these influences under five divisions, which include at least the most important of them :-viz. direct instruction, reading, companionship, the scenes of nature, and the state of society. He might perhaps have added, as the source of a distinct class of influences, though in some sense included in his classification, parental authority, and those powerful home associations, which exert an enduring effect on the characters of most men, which occasionally stay the uplifted hand of the hardened sinner, and prevent the accomplishment of some deed of meditated villany, and which sometimes even restore to the bosom of domestic love, and to the hope of a life to come, the wandering prodigal, who had wasted his substance in riotous living, or been driven from society for his flagitious prac

tices.

In this sense the whole of life is but a long course of education; and the church edifice, the hall of legislation, the popular assembly, the theatre, the race-course, the bar-room, the very streets of our cities, are as really places of education, as the school-room or the college.

This complex training produces two classes of effects it developes the physical, moral, and intellectual powers of man; and it forms and matures his habits. Viewed in either aspect, it is im

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