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ON NATURAL HISTORY AS A BRANCH OF COMMON EDUCATION.

BY CLEMENT DURGIN.

(From the American Discourses.)

THE object of this lecture is to invite your attention to the subject of Natural History, and to urge its claims to be introduced as a branch of common education. In discharging my duty on this occasion, it will not be expected that I should treat the subject as if it were new to the members of this Institute. It gives me pleasure to believe that I am addressing those who duly appreciate the importance of this study, and who are disposed to give an indulgent consideration to the expediency of adding it to the branches already taught in common schools. Whatever shall dignify the profession of a teacher by the importance of his instruction, or promote his usefulness by enabling him to extend his labours to those subjects which are calculated to give him an honourable rank in society, I feel assured will meet with your respectful attention.

In stating some of the reasons why natural History should receive the particular attention of schools, and in sketching a few of the outlines of the study, and the advantages to be derived from it, I shall omit those minute details, upon which, more particularly, depend its charm and intrinsic value.

Free schools are among the most valuable of civil

institutions, and should be ever under the watchful eye and guardian care of every friend of virtue and civil liberty; and so far as this association can extend its influence or lend its aid, it ought to see that the republic of letters receive no harm. It is certainly a noble purpose of this Institute to discover and apply the best methods of teaching the various branches of education; and I speak with due deference when I say a higher motive does not exist; the attention of man cannot be awakened to a more important object than that of making himself and others happier, by understanding and teaching the principles of truth and duty. What then is the education which we should promote? Iu its most extensive acceptation, it comprehends whatever may have any good influence in developing the mind, by giving direction to thought or bias to motives of action. To lead infancy in the path of duty, to give direction to an immortal spirit, and teach it to aspire by well-doing to the rewards of virtue, is the first step of instruction. To youth, education imparts that knowledge whose ways are usefulness and honour, and by due restraint and subordination, makes individual to intwine with public good in a just observance of laws comprehending the path of duty. To manhood, "it leads him to reflect on the ties that unite him with friends, with kindred, and with the great family of mankind, and makes his bosom glow with social tenderness; it confirms the emotions of sympathy into habitual benevolence, imparts to him the elating delight of rejoicing with those who rejoice, and if his means are not always adequate to the suggestions of his charity, soothes him at least with the melancholy pleasure of weeping with those who weep?" To age it gives consolation, by

remembrance of the past and anticipation of the future. Wisdom is drawn from experience, to give constancy to virtue; and amidst all the vicissitudes of life, it enables him to repose unshaken confidence in that goodness, which, by the arrangement of the universe, constantly incites him to perpetual progress in excellence and felicity. Education is the growth and improvement of the mind. Its great object is immediate or prospective happiness. That then is the best education which secures to the individual and to the world the greatest amount of permanent happiness; and that the best system which most effectually accomplishes this grand design. How far this is accomplished by the present system of education is not easily determined; but that it fails in many important considerations cannot admit of a doubt.

It is feared, that, by a great majority, a wrong estimate is made of education. It is not generally considered as a means which must be employed to accomplish some other purpose, and consequently made subservient and secondary to the employments of life? Is it not considered as being contained in books, and a certain routine of studies, which, when gone through with, is believed to be accomplished, and consequently laid by, to be used as interest may suggest or circumstances demand? Education comprehends all the improvements of the mind, from the cradle to the grave. Every man is what education has made him, whether he has drunk deep at the Pierian spring, or sipped at the humblest fountain. The philosopher, whose comprehensive mind can scan the universe, and read and interpret the phenomena of nature; whose heaven-aspiring spirit can soar beyond the boundaries of time, indulge

in the anticipation of immortality, and discern in the past, the present, and the future, the all-pervading spirit of benevolence, is equally the child of education with him whose soul proud science never taught to feel its wants, and know how little may be known. If it is education, then, whose power metes out condition, and happiness or misery, what profession should rank so honourably as that which controls and directs it; and upon whom rest such high responsibilities as upon those who are intrusted with the charge of forming the human mind!

It is often a cause of deep regret that education answers so imperfectly its design; and I believe that all experienced teachers will concur with me, that much of our labour is apparently thrown away; that much of our exertion is baffled and counteracted by circumstances beyond our control: and it is very problematical whether all the means and pliances of this inventive generation shall add much to the permanent advancement of mental cultivation.

The experience of centuries is before us upon the important subject of education, and yet no age perhaps has exhibited such excitement, change, and experiment as this. These are good indications, as they exhibit the exertions of an immortal nature, striving to discover and apply a greater good than has yet been spread over the face of society; but it is no less important to know when to rest satisfied with experiment, and to learn how best may be applied the materials already at our command. It may be well for those whose duty it is to investigate the cause of our grievance to examine with a scrutinizing suspicion into many of the boasted improvements of the day; to see if there is not more show than

substance. Should it be discovered that many of the facilities for teaching are but troublesome conveniences, and that many books now in use are so far simplified as to be destitute of nutrition, a remedy can easily be suggested. It may be, that hereafter it will be ascertained that nature never intended a child should learn to walk on crutches, or think by a machine. This age stands pre-eminent for the application of power to the movement of locomotive engines; and in its all comprehensive sphere this power kindly lends its aid to propel the mental energies, saving to the community an immense amount of painful labour and hard thinking; and so vivid is the prospect in the vision of some romantic pioneers, that their advancement before their less zealous brethren already enables them to descry a railroad cut to the highest pinnacle of the hill of science, along whose flower-strown path the velvet cushion of a steamcarriage shall bear the sons and daughters of literary distinction, with an ease and rapidity truly astonishing. It is ardently expected that it will soon be as easy to acquire eminence in this country as it is to inherit it in any part of Europe.

It is not for me to predict what will be the result of such sanguine expectations. I acknowledge no man my superior in ardent wishes for improvement in systems of education; but if I may be permitted to give an opinion, I would say, that whatever shall attempt to relieve the mind from labour necessary to its growth, or by explanation and illustration to supersede the necessity of vigorous thought and diligent application, must be inju rious to the cause of sound learning, and can foretoken uothing more inviting than a barren intellect and an empty brain.

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