Heathfield, R. Esq. jun. Heldermaier, B. Esq. Hill, A. Esq. Hill, M. D. Esq. Lemon, Sir Chas. Bart. M. P. De-Morgan, A. Esq. Menteath, C. G. Stuart, Esq. Molesworth, Sir W. Bart. M.P. Rider, Thos. Esq. M.P. Reid, D. B. Esq. M.D. Smith, -, Esq. Strutt, E. Esq. M.P. Talfourd, Mr. Serjeant, M.P. Vardon, W. T. Esq. Villiers, C. Pelham, Esq. M.P. Ward, G. H. Esq. M.P. Walton, Mr. Webster, E. Esq. White, Jno. Meadows, Esq. CONTENTS. Observations on the Treatment of Juvenile Offenders Analysis of the Reports of the Committee of the Manchester Sta- tistical Society on the State of Education in the Boroughs of CENTRAL SOCIETY OF EDUCATION. OBJECTS OF THE SOCIETY. THE following is a brief summary of the ideas of Bishop Butler respecting the constitution of Man, as expressed in his admirable volume of Sermons. Brutes obey their instincts on principles of action according to certain rules, suppose the constitution of their bodies and the objects around them; and in doing so they act suitably to their whole nature. Man has all the principles of action which brutes have, besides many others. In brutes that which ought, according to their particular nature, to take the lead, does so; the others having that proportion, and only that proportion of influence which they ought to have. This is not the case with man: in different individuals different principles take an undue lead, and often at different times different principles in the same individuals - there is a conflict. When this is the case, his being is put out of harmony; he acts agreeably to a part, not the whole, of his nature, and unhappiness is the consequence. To appreciate the comparative value of different pleasures - to postpone the enjoyment of the lesser for the sake of the greater and more enduring-to weigh whether immediate gratification may be indulged in without prejudice to permanent well-being in its noblest and most extended sense, is the province of enlightened reflection; and to obey its dictates is to act agreeably to man's whole being. In every age some one principle of action appears to have had a preponderating influence, stamping a peculiar cha B racter upon the conduct of individuals and of nations. Desire of military distinction, intolerance, religious persecution, and unrestrained indulgence in the pleasures of sense, have each had their turn. At the present it appears to be the heaping up of capital, without regard to the pain that is inflicted in its acquisition, or to its legitimate application when acquired. During the improper ascendency of any one principle of action, all the others appear to be cast into the shade, and their value in contributing to the welfare of mankind in a great measure lost sight of. For this, education appears to be the appropriate remedy; which is, or ought to be, a system of training the youthful being, whereby his various powers are developed, and habituated to a healthful action, while his reflection is taught to maintain a dominion in accordance with his whole being. Hitherto those who have interested themselves in the cause of education have confined their exertions principally to the establishment of schools; and the number of these, not the quality of instruction given in them, have been appealed to as indicating the state of education; and whatever inquiry has been made, or discussion raised, has created but little even temporary interest the works in which they were published have passed away with the day, and the old systems, unaffected by any of the facts, or arguments which may have been adduced against them, continue steadily in the exercise of a sway to which men's minds have been habituated. It is conceived, therefore, that if the Central Society of Education would render any aid to the cause it has undertaken, it must commence by ascertaining the objects of education, and determining the means of attaining them. For this purpose it is proposed (in the spirit of calm and dispassionate inquiry) to give the various branches of this subject a considerate and laborious investigation; heaping fact upon fact, and argument upon argument, classifying and opposing, and, in the instances in which it can be done with safety, drawing a conclusion; and thus attempting to give to the theory of education a more scientific character than it has as yet assumed. The Society does not underrate the obstacles |