tending Providence. He must have travelled more | than two hundred miles by land and water, before he found himself in Montreal; and as he could not be supposed to have taken the nearest road to that city, perhaps he may have travelled more than double that distance, and crossed several lakes and rivers wihch abound in the territory through which he passed. He must have inquired for lodgings, paid for victuals, found out the different ferries where he behoved to cross, and all without being conscious where he was, or what was his object. With regard to the effect of study on the functions of the body and mind, I have every reason to believe, that those studies which are most abstruse, such as, the ancient languages, metaphysics, and the higher branches of pure mathematics when closely pur sued, have the greatest tendency to injure the organic functions, and the mental powers; while natural and civil history, geography, astronomy, and the other physical sciences, being conversant about sensible objects, will seldom produce such effect, when prosecuted with judgment and moderation; so that those studies which are in reality most useful, will be found in few instances injurious either to the animal or mental powers. Mr. Frothingham was deeply absorbed in the study of Latin grammar, when his mental aberration was induced. Were he to refrain from such abstract studies, and apply himself with moderation to the more interesting de partments of natural science, I should have no fear of the return of his former insanity. THE END. CONTENTS. INTRODUCTION.-Importance of the object propos- | dote of a Russian. Clothing of children, simplicity ed in the following work, and its practicability. Reasons why has never yet been accomplished. Prospects of future improvement, 3. PART I. ON EDUCATION. PRELIMINARY REMARKS.-Importance of education -subject too much overlooked-deficiency in the arrangements made in reference to this object-desirable that a taste for intellectual pursuits be induced-what should be the grand object of education, 4. CHAPTER I. Present state of Education in different Countries, 6. Education during the dark ages-erection of colleges-era of the Reformation and the effects produced by it. Education in the United States of America-in Silesia, Wirtemberg, Bavaria, Prussia, &c.-in France, Spain, Russia, Switzerland. CHAPTER II. Strictures on the mode in which Education has generally been conducted, 11. Different views of the object of education-absurd practices in relation to it-deficiences in the mode of religious instruction-summary of the usual scholastic process. Errors and deficiencies. 1. No communication of ideas. 2. School-books not adapted to the capacities of youth-specimens of their contents-immorality and absurdity of some of these selections. 3. Injudicious exercise of the memory -Shorter Catechism, &c. 4. Absurd attempts at teaching Grammar-Mr. Smellie's remarks on this subject. Fastidiousness in regard to the art of Writing. Strictures on the mode of teaching Arithmetic. Various circumstances which render education disagreeable to the young-want of ample accommodation-long confinement in school undae severity-hurrying children from one book to another-attempts to teach several branches at one time, &c. Glaring deficiencies in the present practice-attributable to the system more than to the teachers. Miscellaneous remarks. CHAPTER III. Hints in reference to a comprehensive and improved system of Education, 22. General view of what an enlightened education should embrace. Defects in our treatises on this subject. Man's eternal destiny overlooked, &c. On the Education of the young during the period of INFANCY. Gradual opening of the infant mind. Manner in which its ideas are increased-rapidity of its progress and acquisitions. 1. Physical education of infants, importance of. Food of infants; remarks on nursing. Propriety of paying attention to the effects of air and light. Cleanliness-anec of dress-covering of the feet-directions in regard to shoes, illustrated by figures. Sleep and exercise of children. Attention requisite to direct their pronunciation. 2. Moral instruction of infants. Means of acquiring an absolute authority over them. Plan recommended by Dr. Witherspoon. Anecdote of Mr. Cecil-rule for securing authority--obstacles which prevent mothers from acquiring it-general violation of parental authority illustrated-Abbot's "Mother at Home" recommended-anecdote extracted from that work. Importance of attending to truth in the education of children-truth and falsehood in pictorial exhibitions. Illustrative anecdote from Mr. Abbot. General rules on this subject. Habit of incessantly finding fault with children. Children should feel the consequences of their conduct, and be guarded against vanity and self-conceit. Danger of frightening children, illustrated by an appalling fact. Necessity of harmony in the conduct of parents towards their children. 3. Intellectual instruction of infants. Objects, natural and artificial, which should be presented to their view-mode of conveying a knowledge of the qualities of objects-communication of ideas by engravings. Experiments on this subject, with a boy about two years old. Importance of imparting correct ideas to the infant mind. Maternal associations. CHAPTER IV. On Infant Schools, 36. Objects of infant schools. Proper situation for such institutions, and the apparatus requisite for conducting them. Method of teaching vocal music, the alphabet, arithmetic, and the facts of Sacred hiswould flow from the universal establishment of into y-figure of the Arithmeticon. Advantages which fant schools-increase of useful information-formation of intellectual habits-foundation laid of moral conduct-certainty of success when judicious moral training is attended to. Moral effects of infant teaching, illustrated by examples. schools beneficial to general society and counteractive of juvenile delinquency. Social habits cultivated with safety. Influence of infant schools on Missionary operations-infant schools in Africasuch institutions ought to be universally established for all ranks. Qualifications of teachers in order to render them efficient. Origin and progress of infant schools. CHAPTER V. Infant On Schools for Young persons from the age of five or six to the age of fourteen years, 43. Introductory remarks-plan, situation, and arrangement of school-room, illustrated with cuts. Idea of a seminary on a large scale. School furniture-Apparatus and Museum-systematic set3 of engravings. Description of a new Optical Diagonal Machine, with figures-suggestions to en gravers on this subject. Beneficial effects of such schools. School-books, and the principles on which they ought to be constructed. Specimens of subjects for elementary books-objections obviated. Outline of a school-book for the advanced classes, drawn up twenty-six years ago. Capacity of children for understanding judicious selections. Third series of school-books, comprising popular systems of the sciences, &c. Historical class-books, with remarks on the manner in which history should be taught. Propriety of embellishing school-books with engravings-Dictionaries and portable Cyclopedias. CHAPTER VI. Method of Teaching, and the Departments of Knowledge which should be taught in every Seminary, 52. SECTION I. English Reading.—Specimen of lessons for children, and the mode in which they should be taught. Lesson on the Peacock. Lesson on the philosophical toy termed the Sagacious Swan, with remarks. Lesson for the advanced classes-description of valcanoes with engravings. Questions on the lesson. Manner in which such questions should be formed and arranged. Sets of miscellaneous questions. Lessons on objects, 53. SECTION II. Writing and Composition. Mr. Buchanan's plan for teaching writing on slates, (with a cut.) Professor Jacotot's plan. Specimens of sentiments and statements of facts for copy lines. Mode of training the young in the art of composition, 58. SECTION III. Drawing.-Mode of procedure in learning this art, Fancy landscapes, &c. should be discarded; drawing from the objects of nature and art. Utility of this accomplishment, 60. SECTION IV. Arithmetic.-Mode of conveying ideas of numbers; the relative value of money; the measures of length and capacity, of time, and the divisions of the circle, (with figures.) Sensible illustration of arithmetical operations, (with cuts.) Illustration of the value of fractions. Miscellaneous hints, 61. SECTION V. Grammar.-Absurdities in relation to this subject; Lord Kaim's opinion on our mode of teaching grammar. Simple mode of communicating the elements of grammar. Origin of language, suggests the proper method of teaching it. Fundamental rules of syntax; complexity of some of our" English Grammars." General remarks, 65. SECTION VI. Geography.-Utility of this science. Deficiencies in the mode of teaching it. Mode of proving the globular form of the earth, illustrated with figures. Mode of conveying an impressive idea of its magnitude. Quantity of solid matter it contains; how many mountains, such as Etna, would be required to form a mass equal to the earth. Diversified scenery on the earth's surface, quantity of water in the rivers and seas, &c. Projections and delineations requisite for illustrating Geography. Maps exhibiting the ranges of mountains; the proportional length and breath of rivers; comparative size of countries, lakes, and seas; Isothermal charts; charts of geographical Zoology; chart of moral and religious geography, &c.; views of cities, grottos, &c.; slate globes; delineations of the comparative heights of mountains; wax models of particular countries, &c. Mode of describing countries. Geographical class-books, what they should contain. Directions for commencing this study. Characteristics of certain Geographical school-books lately published in America, 68. SECTION VII. Geology. Its practical utility. Classification of the rocks and strata of the globe, illustrated with a plate. Specimens for illustrating geological facts; books on Geology. 74. SECTION VIII. Astronomy.-Object and utility of this science. Mode of communicating to the young a knowledge of celestial phenomena. Observations on the motion of the sun, and the phases of the moon; the principal stars and constellations; apparent motion of the celestial vault; apparent annual motion of the sun; measures of the celestial sphere. Apparent motion of the planets; experiment which solves the apparent irregularities. Proofs of the Earth's diurnal rotation; of its annual revolution. Additional proof exhibited by the Equatorial telescope and orrery. Mode of explaining the variety of seasons. Manner of exhibiting the phenomena of the planets, and the magnifying powers best adapted to this purpose. Circumstances to be attended to in exhibiting the moon through a telescope. Mode of exhibiting the solar spots. Imperfect conceptions conveyed by orreries and planetariums. Manner of representing the proportional magnitudes and distances of the planets. Mode of explaining a parallax, illustrated by figures. Moral lessons deducible from this science. Books on Astronomy; Burrett's "Geography of the Heavens," &c. 76. SECTION IX. Experimental Philosophy and Chemis try.-Departments of Experimental Philosophy. Mechanical powers; illustrations of the lever, &c. Experiments illustrative of Hydrostatical principles, (with figures.) Simple experiments illustrative of Pneumatical subjects: pressure, elasticity, and compressibility of air; principle of the diving-bell; syphons; effects of the expansion of air, &c. (with figures.) Methods of cutting glass tubes and bending them for syphons. Optical experiments, for explaining the principles of telescopes and microscopes. Description of a diagonal eye-piece. Camera obscura, on a large scale. Phantasmagoria; solar microscope; manner of procuring animalcula.— How a compound microscope may be formed from a common telescopic eye-piece. Experiments with concave mirrors; illusions produced by them. General remarks on philosophical apparatus. Chemical subjects and apparatus; Books on Natural Philosophy and Chemistry, 83. SECTION X. Mathematics.-General remarks on the plan and order in which a knowledge of this subject should be communicated to young persons, 90. SECTION XI. Physiology.-Inconsistency of omitting this department in a general course of education. Evils which arise from ignorance of this subject. Distortions of the human frame caused by absurd practices, illustrated by cuts. Means by which a general knowledge of the human system might be communicated. Figure exhibiting the thorax and abdomen. Evidences of design in the human fabric. Practical purposes to which a knowledge of Physiology might be applied, 91. SECTION XII.-Logic, or the Art of Reasoning.Utility of this subject. Outline of a comprehensive system of Logic. Popular Logic-examples of reasoning, with remarks. Subjects for exercising the reasoning powers. Anecdotes of Gassendi, when a boy, and his mode of reasoning with his companions. Analysis of Gassendi's reasoning. Reasoning to prove that "air exists"-that "all should enjoy a moral and intellectual education"-that "men should love one another." Sources of Error illustrated. Sophisms illustrated. Particular species of false reasoning. Importance of an early exercise of the rational faculty-evils which have arisen from false reasoning. Diabolical reasoning -reasoning by physical force-by torture-by fines and imprisonments-reasoning of persecutors, of mobs, &c. Powerful influence of Gold in producing conviction, 94. SECTION XIII. Natural Theology.-An appropriate study for the young. Summary of subjects and facts connected with this study. Books on Natural Theology. Other departments of knowledge briefly noticed, Natural History, Botany, Political economy, tion to this subject. Limited views of education Vocal music, Domestic economy. Bodily exercises taken by statesmen. Voluntary and compulsory -amusements-and excursions. Female education education. -illustrious females-energy of the female mind, and its influence in society. Prevailing misconceptions. Remarks on a hackneyed sentiment of Mr. Pope. Reasons for universal instruction, 100. CHAPTER VII. Moral and Religious Instruction, 104. Instruction in the knowledge of the Deity. Mode of illustrating the Divine perfections, exemplified in reference to the Wisdom and Immensity of God. Instruction in the history of the Divine dispensations-characteristics of sacred history-religion to be taught chiefly from the Scriptures-doctrines and precepts of Christianity-propriety of a specific application of Scriptural precepts to the conduct of the young. Moral training particularly exemplified. Manner in which the young should be directed in the study of the Scriptures. Scripture class-books. CHAPTER VIII. Sabbath Schools, 109. CHAPTER XII. On the UTILITY of establishing seminaries for universal education, 122. I. They would tend to the prevention of Crime. Number of thieves in London-trials at the Old Bailey-erroneous views of legislation-inefficiency of severe punishments-juvenile delinquency-deficiency of Education in England and Scotland. Beneficial results of education-Schools, publications, &c. in Boston and New-York. Expense of punishing crime. II. Universal education would elevate the general character of man. Contrast between the majority of mankind, and celestial intelligences. Native dignity of man-security of property dependent on education. III. Universal education introductory to the Millennium. Manner in which this era will be introduced-when it will commence. Exertions preceding the Millennium. Appeal to Christians. Christian generosity and heroism. Story of St. Pierre-Contributions for the tabernacle and temple. The Pilgrims of New England. CHAPTER XIII. should be established, 129. Defects which adhere to the present system of Sabbath Schools. Qualifications of Sabbath School Teachers, and the subjects with which they should Principles on which a National system of Education be acquainted. Necessity of their being trained to their office. Departments of knowledge they should study-Sacred History, Ancient Geography, Biblical Criticism, &c. General remarks on Sabbath Schools-practices to be avoided, &c. Books on this subject. CHAPTER IX. Schools for Young persons from the age of fourteen to the age of twenty or upwards, 112. Necessity of such institutions. Subjects to which this class of young persons should be directed. Prerequisites to their establishment. CHAPTER X. On the QUALIFICATIONS of Teachers, and SEMINARIES for their instruction, 113. Deficiency in the qualifications of Teachers,-honorable nature of the office-necessity of training. Preceptoral Colleges, and the subjects to be studied. Examination of candidates. Importance of training candidates for teachers. Infant School Teachers-Prussian Normal schools. CHAPTER XI. On the PRACTICABILITY of establishing seminaries for intellectual education, 116. Number of schools requisite to be established in Scotland and England-Expense of establishing Difficulties-Brougham's "Education Bill' of 1821. Liberal views in the establishment of education. Parochial system. Superintendence of education. Mode of religious instruction. Efficiency of Scriptural instruction. Harmony of sectaries in America. Proposed plan of establishing education. CHAPTER XIV. Maxims, or First Principles in Education, 132, Ideas should precede words-tasks-exhilarating associations-principle of emulation-corporeal punishments confinement-fixing the attention, &c. CHAPTER XV. Mechanics' Institutions, 134 The author's communications on this subject, in 1814. Condensed view of them. Admission of members. Subjects of discussion, and mode of conducting it. Funds of the Society, and their applications. Publications of the Society. Correspondence with other Societies. Defects in the objects of Mechanics' Institutions, as presently constituted. Suggestions for their improvement. PART II. them. Importance of such institutions, and the ne- MISCELLANEOUS HINTS IN REFERENCE TO THE DIFFU SION OF KNOWLEDGE AND THE IMPROVEMENT OF cessity for philanthropic exertions. Liberality under the Jewish economy. Enormous sums expended in war. Pension list. Contested elections. Savings which might be made in personal expendi- Introductory remarks, 138. I. Improvements in ture. Sums spent on spirituous liquors. No want Preaching. Comprehensive range of subjects. Saof resources-appeal to Christians. Contributions cred Preachers, Isaiah, Paul, Messiah, &c. Doof the Jews, and predictions in relation to the Chris-mestic education, a topic for preaching. Illustratian Church. Means requisite for exciting atten- tion of Divine subjects by sensible objects. Edu sites of waiters, postilions, &c.-Hissing in public meetings-Defects of our civil and criminal code, 149. XI. Friendly intercourse between nationsExcise restrictions-Anecdote of Mr. Davidson 150. XII. Intellectual and religious improvement of Seamen-Number of, in the British service, 151. XIII. Formation of societies for promoting improvements, 151. XIV. Counteraction of Avarice. Its irrationality and degrading tendency. Recapi cation of candidates for the ministry. Subjects for | ture, 149. X. Changes requisite in certain laws, public worship, and strictures on certain modes of regulations and customs. Taxes on knowledge-singing, 139. II. Union of the Christian Church, postages,-position of the names of ships-perqui143. III. Scriptures illustrated by engravings strictures on certain Scripture prints, 143. IV. Abridgment of the hours of labor necessary to improvement-plan suggested, 144. V. Knowledge promoted by public exhibitions. Large concave mirror. Chinese lights exhibited at Paisley, &c., 145. VI. Erection of Observatories, &c., 145. VII. Improvement of towns and villages. Wretched state of some of our cities-narrow streets-evils of great cities-hints suggested in relation to im-tulation and Conclusion. Prospects of improveprovements in towns and villages. Plan of a small town, with description, 146. VIII. Itinerating Libraries-their origin, plan, and effects, 147. IX. Delineations and inscriptions on articles of furni ments in future ages-Preludes of a more auspicious and enlightened era-Means by which its approach may be accelerated, 152. APPENDIX, 155. Insanity from excessive study. Figure for explaining a parallax,. .... 84 45 47 55 4. Mode of conveying water over a rising ground,. 5. Do. from one hill to another, 6. Effects of the expansion of air,. ..... 62 64 61 Optical figures: Fig. 1. Principle of the phantasmagoria, &c. 87 2. Diagonal eye-piece,... 3. Camera obscura, on a large scale,.. 88 64 Figures connected with physiology: Fig. 1. and 2. Outline and skeleton of the Venus de Medicis,.... 3. and 4. Do. of a modern fashionable lady, 5. Contents of the Thorax and Abdomen, Quadrant of the heavens for illustrating do,... 82 Figures illustrative of reasoning, Fig. 1. For showing the level of water,.... 84 Plan of a small town, &c., 84 86 86 87 |