ranges outwards toward the plain-the children responding the names of the countries in which they respectively lay. With a few more flourishes the rivers flowed onwards, toward their several terminations, and, by another succession of dots, new cities sprang up along their banks. By this time the children had become as much excited as though they had been present at a world-making. They rose in their seats, they flung out both hands, and their eyes kindled as they cried out the names of the different places, which, under the magic of the teacher's crayon, rose into view. Within ten minutes from the commencement of the lesson, there stood upon the blackboard a beautiful map of Germany, with its mountains, principal rivers, and cities, the coast of the German Ocean, of the Baltic and the Black Seas, and all so accurately proportioned, that I think only slight errors would have been found, had it been subjected to the test of a scale of miles. A part of this time was taken up in correcting a few mistakes of the pupils-for the teacher's mind seemed to be in his ear as well as in his hand-and, notwithstanding the astonishing celerity of his movements, he detected erroneous answers, and turned round to correct them. The rest of the lesson consisted in questions and answers respecting productions, climate, soil, animals, &c., &c."

"Compare," the author adds, " the effects of such a lesson as this, both as to the amount of the knowledge communicated and thè vividness, and, of course, the permanence, of the ideas obtained, with a lesson where the scholars look out a few names of places on a lifeless Atlas, but never send their imaginations abroad over the earth, and where the teacher sits listlessly down before them to interrogate them from a book, in which all the questions are printed at full length, to supersede, on his part, all necessity of knowledge."

4. History and Chronology.

Connected with political geography and the subdivisions of the globe is the history of its inhabitants at different periods. Children may be made acquainted with the most celebrated characters of various nations, and the most remarkable events of their history, as par ticular countries are brought to their notice in the course of the conversation-the instructor taking care always to associate with the historical fact the time and place at which it occurred. It is particularly from sensible objects, from engravings, pictures, statues, basreliefs, and ancient monuments, that they should incidentally receive their first notions of history and chronology. Pictorial illustrations, which so generally accompany the text of modern publications, may

easily be procured; they will, from the vividness and permanency of visual impressions, be a useful auxiliary, in fixing historical facts on the memory.

Some regularity, however, may be introduced in this branch of instruction by means of synoptical tables of events and kings, arranged chronologically and synchronically. With one of these tables, a well informed teacher will be enabled to impart to his pupils a large amount of interesting information on the history of the nation, which is, at the time, the object of their consideration. This instruction should, at first, be purely narrative, the teacher confining himself to memorable events, heroic actions, remarkable sayings, and all those beautiful traits, which, while they interest young persons, tend to elevate their minds, and excite in them a taste for historical studies.

It needs scarcely be observed that children should at first be introduced to the history of their own country in preference to that of any other; their attention should next be directed to sacred history, which, going back to the origin of the world, is the best preparation for the study of ancient history and for the reading of the Holy Scriptures. With those who are destined to receive a classical education, Rome, Greece, and their mythology may be made occasionally subjects of conversation: and, in general, the history of any nation, whose language is being or is to be learned, should be made an object of instruction, either orally or through books, earlier than would otherwise be desirable.

In alluding to dates, the children should be led gradually from the present time, through a series of epochs not very distant from each other, up to the one referred to. Chronology and history should, in fact, be taught upwards, from the most recent to the most ancient dates, if we wish young learners to form a clear conception of remote eras. They will benefit the more from the past, as they understand better the present, and can compare one with the other.

A regular course of historical studies, however, can be pursued only by means of a series of works free at first from any detail of wars and political events, and increasing in minuteness and seriousness of matter progressively with the intellectual advancement of the learners. The information which they will thus acquire will be best retained by making it a subject of conversation with the instructor, or by simply narrating in their own words as much as they can remember. Should any important particulars be forgotten, the teacher may recall them and direct the attention of his pupils to them for a second perusal. In order that they may receive from their historical studies

useful lessons of morality and political science, he should accustom them to reflect on the motives of action and the passions of men, on the concatenation of events, and their effects on the condition of the people, on the principles of good government, and the causes which produce either the happiness and prosperity, or the misery and ruin of a nation. But this regular course can not be entered upon at a very early age: this would be more dangerous than profitable. History to a young child would only be a confused collection of facts; for he could not perceive their relations with each other, nor appreciate their causes and consequences; and these facts, being read without discernment, could but impair his understanding. As it records more injustice and bloodshed than virtue and philanthropy, he would thus be early accustomed to depravity. It is best learned after the age of fifteen; until this time, young people may prepare for it by the study of geography and the perusal of voyages and travels.

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History is particularly objectionable, as are all purely intellectual pursuits, during the first two periods of youth, because it does not exercise the powers of perception and observation. Those branches of knowledge should be preferred, which are favorable to out-ofdoor instruction, and which take for their theme the works of the Creation.

5. Excursions in the Country, and visits to Manufactories.

A child may be introduced to the elements of physical knowledge, in his walks in the country, in the garden, or by the water-side. He may be made to observe the hills and valleys, islands and lakes, fields and woods; the immense variety of plants, and the action of light, heat, and rain upon them; the different kinds of soils and the consequent varieties of vegetation; the origin of streams, the direction of the winds, their important office in nature, and their immense benefit to man. The changes which take place from one season to another should not be allowed to pass unnoticed: interesting phenomena occur at every period of the year, in the spring, especially, when the air, earth, and water are teeming with life. Let him watch the progress of the leaves, buds, flowers, fruits, and seeds of plants; let him follow the operations of nature in her various states, and observe the assistance which she receives from agriculture. At other times, let his attention be directed to animated nature; the active scene around him will present new and endless subjects of inquiry; the birds which fly on all sides, the cattle which graze in the meadow, the insects which creep at his feet, or buzz in the air, all will afford inexhaustible sources of most valuable instruction. If his curiosity

be judiciously excited and directed, he will watch with deep interest the varied and astonishing instincts by which these infinitely diversified beings sustain their existence, unconsciously but unerringly guided by their bountiful Creator.

Such lessons are peculiarly suited to the inhabitants of the country, who, passing their lives in the presence of nature, may derive continual profit and pleasure from the study of her laws, and the contemplation of her wonders. To a person whose attention has not been duly awakened to the external world, and who has not been. early accustomed to observe, all the admirable works of creation are lost, the surface of the earth is a blank. The busy scene of nature passes before an unpracticed eye, without communicating an idea to the mind, and without kindling the spirit of devout adoration of Him, whose universal love smiles everywhere.

It is but another proof of the harmony of design in all the works of the Creator, that this method of directly cultivating the observing faculty can not be adequately carried out without a certain amount of muscular exertion, and of daily exposure to the open air, in collecting and examining the varied objects of interest with which creation abounds. In other words, we can not benefit the perceptive faculties without, at the same time, benefiting the muscular system and the organs of respiration, circulation, and digestion; and this grand recommendation in the eye of reason- pursuing study in the field of nature instead of in books alone-is actually, though not avowedly, that which retards its adoption in ordinary education. A ramble from the school-room into the country to survey the works of God, is deemed an encouragement to idleness and a love of pleasure; and, therefore, it is denied.

In rural excursions the sight should be exercised in distinguishing remote objects, and appreciating their number, forms, and dimensions; their distance should be estimated by the eye, and immediately verified by measurement. Short distances may be ascertained by paces, and longer ones by noticing the time consumed in passing over them. Thus, the relation existing between space, time, and motion may be shown in measuring the one by the other. Let the child find out what space can be passed over in a given time, or with a given velocity; what time is required to walk or run, at a certain rate, over a certain distance; what rapidity of motion is requisite to reach a determined point in a given time. Such practices would prove useful in many ways. The estimating of distances at sight, which in some people seems an intuitive act, is merely the result of habit; yet, how few can judge with even tolerable accuracy of the

distances at which objects are from each other, and from their own eye! To estimate the angle which objects make at the eye, is another practice of real utility to all men, and to naval and military men in particular.

A country residence is most favorable for pursuing all these exercises. To those who are confined within the precincts of a town we would recommend occasional visits to foundries, factories, and workshops art, as well as nature, abounds in sources of instruction. In these visits a child would witness the facts which have already been made the subjects of his conversations, and would see the application of the sciences which will subsequently demand his attention. Thus would mechanical and intellectual pursuits assist each other. "What an immense stock of scientific principles," says Dugald Stewart, "lie buried amid the details of manufactures and of arts! We may form an idea of this from an acknowledgment of Mr. Boyle, that he had learned more by frequenting the shops of tradesmen than from all the volumes he had read."

He whose mind has been early familiarized with the interesting scenes of nature and the wonders of art, will never lose the impressive lessons which they teach. Long after, in the ardor of literary composition, or amidst the excitement of public assemblies, their vivid images will reappear in their pristine luster to give happy expression to thoughts which shall then be awakened by passing

events.

6. Natural History, Mineralogy, Geology, Botany, Zoology.

When, by casual consideration of objects, children have been familiarized with a variety of natural substances, the teacher, introducing more order into his lessons, may venture on classifications, and treat methodically of the three kingdoms of nature. This subject will furnish favorable opportunities for making frequent reference to physical geography, with which it is closely associated, by reason of the diversity of organic and inorganic beings, consequent on the difference of climate in various parts of the globe; whilst the practice of distinguishing the characteristic features of these beings, and following the chain which connects them, is highly calculated to improve the perceptive and observant powers, and to create habits of nice discrimination. The amazing variety of interesting objects which natural history offers for consideration, and the admirable adaptation of means to ends which they exhibit, render it the fittest branch of knowledge for exciting in young people a spirit of inquiry, and a sense of the infinite power, wisdom, and goodness of God.

Mineralogy may be made an object of attention in the first stages