of instruction. The distinctive qualities of inert matter are inore simple and less numerous than those of vegetable and animal substances; they are more distinct and better defined. Minerals, different from plants and animals, can be kept within reach, and exhibited in all their different states. The brilliant colors of gems and metallic ores, as also their crystallization, a most striking feature of the external character of minerals, are well calculated to excite the curiosity of children and to fix their attention. The singular properties of diamonds, gold, quicksilver, and the loadstone, and the great diversity of purposes to which these minerals, and, more especially, silver, copper, lead, and iron, are appropriated, should be offered to their notice, as also the chief attributes of metals-their luster, sonorousness, tenacity, malleability, ductility, fusibility, specific gravity. The examination of metals will naturally lead to the mention of mines, the modes of working them, the countries where they are found, and the curious processes of metallurgy.

Closely connected with mineralogy is geology, which presents a most interesting field of research; it carries the mind from the consideration of rocks and mines, of mountains and valleys, to the period of their creation, and, by a natural transition, to Him who created them. Geology is, as it were, the earth's autobiography, written in symbolical and unmistakable language. Young persons should be familiarized with its elements and general outlines as soon as they can comprehend them. They may be told of the composition and arrangement of the materials which form the erust of our globe, of the changes which are continually wrought on its surface by the agency of inundations, earthquakes, volcanoes, and of the admirable contrivances by which it has been rendered, throughout successive ages, capable of supporting countless myriads of organic existences.

The important functions which plants perform in the economy of nature, the arts of civilization, and the support of life, claim for botany a prominent place in modern education. Few objects in the external world are more interesting than vegetable productions, and, especially, flowers and fruits, whose richness of coloring, as well as endless diversity of hues, forms, fragrance, and flavor, excite admiration for the wonderful display of power and goodness which they proclaim in their Author. The instructor should bring to his pupil's notice the influence of climate and culture on vegetation, the immense variety of plants, their exquisite perfection and universal usefulness; he should explain their structure and the functions of their organs, their mode of nourishment, of propagation, and their growth,

the nutritious properties of some and medicinal properties of others. Every botanical fact shows design, and affords matter for serious consideration, such as the natural dissemination of seeds, the successive changes of plants, the invariable direction of roots and branches, the circulation of the sap, the transpiration of the leaves, their happy distribution for the reception of light, air, and water, the purification of the atmosphere by their absorbent powers, and many other surprising phenomena of the vegetable kingdom.

To make children acquainted with plants, their names and botanical character, the instructor may, at first, place before them only a few of the most familiar species, and gradually introduce to their notice flowers, shrubs, and trees, less common-passing from indigenous to exotic, with the assistance of pictorial representations. By helping them to examine in what particular each differs from the others-independently, however, at first, of scientific nomenclaturehe will enable them soon to distinguish the leading characters of a great number of plants, and will open their minds to endless subjects of admiration in the infinite variety of nature.

Different specimens of timber may also be presented to them, which will further engage their attention in discriminating between the properties of wood, and thence lead to a consideration of its usefulness. There is scarcely a plant of which the whole or some portion is not employed for food, medicine, clothing, or furniture, for distilling, dying, tanning, building, or other useful arts of life. In fact, the innumerable uses to which vegetable as well as mineral substances are applied by man for satisfying his wants or multiplying his enjoyments, may be exhibited in every thing around: such considerations will be an excellent preparation for entering upon the study of the physical sciences.

Zoology will afford endless subjects of familiar conversation, both amusing and instructive. The lively interest which children usually take in animals renders these suitable objects for giving them elementary notions of natural history. The domestic species should, at first, engage their attention, and, afterwards, by means of colored prints, the most remarkable among those which do not come within daily observation, may be made the subjects of very useful lessons. The fidelity and sagacity of the dog, the docility of the horse, the intelligence of the elephant, the industry of the beaver, the persevering fortitude of the camel, the generous magnanimity of the lion, will supply matter for entertaining narratives, serious reflections, and incentives to further inquiries. The instructor may speak of the varieties of animals differing with the latitudes in which they live,

of their external forms and characteristic qualities; of their food, dispositions, and instincts, in accordance with their organization; of the tender solicitude they display for their young; and of the services which many of them render to man. Particular mention should be made of those which supply his wants or administer to his wellbeing, during their lives, with their strength, swiftness, and sagacity, their milk and honey, their wool and silk, and, after their death, with their flesh, skin, fur, hair, feathers, bones, horn, ivory, shell, and other useful articles. If the conversation turn upon birds, he may expatiate on their varieties, plumage, migratory instincts, nest-building, power of imitation and melody. These subjects would lead incidentally to the different modes of fowling, hunting, and fishing in various countries.

Fishes and insects should, in their turn, become objects of inquiry; their diversified conformation, their amazing fecundity, and their wonderful adaptation both to the elements in which they move and to their modes of existence, will challenge admiration. The multiplicity. of insects, and, especially of animalcula, is so vast as to baffle the most minute investigation: every plant, every leaf, every drop of water, is the abode of myriads which escape the naked eye, and are visible only by the aid of the microscope. The transformations which some instincts undergo, the ingenuity and industry which others display in the structure of their habitations; their diverse ways of procuring food, their instinctive skill in selecting places of safety for the deposition of their eggs, and in providing for the future wants of the young; their contrivances to guard their dwellings from the assaults of enemies, their modes of defense when attacked, their social habits-we may almost say, their municipal regulations and political constitutions and innumerable other instances of the wise arrangement of a bountiful God, in providing for the preservation and wellbeing of his creatures, may be opportunely presented to children by a judicious and enlightened instructor.

It is when the young are filled with admiration for the tender care which the Creator has bestowed on his creatures, that benevolent feelings can be most effectively awakened in their hearts; they may be impressed with the idea that the lower animals, having sensations in common with humanity, cruelty to them is a crime. Pity to animals begets charity to men. The seasonable narration of some remarkable trait of the instinct of animals, of some anecdote of their attachment or sagacity, would interest children, call for their sympathies, and, at the same time, inspire them with a wish to inquire further into natural history. Many celebrated philosophers and

naturalists have acquired their taste for science from some pleasurable association of their earliest childhood. Linnæus attributed his love for the study of plants to some observations on a flower which his father made to him when he was about four years of age. The biography of eminent men would furnish multitudes of incidents which have similarly determined in them corresponding peculiarities of character.

7. Natural Philosophy, Chemistry, Physiology, and Mental Philosophy. When the children's attention has been, for some time, engaged in acquiring a knowledge of the external forms and characters of objects, the description of which constitutes natural history, they may be made acquainted with the most curious and most important among the innumerable phenomena of nature, the secret causes of which are unveiled by natural philosophy. They may be led to consider the effects of bodies acting on each other, the laws of gravitation, motion, equilibrium, and the various mechanical powers-the lever, the pulley, the wedge, the screw, the inclined plane. They should be shown to what immense advantage to civilized man are these mechanical appliances and others, such as wind, water, steam, and the electromagnetic fluid. The governing laws of mechanics may be illustrated by implements of domestic use-the poker, scissors, nut-crackers, steelyard, will exhibit various forms of levers; the very playthings of children—a top, a hoop, a kite, a ball, marbles, soap-bubbles, a sucker, a pop-gun, will exemplify diverse principles of science; no toy is despicable, no occupation is frivolous, which can assist in the elucidation of truth.

pressure, levels, motion, elasticity, weight, and other properties of fluids, as well as the specific gravity of bodies, may be elicited in a familiar way, by the scientific results which bear more immediately on the occupations of life. Swimming, the floating of vessels, canals, water-mills, the water-press and water-clock, forcing

and lifting pumps, the fire-engine, syphon, diving-bell, and many other philosophical contrivances, could be made the subjects of most interesting conversations in illustration of the properties of air and

water.

In alluding especially to the air, its nature and use in the arts may be further explained, and rendered sensible by means of the wind-mill, barometer, thermometer, air-pump, bellows, balloons, &c. Air being the medium of sound, its investigations would naturally lead to the consideration of acoustic phenomena, which may be elucidated by the vibration of bells, the effects of echoes, thunder, gunpowder, whispering-galleries, the speaking-trumpet, wind and string instruments, musical-glasses, &c.

It would be impossible here to enumerate the various familiar modes by which may be illustrated the principles of mechanics, hydrodynamics, pneumatics, electricity, galvanism, magnetisın, optics, and astronomy. Books should be consulted by the teacher, both as means of enriching his own mind, and as stores from which he may select such information or such experiments as may be best suited to the understandings of his pupils; but the order in which are usually pursued all serious studies is, by no means, that which we should adopt in communicating the facts, or teaching the language of science to children. His chief object should be, by indulging their taste for variety and taking advantage of circumstances, to inspire them with an earnest love of knowledge. No branch of instruction

is better calculated than natural philosophy for exciting and gratifying their curiosity; and, whatever be the way or the order in which they acquire the elements of that science, if they are once conversant with them, every thing they read afterwards will find its place. The particular circumstances of time, place, fortune, or social position, in which the learners are placed, will best suggest to a well informed instructor the department of the science and the modes of illustration which are available or appropriate; but there can be no doubt that, with diagrams and experiments, such as may be found in many popular works on the subject, the elements of natural philosophy may be brought within the comprehension of children under the age of twelve.

With regard to chemistry, the instructor may, as occasion suggests, examine with his pupils the affinity between various substances, their elements, their mutual action, and all attractions and repulsions which form its basis. He should particularly communicate to them information respecting the various bodies and natural elements which are constantly exercising their influence on our condition, and on all things around us, as air, water, steam, gases, light, heat, and electricity; he should explain the nature of bodies in their three states, solid, fluid, and aeriform, their characteristic properties, the laws of composition and decomposition, of evaporation and condensation, of combustion, oxidation, and many other chemical operations of nature or art, which would receive additional interest from experiments introduced for their illustration, or from instances of their application to the arts of modern civilization. Dr. David B. Reid has shown that the leading principles of this science may be easily adapted to the most elementary instruction, and rendered accessible to all classes of society, at such a moderate charge as will not prevent those even in the humbler ranks from attending to them.