less ocean by its power and application. And so in the moral and intellectual creation, the all glorious attributes of mind and heart were unknown and unexplored, until a dignified faith revealed their energy and influence.

It is this self-same principle of knowledge to confer power, which connects it 'so intimately with education. But education has been generally understood to consist, in the amassing of simple facts, pouring into the mind inapplicable theories, heaping up the treasures of knowledge, without a simultaneous bestowal of the means of using them. Thus science became desecrated and degraded. The wise, instead of being the benefactors of the world, were wise for selfish ends, and learning, instead of expanding the human powers, and improving the character, rendered its disciples arrogant and vain. For ages, the physical sciences were peculiarly obnoxious to this charge. Employed for selfish ends, or to vainly investigate the profound secrets of futurity, they were snatched from general use. The absurd speculations of the misnamed philosopher, and his almost idle investigations served to close the hitherto wide-spread pages of truth, to the less gifted in the wisdom of the schools. A consequent neglect to read and to improve from such a beneficent and common source became universal, while a contemporaneous and simultaneous mistake, respecting the true end of education has continued to the present day.

The almost boundless field of observation amidst the different objects of the material universe, the tracing of effects to causes - ends to means, thus setting forth to view and comprehension what is technically called the laws of nature, constitute the physical sciences. Thus we perceive in all the phenomena of creation a certain degree of regularity easily traced to a few simple principles. The vast creation, from the most distant world of light, to the minutest monad, is susceptible of being made a subject for improvement. A great distinction is however obvious, between the study of organic and inorganic matter, of the laws which govern, and the peculiar economy which causes them to subsist. The shooting of a crystalline body into its modification and form is referrible to one cause, while its first creation as a substance belongs to another. The causes which produce electrical or magnetic phenomena are essentially distinct from those which are seen developing in the phenomena of life. The surprising order

of the planetary system, differs from the effects observed in the periodical changes of the vegetable kingdom. A different system of study will be requisite, and different results obtained. The patient anatomist may lay bare, with consummate skill every nerve and muscle, exhibit every vein and artery of the human eye, but he will vainly strive to find in them, the laws of vision and by what means the rays of light are enabled to paint on the retina the inverted image. He will show you the beautiful construction of each part to produce the result, but the principles which are efficient are not inherent in the materials of his investigations. It is the province of the geologist to descend with you, into the caverns of the earth, for records of the history and age of this planet, or to ascend the towering height of the loftiest mountain peak to ascertain the power of volcanic agency in producing its present appearance; but the principles of another branch of human science has enabled the astronomer only to instruct you respecting the conformation of the moon, its craggy heights, or its atmosphere. Two distinct branches of study are thus exhibited. They are called natural philosophy and natural history. It is with the latter that I have to do.

At first sight and to the careless observer the latter might appear of inferior value and of secondary importance. This theory may perhaps explain in some measure, the reason of its comparative neglect in the means of education. Without entering into any comparison of the merits of each, it will be my endeavor to show the vast importance of a closer and more general attention among those, who are interested in the great subject of education.

We have already seen that a very early interest in the objects of nature must have been manifested among mankind. Such an interest might be regarded as the first progressive step from barbarism to civilization. The first ideas of majesty, excellence and beauty were undoubtedly conveyed to the mind through these. The mental faculties were in their infancy, and the instruction necessary to their state were such as were highly suitable and could not fail. Such an order still exists. Thus we may perceive a striking analogy between the infantile condition of the human race then, and the same powers of mind in the young now. To the simple and uninstructed mind of every child, these identical lessons of majesty, excellence and beauty are familiar and perceptive. Mark the early inclinations and study the character of their tastes. The senseless

and rude toy will be thrown aside for the inimitable and resplendent living object in the insect and the flower. They will admire, with an intensity of feeling, the solemn peal of the thunder, or the vivid blaze of the lightning. They will sedulously inquire into the mysteries of nature, with an intenser pleasure than into the passive and ordinary business of the world. Their early and most endeared pursuits will be associated with the external and natural creation. A favorite animal, an elegant bird, or a carefully tended flower, will mark the progressive interest. And these impressions seldom or never fade away. They accompany them through life, and busy memory, in its most vivid colors, reverts to the innocent, natural tastes and studies of their early years. That this is so, I think, is sufficiently apparent to all. I appeal to those who may favor me with their attention, and ask if there are not times and occasions, when the beauty of the natural world is more perceptible and appreciable to them than is ordinary if there are not moments in their experience which owe their entire pleasure and profit to such sources when these ever existing objects of beauty may have attracted their attention to an unusual degree. So wonderfully indeed are we constituted, and such a power have we over our characters and feelings, that we may change and direct to any channel the natural current of our dispositions and habits; but nature will oftentimes prevail, and an occasional inclination to her guidance, will acknowledge her supremacy and original power.

It is then a universal display of a taste for the natural world, so perceptible in the child, and gushing out into spontaneous and unbidden admiration in the man, under the most unpropitious circumstances, which explains these otherwise anomalous traits in the human character. Thus it seems apparent that there is an instinctive love for such studies, an original delight in, and admiration for, the great and the good so visible in them, wisely ordered by the Creator, to exist in every human being. From the first dawn of creation, to the present moment, He has visibly written in indelible, living characters, an unfailing and infinite volume of instruction. With the certainty of demonstrative truth, the human mind can trace and read the records of events, which transpired before its own energies were called into action, and discover a similar provision for good in the yet unfolding leaves of Nature's volume, just impressed with His signature. To the child, as to the sage, are they instructive and inspiring, and none are too ignorant

or too wise not to be benefited by them. Angels, for aught we know, with keener perceptions, have read and admired; while, in commemoration of such wisdom, the "morning stars sang together, and all the sons of God shouted for joy."

But this view of the subject is not sufficiently considered. It is this neglect and indifference which exist in our systems of education, which I deem so censurable. We have forgotten the natural disposition of the infant mind and its instinctive perception of the good and the beautiful; and also the consequent advantages of an attention to such studies as will strengthen and mature it. Prejudice, custom, and erroneous impressions of their utility, have all acted in unison to produce such mistakes. The highway to education has been so often changed, and new routes surveyed, that the delightful by-paths which lead us to the same destination, have been suffered to be overgrown and forgotten. It would be well to re-open some of these avenues, even if at the expense of celerity and despatch, and stop to gather a flower, here and there, by the wayside.

I have observed that to the young the study of nature is peculiarly interesting and inviting. This, I think, must be apparent to every person of reflection. I have attempted to explain the phenomenon on the ground of an instinct wisely implanted in every human breast. I know not that I have ever met with a child whose interest could not be awakened to such subjects to a great, if not to a much greater degree than towards the works of art or objects of other curiosity. Experience has shown, and will daily show, that to the most rude and illiterate, as to the more highly cultivated young mind, the subjects of study in nature, are equally all-absorbing. Instances, of course, there are and must be, where a greater or more intense interest is early manifested, and will prevail over every circumstance, which may be justly called the outbreakings of genius, such as we see in the great masterspirits of every branch of human intellect; but these are few and rare, compared to the instances of universal taste. We have then a mighty engine for effectual good put into our hands. The outward world, the vast creation, furnish the means and lessons, while we are the ministers to dispense them. Lessons of wisdom, instances of consummate skill, laws undeviatingly profound, principles grand as beautiful, results wonderful as simple, appeals to the heart forcible as tender, demands on the intellect imperious as exalting, facili

ties to the expansion of mind, attainable as curiously contrived, are before us. The first, almost inaudible voice of religion to the young heart, may be announced in whisperings of instructive beauty; and the last profound instance of respect and awe, of fear and love for the orderings and ways of Providence, produced by such studies.

I believe that Bacon somewhere expresses a sentiment similar to this, that "the philosopher must enter the kingdom of nature as the christian does the kingdom of heaven, in the capacity of a little child;" thus apt to learn and ready to receive each demonstration of truth. Not less profound the remark, nor more honorable to his character, the last sentiment of Newton, after his long and glorious career of illustrious studies, that he seemed to himself "as a child playing on the sea-shore, while the immense ocean of truth lay unexplored before him."

Whence then the cause of the reverse of this; and why so few comparatively, who are in pursuit of the truths of nature? The anomaly is easily explained. One cause is the prevalent mistake among parents and in all classes of society, respecting the utility of such studies. The natural love for the beautiful, and the grand, and even the first instinctive teachings of nature are extinguished and deadened as soon as awakened; or on the other hand, the precious moment and opportunity of improvement is neglected. Instead of reading lessons of design, or perceiving instances of wisdom in the different objects around, the child is too often taught to regard them with abhorrence and disgust. Mistaken notions of parental love unconsciously destroy the delicate and now forming tissue of this one kind of moral and intellectual means of developing the character. In the netted wings of the butterfly, which flutters before the delighted child, it is not taught many a lesson of Supreme Intelligence. It sees in the wonderful insect, a contemptible, but a gaudy being, the sole object of its sport or cruelty. The tender and nicer sensibilities of its pure nature are prematurely crushed, and it may require long and tedious efforts in after life to raise them again. In the deep and grand music of the thunder, or in the gorgeous piles of clouds, which accompany the tempest, the child is erroneously led to suppose a connexion with evil and danger. These erroneous lessons may accompany it through life, and because so early given, as to escape memory, such impressions are supposed to proceed from instinct. The phenomena of na