for each lesson, and the number of exercises attended to on each Sunday. But this we esteem one of the peculiar merits of our present system. Instruction should never be tiresome to children, but should always be made pleasant; and novelty, a very serviceable means for fixing the attention of the children, should, as far as consistent, be regarded as desirable. Children soon become fatigued by constantly attending to one subject; and as soon as they are tired, instruction does them no good. Indeed, it is not instruction, to them, but an object of disgust or aversion." The following paragraph introduces the account of the manner in which the exercises of the school are conducted.

"Previous to the time appointed for opening the school with prayer, some interesting anecdote or story is related to the scholars by the superintendent, to fix their attention. This also serves as an inducement to the children to attend punctually. They are then questioned upon what has been related to them. We labor under a very serious difficulty in procuring anecdotes or stories which are short and simple enough for our purpose; most of the stories which are written professedly for children, not being adapted to their capacities."

The following is the method in which instruction from scripture is given to the children. "The teacher reads to the children a short portion of scripture, and explains it to them; mentioning such geographical, historical, or chronological circumstances connected with it, as occur in the passage, or may be suited to the capacities of the children. If any place is mentioned, it is pointed out to them on the map; if any custom is referred to, it is explained; if any animal or plant is spoken of, a picture of it is shown, if it can be procured; and every other means are employed to make the exercise interesting and instructive. The children are then questioned upon what has been said to them; and if they have forgotten it, it is repeated to them again and again, till they can answer the questions: they then repeat the passage with their teacher. Though a very small portion, perhaps only one verse, will constitute the whole lesson committed to memory from the scripture, yet that one verse will, probably, be well understood; and more actual scriptural knowledge will be acquired by the children, than if they had committed to memory, in the usual manner, a whole chapter. But the verse thus committed to memory, is not all the knowledge they have acquired in this lesson: the explanation of it by the teacher, with the geographical and historical illustrations brought in aid of that

explanation, constitute a much larger portion of the knowledge acquired. It is the object of the teacher to point out the moral of the passages, and form in the children a habit of observing for themselves the design of what they read."

The practice of questioning children upon the oral instruction that has been given them, upon a story that has been told them, or upon any thing they have read, is one which cannot be too highly recommended. It is necessary, both to ascertain whether they understand and remember what they have heard or read, and also to make them more thoroughly understand it, and impress it more deeply on their memory. One of the exercises of some of the classes in the above school, is, to give an account of a small book, which was lent to them on the preceding sabbath, and which they have had opportunity to read during the week. We also entirely approve the practice of explaining every thing that is taught, and before it is committed to memory. But the writer of the above report seems, from his manner of speaking in some passages, to imagine, that if any thing is "explained" to a child. he will understand it of course; or, in other words, that almost anything may be made intelligible to little children by the aid of suitable explanation. To name one instance, he speaks of setting children, who are "unable to read," to committing hymns to memory, and remarks that "it is the duty of the teacher to explain every word before the children learn the verse." Now it is very possible for a child to understand " every word" of a sentence, and yet be very far from understanding the sentence itself. Perhaps we do injustice to the writer by the apprehension we have expressed; especially as he appears to be so well qualified to judge as to what is really adapted to the capacities of young children. For ourselves, however, we consider it far more important to question children to ascertain whether they understand, than it is to ascertain whether they remember, what has been taught them.

DEFECTS IN THE PREVAILING MODES OF

INSTRUCTION.

The following paragraphs are extracted from an Address delivered at the close of the first term in the Female Seminary at Brookfield, Mass. by the Rev. Asa Rand, at that time Principal of the Seminary. The Address was published in the Portland Christian Mirror, Vol. 4, p. 49.

"The mode of instruction alence, has a wrong object.

which has long had a general prevAlmost the whole process of in

struction, from the abecedarian class to the highest class in college, aims to crowd and load the mind with facts; but not to enlighten the mind itself, to expand or strengthen it or teach it to act. Teachers seem to apprehend, that all desirable knowledge is treasured up in books of literature and science; and that the whole business of the pupil is, to open those depositories, and crowd the contents into his mental storehouse; while the sole care of the teacher is, to unlock the depositories, assist in selecting and arranging, and now and then throw in an item which he has himself discovered. But surely this is not the culture which the human mind admits, or which its powers and its situation imperiously require. Suppose the gardener should not water, or manure, or prune his young tree, or direct its growth; but should load it with flowers and fruits it never bore; and then imagine he had brought it to perfection. It might shine for an hour, and even appear abundantly fruitful. But it would be a tree whose flower withereth and whose fruit faileth. He may be a learned man, who informs himself of what other learned men krow; but he cannot be a wise man, or a practical man, whose knowledge is not his own. The human mind is capable of growth, of expansion, and of acquiring indefinite degrees of strength and vigor. All its faculties should be regarded in the work of education. Their mutual influence and dependence should be kept in view; and all should be taught to perform their several parts, both in acquiring knowledge, and applying it to use. The object of instruction should be, not to surfeit the mind with a knowledge of facts, but to prepare it to acquire knowledge for itself, and act as a mind in all the concerns of this life and the future.

The prevailing process of instruction is often wrong. The nature of this objection will readily be inferred from that of the former. In every step of the process, the memory is severely taxed; while the judgment is not called into exercise, and the powers of investigation almost lie dormant. The child is told, by his text book, or by his teacher, what facts are; and possibly he is also informed what principle is involved. But the principle is too often unnoticed; and least of all is the pupil taught to inquire after principles, and investigate them for himself. He is usually satisfied, therefore, with being able to repeat facts, as they are recorded for his use. And why should he not be satisfied with this, if the living oracle before him requires and expects no more?

Permit me to give a few illustrations of this point. Persons. may often be found, who have studied one of the common books on arithmetic from beginning to end; who have committed all the rules to memory, "done all the sums," and perhaps recorded them in a "ciphering book ;" who are still but little acquainted with the science of numbers. They can give no reason for the various rules and operations. They cannot apply their knowledge to practice; or go out of the particular range of the book they have used; or make a rule for themselves, on the occurrence of a new case. They are puzzled and confounded by plain questions relating to the nature and reason even of the simplest rules. The grand defect was, the method of study did not discipline the mind. They learned facts, but not principles; results, but not the process which leads to them, except as they were blindly led step by step. Of a book constructed on this principle, which is probably more used than any other Arithmetic in this part of the Union, a late writer remarks severely, but I cannot say unjustly. He says, "It degrades the whole science of arithmetic to a mere mechanical art. As a discipline to the mind, therefore, it is useless, and worse than useless. It calls into exercise no power of the mind but memory; and requires the practice of no virtues but faith and patience: faith, to believe all that is stated, for nothing is analysed or proved; and patience, to labor so long in the dark, without ever coming to the light."* Grammar is taught in the same mode. You may find many persons, who have read a book of definitions and rules, and have parsed a long time in prose, and even in Pope's Essay on Man, and are considered adepts in the knowledge of grammar; but ask them how they know that a noun is in the objective case, or how they distinguish a neuter verb, or in what manner a passive verb is formed from an active, and you confound them at once. They were not taught to parse according to the sentiment; but by certain set rules, which they never understood.

I merely throw out general hints, and illustrate them by a few examples. Some studies admit of more attention to facts than others, and have less to do with principles. But no study can be named, into which the same process is not carried, and with injurious effect. The prevailing mode of instruction does not pursue the natural order, to begin with the more simple and obvious facts, and advance to the more difficult, making the pupil

"Mr. Carter's Letters to the Hon. William Prescott.

master of his subject at every step. It introduces him at once into the mysteries of his theme, gives him unintelligible rules, and requires him to solve all questions by their magic force. Thus it tells him all, while he really learns nothing. Or, if he is inquisitive, and inquires after the reason of things, neither book nor teacher helps him. He is left to inquire, and plod, and still remain in ignorance.----The knowledge thus imparted is not adapted to practical utility; and to that object little reference is made in the course of instruction. Familiar illustration is but seldom employed. Time, toil, and money are nearly lost; and youth are induced to believe they have acquired useful knowledge when they have need that some one teach them the first principles of the sciences they have studied. A superior memory enables some to derive benefit from their education. An original mind will make its way through all these difficulties, to real useful knowledge. But the mass of learners suffer incalculable loss; and turn their knowledge to little accouut, except to engage as. teachers of their juniors, and perpetuate the wisdom and the folly of the prevailing system from generation to generation.

But what shall be done? I answer; apply the inductive philosophy, which has done so much for all the sciences, to the art or science of imparting instruction. Adopt, on all subjects that admit of it, the system of Fellenburg and Pestalozzi. Let school books in the various branches be prepared after the manner which Colburn has so happily adopted in arithmetic. Teach youth, and even little children, not only to read and remember, but to inquire and understand. Let them know and feel that they are rational beings. Teach them to reflect, to compare, to analyse, and to become acquainted with objects around them. Keep inquiry alive by the pleasures resulting from their own discoveries, or by your own familiar illustrations and applications. Teach them to walk; but do not carry them in your arms. Help them in great difficulties; but generally by giving them a clue, and guiding their own endeavors. Let them never advance to a new study, or a new chapter, till they understand the preceding. Then they will gain real knowledge, and will soon be able to advance with facility and with confidence.

It may be said, that my objections come too late; because many improvements have been recently made in the business of instruction, the business has been rendered much more simple and natural, and the rudiments of almost every science are explained