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Lesson for the United States.

are afraid to displease the parents, by taking any particular complexion in their lessons. They therefore leave out religious instruction, to avoid the complaints of one church or the other; and thence it results that the most important part of education is almost universally neglected. The partisans of these mixed schools say that they are a means of establishing harmony between the different forms of worship. Yes, say the other party, but religious ideas are killed, or rather are kept from being born, that we may have peace. It is the peace of death ; the peace of corpses, which never dispute, because they are wholly devoid of life. What a singular advancement of society is that, which consists in strangling religious convictions for the sake of union!

Many members of the Society for Primary Instruction among Protestants have perceived the difficulty, and they have undertaken to substitute exclusive schools for these mixed schools. This design encounters many obstacles. Worldly men, who do not understand the necessity of religion, accuse those wbo reject the system of mixed schools, of intolerance and fanaticism; Protestants are so few, in many places, that they are unable to support a teacher.

The people of the United States know full well, how to sympathize with their transatlantic brethren on this subject. We too have our mix. ed schools in great numbers; not indeed very often embracing Catholic children, but almost always including those of various religious sects. And here too, for the sake of peace, almost all religious instruction is banished from our common schools, as well as from many of a higher grade. To avoid giving offence, the old fashioned custom of teaching a religious catechism is set at nought almost entirely; and of late, in many places, committees, parents and teachers seem to have virtually combined to exclude the Bible. Now while we believe there are other and better methods of inculcating religious instruction, than by spending much time in the mere reading of this book, we do not like the idea of entering into an uuholy combination to exclude it altogether. The present course, in our common schools, in regard to relig. ious instruction is most unhappy. Better, it seems to us — certainly it is as well – either to tell our children at once that we do not believe they have souls, or that we do not think they are worth cultivating. Better to be consistent, and say, the body - not the mind - is the main thing—the standard of the man,' as Watts would say. Better say to them in plain terms, as we really and effectually do by our conduct, • Children, money is the principal thing. Other things may be well enough, and some may be worth a little effort; but in all your gettings, get money.'

Education in New Hampshire.


CHILDREN IN Factories. An attempt has been lately made to do something in France, to prevent the destruction of health and life in factories. In England, much attention has been paid to this subject, and no child under nine years of can now be compelled to work in the factories at all, and none under thirteen more than 48 hours in a week. But in France, there appears to be bo law of the kind; and that in some instances children from the age of six or seven years are still subjected to an amonnt of labor which destroys their constitution in the very blossom, and hinders them also from acquiring the least instruction, religious, moral, or intellectual. They grow up in the most brutal ignorance, and are worn out long before the period at which man usually obtains the full development of his maturity. A writer in the New York Observer says that the Society for Primary lustruction among Protestants are taking up the subject, and something will be done for these white slaves, as he calls them. He says, and with no litile reason, that it is high time to put an end to the frightful and borrible practice of using up infancy for profit, and to prevent the rearing, in our bosom, of a generation of barbarians, of men without religion, without education, without morals, without principles of of any kind, who are ready, at the first political commotion, to whelin every thing in fire and blood. On this subject, too, Christian America might do well to take a few lessons, or at least a few hints, even though they come from infidel France.

Popular EDUCATION IN New HampshiRE. We learn that the House of Representatives in New Hampshire, at their session in 1837, passed a bill for the establishment of a Board of Education, to have the superintendence of the public schools of the State, and at the recent session of the Legislature, this bill coming before the Senate, the consideration of it was postponed till next year, with the direction that in the mean time it should be published. It has accordingly just appeared in the New Hampshire Patriot.

It contains provisions similar to the act recently passed in this State for a similar purpose, the only material difference being that the New Hampshire Board consists of but three persons, while that in this State has ten members. In contains provisions for the rotation in office of the members of the Board; for the returns by the school comınittees of the several towns, and the prohibition of a share in the Literary fund to those towns which neglect to make returns; for an abstract of the returns to be made by the Boarı, similar to those in force in this State.


Notices of Books and Papers.


The Palosophy of Education. We have just received from David M'Clure, Esq., of Philadelphia, a copy of an elegantly printed octavo volume, of 363 pages, entitled, *A Brief System of the Philosophical Principles upon which the System of Education for the Girard College of Orphans is founded.' Prefixed to the work are also about fifty pages of correlative, or explanatory matter. We are exceedingly interested in the work; and when we have perused it more thoroughly, we intend to give our readers an account of it. — We will only say now, that it is evidently the result of much thought, and of profound and thorough investigation ; as must be admitted by all who examine it, even if they should not agree with Mr M. in every one of his positions.

THE EDUCATOR. We have seen the third and fourth number of a new paper, with the above title, published at Easton, in Pennsylvania; and conducted by Pres. Junkin, and Prof. Cunningham, of the Lafayette College. The numbers which we saw appear to inculcate just and enlarged views; and to breathe a liberal spirit. The mechanical execution of the paper is superior to that of any paper of the kind now published, except the Common School Assistant.

We ought to add that the paper is issued every second week, in numbers of eight pages quarto size, at one dollar a year, if paid in advance, or one dollar twenty five cents, if payment is deferred.

Remarks on TEACHING Penmanship. We have seen a neat little pamphlet, just issued from the press of Perkins & Marvin of this city, entitled, “Remarks on Teaching Penmanship,' by Mr B. F. Foster, whose reputation as a teacher and author on Writing and Book-keeping, are well known. It is designed as an introduction to a set of large and small hand copies, which, we understand Mr F. is preparing to publish. We should be glad to make liberal extracts from this pamphlet, but have not room in the present number.

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