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sum of happiness or misery. The actions of the immense majority are, under all circumstances, determined much more by feeling than by reflection. In truth, life presents an infinity of occasions, where it is essential to happiness, that we should feel rightly—very few, where it is at all necessary that we should think profoundly. In the education of the heart, the foundations of insanity may be laid in two ways; by great severity, or by over indulgence.

Esquirol says, 'We believe with M. Pinel, that extreme severity, reproaches on the slightest faults, menaces, blows, exasperate and irritate children, destroy the parental influence, and produce perverse inclinations, and even madness; especially if these cruelties are the effects of the caprice or the immorality of the father.'

Again, of over-indulgence, he remarks; It is a ridiculous and fatal tenderness which causes the reason of mature years, to succumb to the caprice of infancy. Accustomed to follow his inclinations, and unused to be thwarted, the child, arrived at manhood, cannot resist the vicissitudes, the reverses, and the commotions of life. At the slightest stroke of adversity, madness bursts out, the reason being deprived of support, while the passions are unrestrained and resistless.'

It is almost needless to add, that a thorough moral education, (of which religious feeling is the only sure basis), is among the best means of health as well as happiness. It subdues or calms those passions which agitate and exhaust the bodily powers far more than severe labor, and guards us against those excesses to which he will almost inevitably be led, whose hopes and fears do not rise above this world, and who has not acquired the habit of commanding, instead of obeying, his appetites and feelings. On this point we would refer our readers to some excellent articles in the Journal of Health.

MECHANICAL INSTRUCTION.

[We have more than once referred to the evil of Mechanical Instruction. In a recent English publication, we have found the following striking illustrations of them; and we would earnestly request those who consider it the great business to cultivate and store the memory, to reflect upon them.]

IN visiting one school the writer observes: 'I asked the children to read the parable of the Prodigal Son, and among other questions which I put to them, was this: What is meant by riotous living? 'Dissipated living.' And what does dissipated living mean? Wasteful living.' And what is the meaning of wasteful living? To this question, as their collection of synonymes was exhausted, I received

1831.]

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no answer, and therefore to get upon intelligible ground, I asked them what things were necessary for subsistence, and what not; when some of the girls contended that beer, and cheese, and cakes, and patties, were indispensably necessary for life. And as in this case, so I found it invariably, whenever, and wherever I travelled out of the road of those questions which have for their object to direct the children's attention to mere words, on the most common subjects, I found their ideas confused, and the same children, who would use the most correct language as long as they remained in the track of what they were just then reading, or what they had learned by rote, were unable to express themselves even with tolerable correctness on other matters; a clear proof that their apparent knowledge was merely a word-knowledge, in the acquisition or advantages of which, the mind had no share. Thus, on another visit, the boys were exhibiting their slates, on which they had written various words. I stopped one among the rest, who had the word disadvantageous.' What does that word mean, my boy? I don't know.' You know perhaps what disadvantage means? Or, have you ever heard the word advantage, what does that mean? 'I don't know.' Well, but suppose you lost your jacket, would that be an advantage or a disadvantage to you? An advantage,' was his answer.

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'No.'

As regards the preposterous exercise of learning to read and to write words, selected merely from a regard to the number of their syllables, by which the children are so stupified, that they lose the habit of thinking altogether, and do not care about the meaning of that which they might understand, I recollect a fact which far outdoes the boy, who thought it an advantage for him to lose his jacket.

'It was at a Lancasterian school, and one which has the name of being among the best conducted; so at least I was told by my friend, who went with me, and who is one of the managers. When we entered the room, we found the boys engaged in writing words of different lengths, according to the order of their seats; I passed by those in which such words as approximation, superintendency, and the like, caught my eye, and, looking over the sentences which some of the more advanced boys were writing, I found one who had copied, about half a dozen times, the words: 'Live in love.' 'What are you writing here?' I asked. 'Live in love.' 'And what does that mean?' 'I don't know!' You don't know!' 'But don't you know what love means?' 'No!' 'Or, do you know what live means?' 'No!' What must you do to live in love?' 'I don't know.' 'Do you know what you must not do, to live in love?' 'No, I don't!' Well, but you should know something about what Live in love means. Does it mean that you are to fight with the other boys?' 'I can't tell!' 'Well,' said I, turning to my friend, 'what do you say to this?' Upon which the

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schoolmaster, observing somewhat of the scope of our conversation, came up to us, and said: 'I dare say you might ask such questions all over the school, without getting a better answer; they none of them know what they are writing.'

Of what avail is instruction like this, except to form useful machines? If it be allowable in any country, it is utterly out of place in one where men are called to act in the government of themselves; to examine the qualifications and measures of men who are to decide their fate and that of their families.-He that gives or encourages such instruction as this, is among the most dangerous enemies of his country, for he is undermining the very basis of its freedom, and preparing and accustoming men to obey, in blind ignorance, the dictates of those who go before them.

PRACTICAL LESSONS.

1. METHOD OF TEACHING HISTORY AND GEOGRAPHY.

MR EDITOR-The following suggestions on the study of history, were communicated to me by a gentleman, whose knowledge of the human mind, and familiarity with instruction, in the highest departments of literature, entitle them to confidence and respect; especially as he saw his plan carried out in actual practice.

A class of a dozen are occupied with the history of England. Each member of the class takes up the character of one or more of the kings. The first takes Egbert and Alfred, and it is his object, passing over Egbert with a short notice, to give a thorough account of the noble Alfred, and of all the interesting events growing out of his administration. The judgment and taste of the scholar are deeply exercised in requiring of him a comment on the political measures adopted, and institutions founded, by the reigning prince. The remarks of the teacher at recitation, should always be a partial substitute for the pupil's comment, where the immaturity of his mind demands it. Each member of the class prepares one or more characters or reigns, and proceeds on the same plan; and when they come together and recite, each one has the results of the study of twelve. From the deep interest which is said to be produced in the pursuit of history on this plan, it is well worthy of trial in families, Lyceums, and schools.

In geography, I have pursued a similar plan, rather as an incidental thing. I tell my class, 'I now propose, for a single lesson, to depart from the general course, for variety's sake, and you may, each of you, at the next recitation, see which will give the most interesting account of some large city. I wish you to exercise your judgment, by selecting first the most important things you find related of it, so that the more important shall precede the less. I may continue this exercise with those of the class who seem to be profited by it as much as they ought.' My classes have always been much pleased with this exercise, and more profited by it, as an occasional change, than by pursuing uniformly the common routine.

I have pursued the same general method in regard to the plan for drawing maps, (first suggested in the Rudiments of Geography) giving out a

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State to each of the several members of a class, to be drawn on a large scale: the map exhibiting at its first presentation, nothing but the boundary of the State, and the principal rivers. It is required of each scholar, at recitation, to present his map to all the class, and to state where the rivers rise, their size and length, where they empty, how far they are navigable, and what important cities there are on them. For the former of these exercises in geography, it is obvious that a Gazetteer is needed; and for the latter, it is often important. AN INSTRUCTOR.

2. SPELLING.

The method of spelling in the school where I spent my early days, was as follows;-A column of words, in a spelling-book or dictionary, was assigned as a lesson. At the appointed hour, the class were arranged upon the floor, or in their seats. The first word in the lesson was put to the scholar at the head of the class. If he spelt it correctly, well; otherwise, after a second trial, it was put to 'the next,' and so on, till it was 'spelt right.' The successful scholar then took his place at the 'head.' Thus the words went round the class till the lesson was finished.

This, so far as I can learn, is the method in most common use at present in our country district schools. But there are several things which render it objectionable. The scholars knew or cared but little about any word, except the one they expected would come to them. It gave rise to almost endless disputes and dissatisfaction. Scarce an exercise passed, without something like the following addressed to the teacher. I did n't understand the word.' 'I spelt it as he did.' 'He tried three times.' 'Peter told him,' &c. Again, the business of spelling seemed a useless, unmeaning exercise. The only object of ambition was, to wear the medal, or carry home 'No. 1.' We scarce thought the words we were spelling had a signification, or any use in the business of life.

Since I have been a teacher, it has seemed to me an important desideratum to improve the method of teaching spelling. I have accordingly made several experiments, two or three of which I will describe.

First Method..

Let the class consist of six scholars. I assign them a definite number of words, either in a dictionary or defining spelling-book. These they study, not only as to their orthography, but their signification. The class being arranged, either in a semicircle, or upon three sides of a hollow square, I put the first word. Suppose it Capital, and let the class be designated as A, B, C, D, E, F. The class proceeds;-A, says c-B, a— C, p-D, pronounces cap-E, i-F, pronounces capi-A, t—B, a—C, l—D, pronounces tal-E, pronounces Capital-F, defines, The chief city, or town, in a State or kingdom.' `A, repeats a sentence embracing it; 'Boston is the CAPITAL of Massachusetts.

son.

The first word being thus disposed of, I put the second, which is commenced by B, and disposed of in the same way; and thus through the lesIf E gives the wrong letter, or F does not pronounce correctly, the class raise their hands, the next makes the correction, and proceeds. If F has not a definition, or A a sentence, the next takes it, and the business goes on without interruption. A class, when accustomed to spell thus, will proceed with astonishing rapidity.

This method secures the close attention of every scholar; and each, if not delinquent, as really spells and defines the word, as if he was the only individual in the class. C

A method similar to this was employed by Mr Gallaudet, with the deaf and dumb, when they were called upon to spell words by the manual

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alphabet, and was termed by him, social spelling. He found it to produce the same effects which are mentioned by C- and often introduced

it as one of a variety of exercises. We believe that if no other object were attained, the additional interest produced, and the consequent exercise of attention and improvement, afford an important reason for occasionally varying the modes of instruction in schools.

3. INTUITIVE INSTRUCTION.

ED.

[We have formerly given several extracts under this title, which we' think the practical teacher will find highly interesting. They contain merely the outlines of lessons, designed to suggest subjects for remarks and explanations, which will readily occur to the teacher.]

DIVISIONS OF THE DAY.

The teacher follows the common divisions of the day, by illustrations which are calculated to strike the senses. For this purpose, an instrument in the form of a circle, with a moveable diameter, is employed. It is placed horizontally, and the child is supposed to be in the centre. The circle denotes the course of the sun. The east side is the morning point; the west, the evening; midday is above, and midnight is below. With this instrument, the rising and setting of the sun, its position at various times of the day, and different seasons of the year, may be demonstrated. Or all the easier demonstrations may be exhibited to them on a terrestrial globe.

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The teacher begins with the sun's place at midnight, and proceeds slowly to his position at daylight, and speaks in short sentences, which are repeated after him by the scholars; as, the morning dawns ;' we do not yet see the sun;' but it is light before sunrise.' 'See, now the sun rises.' God said, Let there be light, and there was light.'

MORNING. Topics.-Dawn, aurora, sunrise,—song of birds in summer. Cool of the morning; its fitness for business, after the refreshment of sleep. Children should acquire the habit of early rising. Morning prayer-that God will give strength for the duties of the day, and keep us from evil; with thanksgiving for preservation during the night. Morning resolutions of children for the day.

Habit of washing, combing the hair, and being cleanly. BreakfastPunctuality in going to school. Employment.

[Three or four morning hymns may be introduced here.]

MIDDAY, OR NOON. Topics.-Place of the sun. Dinner. It is God who enables parents to nourish and support their children. Temperance and moderation in eating and drinking. Decent behaviour at table.

The teacher now shows, with the instrument, the position of the sun, with remarks upon its scorching heat.

The children state what is doing at the time in their families at home. Their food comes from their parents, for which they owe them gratitude. The teacher reminds them what is required, in order to furnish them with food. By entering upon the employments of their parents, he shows that they cannot always command the fruits of their industry and diligence. He thus leads them to God, the giver of all good. Their duty to pray to him, and give him thanks, is thus exemplified. The conduct of children at table is considered. The further explanations are plain. Sentences are repeated-Children, after dinner, go to school;-their parents, to labor. EVENING. Topics.-Sunset-twilight-redness of the sky-cool of evening. The flocks brought home. Cessation of labor. Happy is he who has performed his duties to God and man. Refreshment and recreation. Supper.