1832. JOURNAL OF EDUCATION. [FEB. 15.

FAMILY INSTRUCTION.

MR EDITOR.-I have just laid down a number of your Journal of Education, in order to give you a single thought on family instruction.

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The celebrated Dr Franklin speaks of the happy direction' given to his mind by the conversation of wise and good men who' frequented his father's house. President Stiles, a former learned President of Yale College, as I have been informed by a descendant of his, was in the habit of cutting his bread and butter into mathematical figures for the instruction of his children. In a family, where it was once my privilege to visit, each person at the dinner table was expected to communicate some valuable fact or make some useful remark. The mother of another family of my acquaintance having died, the older children of an excellent neighbor used to lead away her little ones and teach them Bible stories saying, Poor Daniel and Charles have no mother to teach them now. Among our own pupils here, the instances are not unfre-. quent of little boys and girls acting the part of the schoolmaster or schoolmistress towards their still younger brothers and sisters.". Now the use which I would make of these simple statements, is this; the business of education-the training of the youthful mind for a deathless existence, is too momentous to be left merely to the public teacher, however capable. At home, within the domestic circle, ten thousand things may be, and should be set in motion to effect its mighty objects. What parent, that is properly awake to this great subject, however limited his stock of knowledge, however humble his state, might not each day, communicate some valuable information to his children? What older brothers or sisters, besides greatly benefiting themselves, could not convey much useful instruction to the younger children, from their course of daily. reading and study? How much children, even in the hours of their relaxation, might sharpen each others' minds by arithmetical and other questions? It is not easy to form general rules which will apply to every family, nor is it necessary; the great matter is to set to work. Let every person make a week's experiment, and he will doubtless both feel his mind impressed with the importance of the subject, and be able to form a little system for himself. The daily statements of children, will at first, be quite miscellaneous, yet not more so than the ordinary conversation of a family; others who are older, may go through a more systematic course of remarks on history and other subjects within the range of their reading. While then all are busied in experimenting, let a few communicate the results of their experience and reflection, in order to give a wise direction to the streams of family instruction, and by a pro

cess comparatively simple, benefits untold, might flow in upon society.

Amid such efforts to instruct and benefit the members of their own families, (and how great are the facilities for this purpose, possessed by those who from hourly intercourse are perfectly familiar with the guage of each others' minds,) the thoughts should also be turned to less favored families around them, and to the myriads of children in our world, who have neither pastor or teacher, parent or brother qualified and disposed to enlighten their beclouded minds, and guide their feet in the right way. Who cannot do something for others, and thus imitate his Father in Heaven? J..

After our remarks on the interesting letter on Oral Instruction in our last number, we need scarcely say that we cordially agree with the sentiments of the preceding communication. We regard the family, as the school which Providence originally appointed, and the only school which would be necessary, were man what he should be. But while we see the sad necessity which exists for establishing other schools, on account of those artificial claims or customs of society, and that want of time, or character, or 'knowledge, which render so many parents unable or unfit to watch over and direct the Instruction of their children, we can never ad-¡ mit that parents are then discharged from all care, even on this point. If they do not watch the progress, and endeavour to as sist the steps of the little minds committed to their care, they exhibit less anxiety for their children than the good farmer for his cattle. If they do not co-operate with the teacher in his efforts they have no right to expect the improvement of their children.. Above all, we cannot admit that they are discharged from the Education of their children—a duty as distinct from that of Instruction, as the care of the mother or the nurse, from the prescriptions of the physician, or the operations of the surgeon. The knowledge and skill of the one, are utterly inefficient without the constant watchfulness and care of the other. It is in vain to imagine, that the transient, limited influence of the teacher of a common dayschool-the attention of one individual divided among 50 or 100 pupils, can take the place of that parental care and vigilance on which the future character and happiness of a child depend. We are sorry to be compelled to admit also, that even this care in many cases, must be left to others for the reasons we have already alluded to; and that with all the necessary defects of a family government, extended to 100 children, it will often be far more ef fectual and useful, than that of a large proportion of the 50 parents to whom they belong. But while it may thus be rendered an im

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Justice in School Government..

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perious duty to resign the care to others, we believe the parental office should be delegated as seldom and as little as possible. We believe that many who resign it, to devote themselves to the acquisition of honor, or pleasure, or wealth, as the means of happiness for themselves or their children, defeat their own views. We believe that they give up a present enjoyment, far surpassing any which they gain, and a future good, with which no accumulation of honor or of wealth can possibly compare. We fear there have been those who devoted themselves so exclusively to useful, and even to benevolent labors, as to leave a deep, and lasting stain upon the cause of usefulness and benevolence, in the ruined and degraded character of their children, and were at least chargeable with neglecting that provision for their own household, which inspiration has declared to be worse than infidelity.

JUSTICE IN SCHOOL GOVERNMENT.

MR EDITOR,-One of my earliest recollections in regard to the schools I attended is, that girls were always favored with milder treatment in cases of transgression, than was thought proper for boys. My boyish bosom often burned with indignation at what I esteemed the partiality of teachers, who seemed blind to the first dictate of justice, viz. that the same degree of guilt in different individuals demanded equal punishment. Indeed in committee of the whole,' at the sacrifice of my character for gallantry, I maintained, that for similar offences, girls and boys ought to suffer equally. If,' thought I, I ever occupy the armed chair instead of this little bench, the scales of justice shall do their duty better. Then, girl or boy, who sins, shall receive the punishment, which the offence authorizes. Then Tros, Tyriusve nullo discrimine agetur."

From that day to this, I have heard it objected against the principle dictated by my love of equal and exact justice, that boys are really worse than girls, and must be treated more harshly. As I have been occupied several years in teaching, I might relate my experience; but I prefer mentioning a fact, which may not only supply its place, but also serve to illustrate a sentiment advanced some months since in your excellent journal. I cannot turn to the article, but, if I remember, the sentiment was, that a teacher might often trace the faults of his pupils, and the difficulties in the management of them, to himself.

To this I directed the attention of a female friend, occupied in teaching a school of little children, principally under seven years of age. She shrunk from the sentiment, as revolting. Should the teacher, already weighed down with responsibility, assume an additional burden? Upon my assurance that I was convinced of the truth of the sentiment, she consented to test its accuracy by watching closely the course of things among her pupils. Upon meeting her a few

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Address of President Young.

[Feb. 15. days after, she remarked, It is so; the few difficulties I have, originate with myself. I now see also the explanation of a fact, which has long perplexed me. Boys are worse in school than girls. When they have transgressed, until now, I have thought they needed harsher treatment than girls. In reproving, I have employed sharper language. The mildness I have used with girls, I have thought insufficient to control the rough tempers of boys. I now see,-for a fair experiment has convinced me,-that this very difference in the mode of governing makes the boys less governable. The harsher means of correction are the occasion, not the remedy, of the evil we complain of.'

Let me remark in regard to the sentiment advanced in the Annals,' that, while employed as a teacher, I often observed a train of evils commencing with a word, a look, or an action of mine. I soon came to the conclusion that I could govern my school, if I could govern myself. I hope some of your readers, who complain of trouble in the management of their schools, will weigh well your general principle, and likewise see, in the particular case of the difference between the two sexes, if there is not some more reasonable explanation of it, than a diversity of nature; or rather, if the imaginary necessity of dealing harshly with one, does not render it less susceptible to the mildness, which public sentiment requires to use in controlling the other. AN INSTRUCTOR.

ADDRESS OF PRESIDENT YOUNG.

The Western Luminary of January 4, contains a very interesting address by President Young, of Centre College, to the senior class of that institution. In the course of his remarks, he enumerates several remarkable instances of self-education, which should serve to encourage those who believe, as we do, that there are gerns of excellence and greatness, which need nothing but an appropriate soil to spring up and flourish spontaneously. His examples illustrate at once the efficacy of an ardent thirst for knowledge as a motive to study, and the practicability of attaining it under the greatest disadvantages.

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The famous Erasmus, when a student at Paris, and almost in rags, says in a letter to a friend, As soon as I can get money, I will buy first Greek books, and then clothes.' The learned Winckelman was obliged, while a boy, to support, in a great measure, an aged father, whom infirmities had rendered help less. But this did not prevent his gratifying his strong aspirations after knowl edge. He attended his instructers by day, and supported himself, and his father, by singing at night through the streets. The discovery of a single new truth, sometimes produces a rapture, which well recompenses the labor of years. When Newton was finishing the calculations, which satisfied him that he had discovered the universality of the law of gravitation, his agitation became so great, as he perceived every figure bringing him nearer to the desired result, that he was unable to continue the operation, and was obliged to ask a friend to conclude it for him.

1882.]

Address of President Young.

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The capability of delighting in such objects, exists, in a greater or less degree, in each of our minds, and is strengthened by cultivation. And, though we may never discover a truth which has hitherto evaded the search of other minds, still we can enjoy the next highest gratification, that of continually finding things new and unthought of by us. The late wonderful scholar, Dr Alexander Murray, when but a boy, and almost entirely unassisted, made himself familiar with the French, Latin, Greek, and Hebrew languages, and read some of the principal authors in each of them, within about 18 months from the time, when, with a very scanty English education, all these languages, were entirely unknown to him. Such was the effect of an ardent desire after knowledge. Difficulties to ordinary minds apparently insurmountable, he regarded as trifles, in his ardor to possess himself of unknown truths.

Kepler spent his life in indigence, but would often exclaim, that he would' rather be the author of the works he had written, than possess the Duchy of Saxony-alluding partly to the pleasure their composition had afforded him, and partly to the respect their production had gained him. Adrian was the son of a barge-builder of Utrecht, and educated on charity at the University of Louvaine. He was too poor to buy candles to study by night; but spent his evenings in reading in the church porches and at the corners of streets, where lamps were kept burning. By his unwearied diligence and consequent eminent acquirements, without first-rate talents, he rose to be preceptor to Charles the 5th, and was, by his influence, promoted to the Papal Chair. The extraordinary navigator, Captain Cook, entered a coal-vessel as a common sailor; and from this obscure station, he raised himself, by, his persevering and scientific exertions, to the honors of Royal Academies, the confidence of a nation, and the admiration and gratitude of mankind. Terence was a slave, yet the haughty Consuls of Rome courted his society, and delighted to do him honor.

Let Manual Labor schools be opened in every county, and many a hidden jewel, perhaps equally brilliant, will be brought to light.

President Young very happily confutes the popular objection, that 'the attainments of the few are of no advantage to the many.'

They draw this as an inference from the fact, that the greatest pests of mankind have been well-informed and talented, selfish men; and their doctrine would be correct, if no means could be found, for inspiring men with feelings of benevolence, which would control their energies, and direct them right. As it is, never was there a more mistaken opinion. To refute it, we have but to point to the contrast between savage and civilized nations, and mark what has caused this difference of condition. Has it not, in every case, been the product of the efforts of a few enlightened minds, who have diffused more or less of knowledge, and its consequent advantages, through the mass of their fellowcitizens? How has society ever been improved, and comforts multiplied, through every class of the community, but by the discoveries of the scientific, disclosing the various powers of nature, which we may control, and use in our service? Four centuries ago, England supported a population of 2,300,000— now she supports 11,600,000. Her territory now supports five times as many as it then did; and her common people now enjoy an amount of comfort and conveniences, greater than fell to the lot of her nobles in former times: and this change in the condition of her common people, is the result of that improvement in roads, canals, manufactures, commerce, and all the arts of life, which has been produced by the gradual advancement of scientific discovery. This advancement is still proceeding, with increasing rapidity, and efforts are making, by her educated and talented philanthropists, not merely to spread the practical fruits of knowledge, but to pour knowledge itself, through all her hamlets and cottages. Shall it then be said that the attainments of the few are of no advantage to the many? To whom do the people of England, of our own day, owe more than to the versatile and learned Henry Brougham, whose ardor in the pursuit of knowledge, is only equalled by his bold and steady advocacy of the people's rights, and his untiring efforts for their moral and intellectual improvement. Nor can any of us, while the steam-boat shall ply on our mighty waters, forget the obligations of our country to the scientific Fulton. Nor, as