EDUCATION. 
 
 BY JOSEPH BARKER. 
 
 1. The education of the young is one of the most impor¬ 
 tant subjects that can engage the mind of man. The 
 training which a youth receives determines, to a great 
 extent, both his character and his destiny. It makes him, 
 or itmars him, for life. If it be good, it renders his existence 
 a blessing; if it be bad, it renders it a curse. Hence one 
 of the ancients, who had been educated well, was accustomed 
 to say, that he was more indebted to his teachers than to his 
 parents. “My parents,” said he, “gave me my being; but my 
 teachers made that being a blessing.” 
 
 The education of the young is of importance to others as 
 well as to themselves. It is of importance to their parent?. 
 A child left to himself brings his parents to shame, and fills 
 their souls with sadness; while a child well trained is an 
 honour to his parents, and fills their hearts with gladness. 
 
 It is of importance to his brothers and sisters, his com¬ 
 panions and friends. It makes him a comfort or a plague to 
 all around him. 
 
 The education of the young is of importance to the whole 
 community. Every man that lives adds something to the 
 happiness or misery of mankind at large. Society is like 
 the human body. If one member suffer, every other mem¬ 
 ber suffers with it. The good of each is the good of all; 
 the guilt of each is the curse of all. It is impossible to 
 limit the influence of man to himself and to his immediate 
 connexions. The pebble thrown into the pool causes a 
 ripple that gradually spreads over the whole surface. And 
 bo it is with the actions of men. They produce effects, both 
 for good and evil, on every portion of our race. They shed 
 light and joy, or gloom and sorrow, over every human 
 dwelling. It is the conduct of individuals that forms the 
 
 No. 15, Price Twopence. 
 
2 
 
 EDUCATION. 
 
 character of a nation, and it is the character of a nation that 
 determines its lot. The lot of all mankind,—the weal or woe 
 of all earth’s millions,— is the result of individual action. 
 The vice and the virtue, the happiness and the misery of the 
 whole world, are the result of individual influence. And the 
 conduct of individuals is in a great measure determined by the 
 way in which they are trained. Train them ill, and they curse 
 their country as traitors; train them well, and they serve their 
 country as patriots. Train them ill, and the world is plagued 
 and tormented; train them well, and it is blest and glorified. 
 
 It is of the utmost importance therefore that we should 
 endeavour properly to understand the subject of education, 
 and so qualify ourselves for giving to all who may be 
 entrusted to our charge the training best calculated to make 
 them wise and good and happy. 
 
 2. Children have a right to a good education, —to the 
 best their parents can give. They have a right to the best 
 and the utmost their parents can do for them in every 
 respect. When men aud women bring children into exist¬ 
 ence, they are bound to do their best to make them happy. 
 The obligation of parents to do their best for their children, 
 is the most solemn and absolute I can imagine. The crime 
 of those parents who bring helpless, innocent children into 
 the world, and then neglect to give them proper care and 
 culture, is the blackest of which a human being can be 
 guilty. Heartless indifference to a loving, trusting woman 
 is bad euough; but to add to this, indifference to a helpless, 
 unoffending babe, is the last extreme of guilt of which a 
 base, bad man is capable. 
 
 3. Every person who may come under the wfluence of 
 your children has a right to demand that you shall give them 
 a good education. \ ou have no right to introduce iuto 
 society a number of living plagues. You have no right to 
 lay on society unnecessary burdens. Society has a right to 
 
 emaud that while you enjoy its protection, aud share its 
 advantages, you shall consult its welfare. Society has a 
 right to promet itself from harm, aud in geueral it asserts 
 lat ng t. We do not allow people to create nuisances at 
 p easuie. ne do not permit men to turn loose among us 
 n v\ i t coasts of the desert. We do not allow the nations 
 ot Europe to send their convicts to our shores. And shall 
 U ,.° we [ or khl a foreign power to curse our community 
 cnminals, allow our fellow citizens to manufacture 
 
EDUCATION. 
 
 3 
 
 criminals in our midst, under our very eye? Shall we 
 imprison the man who recklessly turns loose a tiger or a 
 wolf in our streets, and not rebuke the man who trains his 
 very offspring to be beasts of prey? Ill-taught and ill- 
 trained human beings are far more dangerous than wolves or 
 tigers. And shall we punish the less evil, and not rebuke the 
 greater? We are not recommending that penalties should 
 be decreed against faithless parents by Government; but we 
 do recommend that parents who fail so grossly in their duty 
 to their offspring shall be regarded as infamous, and com¬ 
 pelled, by the sad or indignant looks of the community, to 
 reflect on the evil of their doings. We would try to awaken 
 such a feeling in the community as would make people 
 resolve not to be parents till they had made up their minds 
 to do a parent’s duty. 
 
 4. But what society has a right to demand, parents 
 generally, we would hope, are willing to grant. We can 
 hardly imagine that any who are not fearfully corrupted, 
 should be indifferent to the virtue and happiness of their 
 offspring. It is not so much the disposition to do right 
 that is wanting in parents, as the necessary knowledge and 
 ability. When mothers kill their children, it is through 
 mistaken kindness, and not unnatural cruelty. And so with 
 regard to education. When parents fail, it is for want of a 
 better understanding of their duty, or of the necessary 
 opportunity of performing it. And that which is required 
 of their teachers and guides is not so much compulsion or 
 persuasion, as instruction and assistance. Our endeavour 
 should therefore be to show them what kind of education, 
 what method of training, is best for children; and this is 
 the object we have in view in our present remarks. 
 
 5. The objects at which we ought to aim in the education 
 of our children are, first, to give them the best possible 
 physical development. We ought to aim at securing for 
 them a sound, robust and vigorous, constitution; the best 
 possible health of body; the least possible sickness and pain; 
 the greatest amount of active energy; the greatest power of 
 resistance to outward adverse influences; and the longest 
 possible life. Good health, and active energy, are necessary 
 to the child’s own enjoyment of life. They are necessary to fit 
 a man for the labour on which he may have to depend for 
 his support. They are necessary to fit him for usefulness 
 to others. They are necessary to the full development of 
 
4 
 
 EDUCATION. 
 
 his mind and character. Good health is as necessary to 
 successful mental effort as to effective bodily labour. And 
 long life is, of course, a blessing, in proportion as life itself 
 is a blessing. 
 
 To enable ourselves to secure this first great object, we 
 ought to be acquainted with the human system. We should 
 understand the laws of life and health. In other words, we 
 ought to kuowonwhat life and health and strength depend. 
 The health and vigour of a child depend, to some extent, on 
 the health and vigour of its parents. If therefore we 
 would secure to ou roffspring sound and vigorous constb 
 tutions, we must do our best to have sound aud vigorous 
 constitutions ourselves. Our care, for our children must 
 begin before they are born. It must begin before we 
 marry. It should begiu while we are little more than 
 children ourselves. We should avoid whatever would 
 enfeeble our frames or infect our bodies with disease. We 
 should be temperate, aud pure, and chaste from our youth. 
 We should be prudent in our choice of a partner. We 
 should be acquainted with the duties of husband and wife, 
 and faithfully perform them. 
 
 The health and vigour of a child depend, to some extent, 
 on its diet. We may kill it with drugs: we may poison it 
 with cordials. We may drown it in drink, or corrupt it with 
 luxuries. We may starve it by giving it too little; or 
 oppress it by giving it too much: or we may fan the flame of 
 life, and cause it to burn briskly, brightly, aud steadily, by 
 supplying it with plenty of wholesome food, and keeping 
 unnatural and tempting luxuries out of its way. 
 
 I he health aud vigour of a child depends, to some extent, 
 on its clothing. It it be clad too lightly, it may be 
 chilled: if it be clad too heavily, it may be stifled: if it be 
 clad at all times alike, it may suffer from changes of season, 
 or more sudden changes of the weather. 
 
 Ihe health and vigour of a child depends, to a great 
 extent, on freedom of action. Force it to be still, aud it 
 will die of torture: let it romp and play, and it will be healthy 
 and happy. J 
 
 . ^ ie I iea ^b and vigour of a child depend on its surround* 
 ings. Let. it see cheerful and happy faces, aud it will be 
 
 it e and cheerful; and the joy of its soul will give it 
 iea t, o body. Let it see nothing but sad and joyless 
 iaces, and its life will languish, or break forth into vice. 
 
EDUCATION. 
 
 5 
 
 Surround it with filth, and it may sicken and die; keep 
 everything clean, and it will live and thrive. 
 
 The health and vigour of a child depend, to a great 
 extent,on air and exercise, on rest and sleep. Let it breathe 
 foul gases, and it will be poisoned; let it have pure air, and 
 it will be refreshed. Let it play till it is weary; and then 
 let it rest till it is ready for play again. In short, you must 
 study the laws of life and growth, as taught by our best 
 physiologists, and act in accordance with those laws. The 
 farmer studies those laws that he may know how to rear his 
 colts and calves; and you must study them, that you may 
 know how to rear your sons and daughters. 
 
 The secoud great object at which we should aim in the 
 education of our children, is the development of their 
 intellectual fuculties. We should try to secure for them the 
 greatest attainable amount of intellectual power, and healthy 
 mental activity. We should not encourage them to think 
 too early, or too much. We should not attempt to make 
 them intellectual prodigies. That would be the way to kill 
 them while children, or to make them good for nothing 
 when they come of age. As we have said, the health anil 
 vigour of the body is the first thing; the development of 
 the mind the secoud. The mental work of the child should 
 be easy, natural, and pleasant. Till it is twelve or fourteen 
 years of age, learning should be more of an amusement than 
 a toil. The exercise of its mind, like the exercise of its 
 body, should be free and easy. The plan of the schools is 
 often unnatural, and tends rather to cripple and disable the 
 mind, than to make it strong and active. It is better to 
 teach children things than words, and we should never teach 
 them words apart from things. We should teach them 
 through the eye rather than through the ear, and should al ways 
 lettheeye assist the ear. The words that have nothing perceiv¬ 
 able or real for which they stand, should be cast away, lest they 
 6hould prove a source of error and bewilderment. To use 
 no word without a definite meaning should be one of the 
 first lessons you teach your child, and you should teach it 
 by example as well as by precept. Whenever it can be 
 doue, we should let them see the things with which we wish 
 them to become acquainted, and teach them the names of 
 the things while the things themselves are before their 
 eyes. We should teach them natural history in zoolo¬ 
 gical gardens, or in museums furnished with specimens of 
 
6 
 
 EDUCATION". 
 
 birds and beasts, of insects and reptiles, preserved as nearly 
 in their natural state as possible. We should teach them 
 geology among the rocks and mountains, or in the midst of 
 minerals, plates, and models. We should teach them botany 
 in the fields and gardens, or in the midst of specimens and 
 paintings. And so with regard to the elements of other 
 sciences. Language should be re-formed. Phonography 
 should be put in the place of the common way of writing, 
 and the spelling of words be made to agree with their sounds. 
 The present mode might be preserved in dictionaries for the 
 service of philologists, but why afflict the young any longer 
 with its miserable irregularities? This change in the way 
 of teachiug would make teaching pleasant. It would save a 
 vast amount of time and strength. It would enable the 
 young to learn as much in a month as they can learn in the 
 present way in a year. It would aid the judgment. It 
 would shut out error, yet let in truths more freely. It 
 would bring the mind more constantly into contact with 
 things. The mind would see things more clearly; it would 
 know them more surely. It would rejoice to find in other 
 studies much of the same definiteness and certainty which it 
 found in geometry. The mind would naturally and from 
 the first become logical in its habits. It would learn to 
 compare and discriminate, to reason and judge, without 
 risk of grievous error. Instead of being dwarfed and 
 crippled, it would be fully and freely unfolded, aud would 
 reach the stature and acquire the strength of true intellectual 
 manhood. It would then gather knowledge rapidly without 
 distressing and injurious effort. Study would be an agreeable 
 and healthful exercise not exhausting and killing toil. The 
 young would gather knowledge without loss of rest or health, 
 or lack of cheerful, pleasant recreation. 
 
 Another advantage would result from the adoption of this 
 course. The young would escape the errors, the vices, and 
 the miseries of superstition. Rich sto es of fact would shut 
 out from their minds absurd and demoralising fictions, and 
 the. pleasures of science and virtue would secure them 
 against temptations to forbidden indulgences. Knowledge, 
 and temperance, and purity would walk hand in hand, an 
 ever-blessed trinity, smoothing (he path of life, aud shedding 
 rich and ceaseless blessings on their votaries. Happv the 
 parents that can adopt this course, and happier still the 
 youths that shall enjoy its blest results. 
 
EDUCATION. 
 
 7 
 
 The third great object at which we should aim in the 
 education of our children is, the free and full development 
 of their social affections. The child is a bundle of loves. 
 In his heart lie crowded together the germs of love to 
 parents, love to brothers and sisters, love to playmates and 
 friends, love to neighbours and relations, love to wife and 
 children, love to home and country, love to mankind at 
 large. These affections should be freely exercised, and 
 fully and harmoniously developed. They form one of the 
 most important portions of our wondrous human nature. 
 They are the first great sources of all useful action. They 
 are the springs and fountains of our highest enjoyment. 
 
 This, the development of our bodily and mental faculties, 
 and of our domestic and social affections, takes in all that is 
 great, and good, and glorious; all that can be desired or 
 attained by man. It includes all virtue, all knowledge, all 
 talent; all that goes to form the good, the great, the noble 
 man; the good husband, the good father, the good citizen; 
 the patriot, the philosopher, the philanthropist; all that can 
 make a man happy, and useful, and honourable while he 
 lives, and cause men to cherish his memory when he is 
 dead. 
 
 6. When trying to aid the child’s intellectual develop¬ 
 ment, we should be careful to respect its mental freedom. 
 We should use no force. We should impose nothing, we 
 should urge nothing, in the shape of opinion. We should 
 threaten nothing, we should promise nothing, to bias its 
 judgment. We should act the part, not of despots and 
 tyrants, but of servants and helpers. We should not com¬ 
 mand, but instruct. We should give it the means of learn¬ 
 ing, and respect its right to judge. We should furnish it 
 with books and teachers, with apparatus and leisure, with 
 counsel and encouragement, and permit it to work out its 
 own results. 
 
 We ought to respect peculiarities of taste and genius. All 
 children cannot take delight in the same studies, or be happy 
 in the same calling. So far as we can, we ought to find out 
 for what studies and for what callings our children are 
 specially adapted, and then encourage them to devote to 
 them their time and energies without reserve. When no 
 peculiarity of taste or genius shows itself, we may safely 
 encourage a child to study the subjects in which its parents 
 take most delight, and to follow the business to which they 
 
8 
 
 EDUCATION. 
 
 have been accustomed. Children inherit their parents* 
 qualities, and are likeliest to excel, and likeliest to find 
 satisfaction, in the studies and pursuits to which they have 
 been devoted. The principle of caste, though injurious when 
 carried to an extreme, has its foundation in nature. It rests 
 on the principle of the hereditary transmission of qualities 
 from parents to offspring, aud is only wrong when too 
 rigidly enforced. 
 
 We ought especially to be careful to aid our children by 
 our example. They do things more easily when they see 
 us do them. They do them with greater confidence. They 
 do them with greater pleasure. IIow timidly we tread in 
 unknown paths when left to track them alone; but with 
 what confidence we trip along when those in whom we 
 trust move on before! In every study, aud in every virtue, 
 we ought to lead the way. 
 
 We said that health aud strength of body were favourable 
 to soundness and vigour of mind; and we may add, that the 
 proper exercise and development of the mind are favourable 
 to health and strength of body. We often hear of people 
 injuring their health and shortening their lives by devotion 
 to study. These sad results are oftener due to secret vice, 
 or unnatural methods of study. The blight of youth, and 
 the mildew of age, are intemperance and impurity. 
 
 And mental effort for the acquisition of knowledge is as 
 conducive to enjoyment as it is to health. It yields a world 
 of pleasure; pleasure sufficient to compensate fora thousand 
 sacrifices, and to counterbalance a thousand temptations. 
 And the pleasures it yields are not like the pleasures of 
 vice. 1 hey are constant. They are ever increasing. And 
 they leave no sting. They entail no shame. And they 
 cost you little. And you can enjoy them at home, in your 
 household circle or in the fields, in your daily walks. 
 And they delight you when alone as well as when in com- 
 pany; and in declining age, as well as in budding youth 
 aud blooming manhood. 
 
 If you would duly develope the affections of your children, 
 you must present the required attractions to draw them out. 
 If you would have them love you dearly, you must be lovely. 
 It you would have them esteem you highly you must be 
 estimable. If you would have them revere you devoutly, 
 )ou must be venerable. If you would have them confide 
 in you thoroughly, you must assure them, and not with 
 
EDUCATION. 
 
 9 
 
 words, but deeds, of your unbounded love and sympathy. 
 You must place yourself to some extent on a level with 
 them. You must take pleasure in their pursuits and pas¬ 
 times. You must be, not a slave, any more than a tyrant, 
 but a cheerful, and joyous companion, and a faithful and 
 devoted friend. There should be enough of the child in 
 you to enable you to sympathise with the child in them, 
 till there is enough of the man in them to enable them to 
 sympathise with the man in you. 
 
 You will have little trouble in teaching your children 
 their particular duties, if you thus secure their respect, and 
 love, and confidence. Affection will make them both quick 
 to see, and prompt to do, whatever your soul may wish, or 
 your words suggest. In children, as well as in men and 
 women, “love is the fulfilling of the law.” A well-trained 
 child requires no harsh command: a gentle hint is all it 
 needs. 
 
 The most delicate and difficult task of all, is to reveal to 
 a child the terrible fact that evil prevails to such a sad ex¬ 
 tent in the world, in such a way as not to shock too severely 
 its moral sensibilities, or lessen its love of virtue and its 
 disgust at vice. It is grievous that children should be 
 obliged to learn, that among the beings which they see 
 around them are men so selfish, that they are ready to 
 deceive, to cheat, to swindle, to rob their unoffending neigh¬ 
 bours: that there are persons who have made themselves 
 fortunes, and built themselves houses like palaces, by fraud, 
 injustice, and oppression: that there are sensualists, who 
 know no pleasures but those of vicious excess: that there 
 are jealous and envious men, who grudge their neighbours 
 every pleasure or advantage they enjoy: that there are 
 treacherous men, who seek to gain the confidence of their 
 neighbours that they may betray them to destruction: that 
 there are hypocrites, who profess religion or rationalism, 
 patriotism or reform, that they may impose on the unsus¬ 
 pecting, and raise themselves to wealth or power by their 
 undoing. But with these, and with a frightful multitude 
 of other dark realities, they have to become acquainted. 
 To leave them ignorant of evil would only be to make them 
 an easier prey to evil-doers. We cannot conceal from them 
 the vices of the world, and we ought not if we could. If 
 we take our children into a district where pitfalls and bogs 
 abound, we must, if we would secure them from destruction, 
 
10 
 
 EDUCATION’. 
 
 make them aware of their danger. And so with regard to 
 the pitfalls and quagmires of society. The best way, how¬ 
 ever, is, to let our children learn the existence of evil from 
 our endeavours to abate and cure it. They will thus be 
 led to share our hatred of it, and to join us in our efforts 
 for its destruction. 
 
 Such are the objects aimed at in the education of children 
 by the rationalist, and such are the means the rationalist 
 employs for the attainment of those objects. What would 
 be the state of society, if composed of men and women edu¬ 
 cated in the way we have described? 
 
 1. Disease and pain would be greatly lessened, and life 
 would be greatly lengthened. 
 
 2. Vice and crime would be greatly diminished, and the 
 expenses of government greatly reduced. 
 
 3. The hours of labour would be shortened, and the irk¬ 
 someness of labour lessened. 
 
 4. Homes would be much more happy, and society gene¬ 
 rally would be more agreeable. 
 
 5. Government would be improved, and the affairs of the 
 natiou would be better managed. 
 
 6. Trade would be more regular, and commercial panics 
 unknown. 
 
 7. Science would be everywhere diffused; the arts of life 
 would be improved and multiplied; and plenty and comfort 
 would bless every dwelling. 
 
 8. Men would be free from superstitious terrors, and 
 from needless religious auxieties. Their hearts would no 
 longer quail and their spirits fail, in dread of either a cruel 
 God, a malignant devil, or an eternal hell. Their ideas of 
 God would be in harmony with nature, and their anticipa¬ 
 tions of the future would be modified by the present. 
 
 9. All religious auxieties for others as ■well as for our- 
 selves would cease, and men and women would no longer 
 tlnnk it necessary to tease and torment their neighbours 
 with impertinent questions or insolent warnings with regard 
 to the eternal future. 
 
 H . Hatred and horror of each other would disappear. 
 Good men would no longer fancy that they saw, in their 
 virtuous scientific neighbour, a child of the devil, a monster 
 
 l.ph e Jr? V n y ’, an GUemy t0 God ’ a foe t0 humanity, and an 
 f , lcll; would discover in him a model of intellec¬ 
 tual and moral excellence; a guide, philosopher, and friend; 
 
education. 
 
 11 
 
 a light of the world, an honour to his country, and a bles¬ 
 sing to his race. 
 
 11. Intolerance and persecution would cease. “Hateful 
 rivalries of creed no more would make their martyrs bleed.” 
 
 12. A thousand useless aud disgraceful controversies 
 would come to an end. The conflicting theologies of the 
 sects would be abandoned, and common sense and natural 
 science take their place; and men would show their zeal 
 and exert their powers in endeavours to make both them¬ 
 selves and others wiser, and better, and happier. 
 
 13. The distinction betweeu the Church and the world 
 would disappear. The Church would become rational, and 
 the world would become virtuous, and both would mingle. 
 The partition walls which have kept mankind so long asun¬ 
 der would disappear, and the Church and the world become 
 one cheerful, loving, and joyous community. The worth of 
 men would no longer be measured by their creeds, nor their 
 honesty by their intolerance; but a tree would be judged 
 by its fruits, and a man by his deeds. 
 
 14. All would have agreeable and useful pursuits, and 
 none would be burdens or annoyances to others. 
 
 15. All would have abundance of innocent pleasures, and 
 temptations to forbidden indulgences would be almost un¬ 
 known. 
 
 16. The world would constantly become more beautiful, 
 and man more glorious: life would be more happy, and death 
 itself would be stript both of its agonies and fears. 
 
 The men and women who are striving to secure to the 
 young a rational education, are among the truest friends 
 and the greatest benefactors of their race. 
 
 THE USE OF THE ROD IN THE TRAINING OF CHILDREN. 
 
 Solomon says, “Foolishness is bound up in the heart of a 
 child, but the rod of correction will drive it far from him:” 
 and he adds, “ Correct thy son while there is hope; and let 
 not thy soul spare for his crying.” 
 
 For ages the words of Solomon have been regarded by 
 vast multitudes as the words of God. They were so re¬ 
 garded by all the nations of Christendom till lately, and 
 still they are so regarded by all but heretics and sceptics. 
 The custom of beating children has accordingly been all but 
 universal in Christendom for many centuries, and it still is 
 very prevalent. The question is,—Is this method of treating 
 
12 
 
 EDUCATION. 
 
 children right? Is it not possible to govern and bring up 
 children without the use of the rod? 
 
 It would, perhaps, be going too far to say that the use of 
 the lod is in no case necessary; and yet we are not sure 
 that a careful consideration of the matter would not lead 
 many to this conclusion. And it is certain there are reasons 
 sufficient when properly understood, to make the more 
 thoughtful and well-disposed of Parents refrain from the 
 use of the rod as far as possible. 
 
 1. In the first place, the use of the rod is painful to the 
 Parent. A good, a tender-hearted Parent, can never strike 
 a child without inflicting a wound on his own soul. lie 
 may not perhaps feel it at the moment; but he will feel it 
 after. Passion may render a parent insensible to the injury 
 he is doing himself, while he is actually using the rod; but 
 he will feel the anguish when the excitement is over. Many 
 a time have I seen my father, after discharging what he 
 regarded as a solemn duty, distressed and half-broken- 
 hearted for the rest of the day. And many a time have I 
 seen a Parent, after using the rod in obedience to what he 
 regarded as the voice of God, seek out a secret place where 
 he could weep in obedience to the impulses of Nature. For 
 myself, I think on nothing in the past with greater regret, 
 than on the blows and stripes I administered to my children 
 in obedience to the command of Scripture. And that which 
 was my father’s experience, and that which has been my 
 own, has been the sad experience of many thousands. 
 
 # 2. And then, what pain the use of the rod by a father in¬ 
 flicts on the more tender heart of the mother! There are 
 exceptions, 1 fear; but as a general rule, mothers are more 
 sensitive, and feel more keenly when their children suffer, 
 
 t an fathers. It is impossible for the better class of mothers 
 
 o see their children beaten, and hear their children’s cries, 
 
 without the most distressing agony. I never shall forget 
 
 the passionate remonstrances of my affectionate mother, 
 
 against the conscientious severities of my pious father. 
 
 v„u „ I? agony which my mother felt was no greater pro- 
 
 y ian ia which most good mothers feel when forced 
 
 thpr P a fvl a "rt Ti. th ( eil i . chil< ! ,en harshly treated. The man, 
 
 every blow 8 i ' 8 WOUIK,s three at' once with 
 
 owi/heart ’»T 1 l* e 10 ?» 01 . *‘ C * asb bllls !ls heavily on his 
 
 of his suflerin" child® w n !'‘ S wifo > " s on th « back 
 c na. it falls heavier, often, and cuts 
 
EDUCATION. 
 
 13 
 
 more deeply; and leaves a keener pang, and a more lasting 
 scar. 
 
 It is true, a father may beat his child so often, that he 
 shall come at last to do it without that terrible anguish of 
 which we speak. But this only proves that the frequent use 
 of the rod by a father does something worse than merely 
 give him pain: it proves that it depraves his heart, and 
 deadens the moral sensibilities of his nature. The pain which 
 the use of the rod causes to a loving father, is itself a proof 
 that it is a dangerous and a demoralising practice. And the 
 fact that the pain at length becomes less, and so renders it 
 possible for him to go to greater severities, should make 
 the father pause. The slaveholder that lately murdered hi* 
 slave by cutting him in pieces, and the schoolmaster who 
 lately murdered his poor dull pupil began with what they 
 considered but moderate correction, and were restrained at 
 first, and long restrained, by the sensibilities of their nature 
 from going to the last extremes. But their sensibilities 
 were gradually blunted, and greater and greater severities 
 were the result, until at last both slaveholder and school¬ 
 master found to their horror, that what at first seemed Scrip¬ 
 tural correction, in the end was legal murder. And fathers 
 who have freely used the rod have sometimes reached the 
 same extreme of crime. 
 
 3. The use of the rod has as bad an effect on the child as 
 it has on the father. It deadens his sensibilities. The 
 more he is flogged the less he cares for it. He fears it 
 less, and he feels it less. The child that has not been used 
 to being beaten, feels a blow most keenly: while the child 
 that has suffered from the rod for years, cares compara¬ 
 tively little for a beating. 
 
 4. The use of the rod spoils a child’s temper. It makes 
 him passionate, surly, sour. When he has been beaten him¬ 
 self, he is strongly inclined to beat others. It is with blows, 
 as it is with blame, we are terribly prone to pass them on to 
 others. I seldom felt so much like beating others, as when 
 I had been cruelly beaten myself. 
 
 5. The use of the rod lessens a child’s affection for his 
 father. It lessens his respect for him. It lessens his free¬ 
 dom of expression towards him. It renders sympathy and 
 confidence between father and child impossible. It drives 
 the child to a distance from his father. It causes him to 
 look on him with dislike and dread. The dislike in some 
 
14 
 
 EDUCATION. 
 
 cases becomes hatred; and the dread becomes revenge or 
 malice. I have known continued severities so exasperate a 
 child, as to lead him to form the desperate resolve to slay 
 his father. I have known it, at another time, drive the child 
 to the desperate resolve to destroy himself. We have cases 
 on record of sons that have destroyed their fathers, and not 
 long ago we had the melancholy case of a son driven by 
 paternal severity to destroy himself. 
 
 6. Then think what torture the tender soul of a child 
 must have endured, before it could be brought to form such 
 a horrible resolution. But few have any idea of the amount 
 of grief and agony which the rent and lacerated heart of an 
 affectionate child can be made to feel. A child naturally 
 looks up to his father with respect and reverence, with love 
 and confidence. And what must be the feelings of a child 
 when the being whom he thus reveres, and loves, and 
 trusts, instead of greeting him with smiles and tones of 
 tenderness, greets him with frowns, and threats, and blows? 
 Unfortunately many poor children are treated to frowns, and 
 threats, and blows so early, that they never recollect the 
 horrible convulsion which the first harsh treatment causes. 
 They pass, dear innocents, from their childish heaven of 
 love and confidence, to the hell of fear and hate, so early, 
 that in after life they have no recollection of their heaven at 
 all. And shall men bring children into being for a lot like 
 this? Shall parents give birth and being to such complicated 
 creatures, the highest order of living, conscious beings in 
 the universe, to subject them to so cruel a complication of 
 agonies? It is at our command that the unconscious, helpless 
 innocents at first appear; and shall we, when we have 
 called them into being, render their existence a curse, a 
 plague, a torment? To what dark depths of degeneracy 
 has humanity fallen, when men can bring children into a 
 world of care and sorrow, and then, instead of doiug all they 
 can to make their cares as few and their griefs as light as 
 possi ble, break their dear tender hearts with harshness and 
 seventy. When you have done your best for them, your 
 children will have griefs enough in a world like this. 
 
 ere is no necessity that you should add to the weight of 
 their sorrows. The little innocents that fare the bes?, fare 
 not too well. Those who are favoured with the best and 
 
 X T aU ' llfe ca<1 give, are not too happy. And 
 shall a father make their blessings less? Rather let me 
 
EDUCATION. 
 
 15 
 
 die than bear the guilty consciousness of giving a needless 
 pang even to another’s child. And if I must have life in 
 such a world as this, let it be sacred to the cause of hu¬ 
 manity. Let childhood, youth, and womanhood find in me 
 a patron and a friend; and let me add a little at least to the 
 comfort and the happiness of all over whom my influence 
 may extend. 
 
 7. Many have tried to rear and train their children with¬ 
 out the use of the rod, and have succeeded. And many who 
 have given this subject their most serious consideration, 
 have given it as their opmion that the use of the rod in 
 education is wholly unnecessary. Some who used the rod 
 at first have given it up afterwards, and made the change 
 with the happiest results. My father, often having used 
 the rod with his elder children, adopted at last the gentler 
 plan, and found it answer to his heart’s content. He was 
 more loved, and better obeyed, after casting the rod aside, 
 than at any former period of his life. And often, when his 
 days were drawing to a close, did he regret the error of his 
 earlier years, when an erroneous faith induced him to 
 govern his children with severity. His consolation, when 
 reflecting on the past, was, that he had done the best he 
 knew, and that his children knew, as well as himself, that 
 whatever pain he had inflicted on them, he had inflicted 
 from a sense of duty, and out of regard to their welfare. 
 
 8. It would be too much, perhaps, to say, that all children 
 might be reared without the rod, and yet it is a fact, we 
 believe, that man is the only creature on earth that uses vio¬ 
 lence in the education of his offspring. The cat never 
 scratches her kittens. The hen never pecks her chickens. 
 The bear never rends her cubs. The dog never tears her 
 pups. From the elephant to the mouse there is not a 
 quadruped, and from the ostrich to the wren, there is not a 
 bird, that uses violence in the education and government of 
 its young. How happens it? One cause, no doubt, is, 
 that among the birds and beasts the rearing and training of 
 the young are almost exclusively the work of the mothers. 
 Another is, that the bird’s and the beast’s mode of life is 
 more simple, and the training required by their young less 
 difficult. But does the more complicated training requiied 
 by the children of men render necessary a resort to force 
 used nowhere in the living universe besides? If man has 
 a more difficult and complicated task, has he not also a 
 
16 
 
 EDUCATION. 
 
 larger brain and greater powers? Force is a rough and 
 ready means of household government; but is it really the 
 only one which man can use with success? If men 
 were as diligently studious to devise wise meaus of training 
 children, as they are forward to bring children into the 
 world;—if they were as anxious to learn and do their duty 
 to their offspring, as they are eager to please themselves, 
 they would soon find out better means of governing and 
 educating their young than the old revolting one of force. 
 
 9. While birds and beasts rear and traiu their young 
 without force, men are themselves learning to rear and 
 train and manage the lower animals without force. The 
 old mode ot breaking in colts was as savage and cruel as 
 Solomon’s method of breaking in children; but that savage 
 and cruel method is now almost wholly laid aside. Men 
 generally now break in their colts by gentle means. They 
 treat them kindly, and win their confidence, and the poor 
 dumb creatures do as they are taught and bid with cheer¬ 
 fulness. Occasionally a cross-grained or an ill-used horse 
 proves unruly; but even in those cases of special difficulty 
 our Rareys find gentleness and tact the only remedy. The 
 creatures that cannot be subdued by gentleness can seldom, 
 if ever, be conquered by violence. When Rarey resorts 
 to force, it is only to place the horse or colt in such a 
 position as to enable him to bring to bear upon it the 
 influence of his superior skill and his all-conquering kind¬ 
 ness. We ask again,—Can brutes of the highest metal, 
 and of the proudest spirit, and with immense strength, be 
 subdued and controlled by gentle means, and must violence 
 be used with loving, trustful, and adoring children? 
 
 10. Again: men now-a-days,— the wiser and the kinder 
 class of men,—are learning to manage even maniacs without 
 violence. In earlier times men chained, and flogged, and 
 tortured the insane. It is now ascertained that gentle 
 methods are better. It has been found that the old methods 
 make the mad ones madder. The gentle methods have 
 worked the cure of many, and lessened the insanity and 
 abated the sufferings of the most deplorable and desperate 
 cases. And is it possible that the methods which can tame 
 
 e most furious of unfortunates are insufficient to control 
 he sane, the gentle, the loving, and the trusting child? 
 
 . ay, lurther. Men have tried the gentler methods 
 with success on the most daring and deadly of criminals. The 
 
EDUCATION. 
 
 17 
 
 gentle voice of woman has been found more powerful than 
 letters, manacles, and chains. The tones of love, expres¬ 
 sions of tenderness, man’s sympathy, and woman’s love, have 
 vanquished hearts that all the tortures and all the terrors 
 of dungeons and death could not subdue. And is it pos¬ 
 sible, that the gentleness aud tact which can control or cure 
 the greatest criminals, cannot control the most artless and 
 teachable creature iu the universe? 
 
 At any rate, let us try. For the sake of the child, and 
 for the sake of the parent; for the sake of virtue, and for the 
 sake of humanity, let us try. 
 
 12. But our efforts will not be successful, unless we can 
 reconsider the objects of education, and limit our endeavours 
 to the attainment of those only which are natural and really 
 desirable. The difficulty, the impossibility, of training 
 children without force, arises not from the nature of the 
 child itself, but from the errors, the impatience, and the 
 selfishness of men. 
 
 1. It is partly owing to their errors. They err with 
 regard to the training which children require. They 
 suppose it necessary that children should understand what 
 in truth men themselves cannot understand; that they 
 should know, or be trained to believe that they know, 
 what never can be known. They suppose that it is neces¬ 
 sary to bring the child to believe what is not worthy, and 
 what, in truth, is incapable of being believed. They suppose 
 it necessary to bring the child to do things, from which 
 its nature revolts; and to refrain from doing things which 
 its nature irresistibly prompts it to do. They suppose it 
 necessary to bring the child to love what it naturally hates; 
 and to hate what it naturally loves. They think it neces¬ 
 sary to change the nature of the child, and make it conform 
 to unnatural laws and customs, unnatural conditions and 
 institutions, instead of changing the laws and customs, the 
 conditions and institutions, and bringing them into harmony 
 with the nature of the child. The Quaker would bring his 
 child to hate music and song, painting and sculpture, fine 
 colours in dress, and social compliances with harmless 
 manners. The Puritan would bring his child to look sad 
 and be lifeless one day in seven; to learn lessons which it 
 can never understand, and repeat creeds which it can never 
 bolieve, and attend to forms which, while it is sane, it can 
 never respect. He would check its disposition to sing, to 
 
18 
 
 education. 
 
 shout, to play, to romp, and make it live every moment in 
 dread of a malignant God, and an eternal brimstone 
 hell. The Catholic would bring his child to renounce his 
 reason, to renounce the world, to renounce himself, and 
 live a life of gloom in a cloister, or a life of spurious sin, of 
 spurious virtue, and of spurious penance in the world. The 
 Methodist thinks it necessary to withdrawhis children from 
 the company of the uuregenerate, from innocent aud health¬ 
 ful sports, from scientific pursuits, and accustom him to 
 sing doleful hymns, and hear doleful sermons, and read dole¬ 
 ful books, about cruel Gods and maligant devils, about the 
 horrors of death and the pains of hell. Others err with 
 regard to earthly things. They pay no regard to the genius 
 and taste of the child. They go on the false and mischiev¬ 
 ous supposition that what one child can learn, all children 
 can learn; and that what one child can do, all others can do. 
 Hence they bring them up to trades or employments for 
 which they have a natural distaste aud an incurable unfit¬ 
 ness. Then they set them to work too soon, and they make 
 them work too hard and too long. They teach them too 
 little, and work them too much. And w r hat they teach 
 them, they teach them badly. They use unnatural methods. 
 They make things a task which should be made a pleasure. 
 Then they treat them amiss with regard to food and dress, 
 aud cleanliness aud sleep. These errors render the educa¬ 
 tion of children, which ought to be simple, aud easy, and 
 pleasant, a complicated, a hard and a painful thing. Parents 
 attempt what ought never to be done: they attempt what 
 cannot be done without a w’orld of tact and skill, and which, 
 in the absence of tact and skill, they cruelly try to effect 
 by force. 
 
 2. Then parents are too impatient w r ith regard to their 
 children. They will take more pains with a curious plant, 
 or a rare animal, than they will with their own offspring, 
 lhey will pay more attention to their lambs and colts, than 
 to the offspring of their owmi bodies. They will take 
 more pains iu improving their stock, than in improving 
 the minds of their children. Parents have often more 
 patience with any thing else, and with any other person, 
 thau with the creatures that should be dearer to them than 
 every other being. 
 
 3. Parents are often too selfish. They thirk more of 
 their own pleasure, than of their children’s welfare. They 
 
education. 
 
 J9 
 
 are more concerned to get easily and comfortably along, 
 than they are to fit their off pring for the duties and en¬ 
 joyments of life. They think more of their children’s 
 duty to them, than of their own duty to their children. 
 They talk largely of the children’s obligations to their 
 parents, but say little of the infinitely greater obligations of 
 parents to their children. If parents were wiser they would 
 devise better methods of training and governing their 
 offspring than those of harshness and severity, and if they 
 were more patient and less selfish they would use those 
 better methods, and use them with success. 
 
 Let Rationalists, who have thrown off the yoke of an 
 •ignorant antiquity, and who acknowledge no authority but 
 truth and nature, reform their plans of education, and set an 
 example of wisdom and tenderness in the training of their 
 children that shall draw the nations into happier ways, and 
 confer unbounded and eternal blessings on all coming gene¬ 
 rations. 
 
 When I had written the above, I met with the following 
 in the Methodist Recorder. I give it, first, because it is 
 good ; and, secondly, because I wish my readers to see how 
 rationally some of the orthodox are beginning to speak on 
 this important subject; and, thirdly, to show my timid 
 Christian readers that they have no need to tremble at my 
 suggestions, when suggestions so very similar are made by 
 their own teachers :— 
 
 “ THE PHILOSOPHY OF PARENTAL RULE. 
 
 “Do not expect from a child any great amount of moral 
 goodness. During early years every civilised man passes 
 through that phase of character exhibited by the barbarous 
 race from which he is descended. As the child’s features, 
 flat nose, forward-opening nostrils, large lips, wide-apart 
 eyes, absent frontal sinus, &c., resemble for a time those of 
 the savage, so, too, do his instincts. Hence the tendencies 
 to cruelty, to thieving, to lying, so general among children—- 
 tendencies which, even without the aid of discipline, will 
 become more or less modified just as the features do. The 
 popular idea that children are “ innocent,” while it may be 
 true in so far as it refers to evil knowledge, is totally false 
 as it refers to evil impulses, as half-an-hour’s observation m 
 the nursery will prove to any one. Boys, when left toget er 
 at a public school, treat each other far more brutu y t an 
 
20 
 
 EDUCATION. 
 
 men do; and were they left to themselves at an earlier age, 
 their brutality would be still more conspicuous. 
 
 “ Not only is it unwise to set up a high standard for juve¬ 
 nile good conduct, but it is even unwise to use very urgent 
 incitements to such good conduct. Already most people 
 recognise the detrimental results of intellectual precocity; 
 but there remains to be recognised the truth, that there is a 
 moral precocity, which is also detrimental. Our higher 
 moral faculties, like our intellectual ones, are comparatively 
 complex. By consequence they are both comparatively late 
 in their evolution. And with the one as with the other, a 
 very early activity, produced by stimulation, will be at the 
 expense of the future character. Hence the not uncommon, 
 fact, that those who during childhood were instanced as 
 models of juvenile goodness, by-and-bye undergo some disas¬ 
 trous and seemingly inexplicable change, and end by being 
 not above but below par, while relatively exemplary men 
 are often the issue of a childhood by no means so promising. 
 
 “ Be content, therefore, with moderate measures and mo¬ 
 derate results. Constantly bear in mind the fact that a 
 higher morality, like a higher intelligence, must be reached 
 by a slow growth; and you will then have more patience 
 with those imperfections of nature which your child hourly 
 displays. You will be less prone to that constant scolding, 
 and threatening, and forbidding, by which many parents 
 induce a chronic domestic irritation, in the foolish hope that 
 they will thus make their children what they should be. 
 
 “ This comparatively liberal form of domestic govern¬ 
 ment, which does not seek despotically to regulate all the 
 details of a child’s conduct, necessarily results from the 
 system for which we have been contending. Satisfy your¬ 
 self with seeing that your child always suffers the natural 
 consequences of his actions, aud you will avoid that excess 
 o control in which many parents err. Leave him wher¬ 
 ever you can to the discipline of experience, and you will 
 so save im from that hot-house virtue which over-regula- 
 jon pio uces in yielding natures, or that demoralising anta- 
 gomsm which produces independent oues. 
 
 , 7 aim ing in all cases to administer the natural reac- 
 i ° ^ 0ur c 1 ^ s act ions, you will put an advantageous 
 check upon your own temper. The method of moral edu- 
 
 r r ' y maUy ’ We f6ar by most > is little 
 
 else thau that oi vent.ug their auger iu the way that first 
 
EDUCATION. 
 
 21 
 
 suggests itself. The slaps and rough shakings, and sharp 
 words, with which a mother commonly visits her offspring’s 
 small offences (many of them not offences considered intrin¬ 
 sically) are very generally but the manifestations of her own 
 ill-controlled feelings—result much more from the prompt¬ 
 ings of those feelings than from a wish to benefit the offen¬ 
 ders. While they are injurious to her owp character, these 
 ebullitions tend, by alienating her children, and by decreas¬ 
 ing their respect for her, to diminish her influence over 
 them. But by pausing in each case of transgression to con¬ 
 sider what is the natural consequence, and how that natural 
 consequence may best be brought home to the transgressor, 
 some little time is necessarily obtained for the mastery of 
 yourself; the mere blind anger first aroused in you settles 
 down into a less vehement feeling, and one not so likely to 
 mislead you. 
 
 “ Do not, however, seek to behave as an utterly passion¬ 
 less instrument. Remember that, besides the natural con¬ 
 sequences of your child’s conduct, which the working of 
 things tends to bring round on him, your own approbation 
 or disapprobation is also a natural consequence, aud one of 
 the ordained agencies for guiding him. The error which 
 we have been combating is that of substituting parental dis¬ 
 pleasure and its artificial penalties for the penalties which 
 nature has established. But while it should not be substi¬ 
 tuted for these natural penalties, it by no means follows that 
 it should not, in some form, accompany them. The secon¬ 
 dary kind of punishment should not usurp the place of the 
 primary kind; but, in moderation, it may rightly supple¬ 
 ment the primary kind. Such amount of disapproval, or 
 sorrow, or indignation as you feel, should be expressed m 
 words, or manner, or otherwise, subject, of course, to the 
 approval of your judgment. Beware, however, of the two 
 extremes, not only in respect of the intensity, but in respect 
 of the duration, of your displeasure. On the one hand, 
 anxiously avoid that weak impulsiveness so general among 
 mothers, which scolds and forgives almost in the same 
 breath; on the other hand, do not unduly continue to show 
 estrangement of feeling lest you accustom your child to 
 do without your friendship, and so lose your influence 
 over him. 
 
 “Be sparing of commands. Command only in those 
 cases in which other means are inapplicable or have failed. 
 
22 
 
 EDUCATION. 
 
 ‘ In frequent orders the parent’s advantage is more consi¬ 
 dered than the child’s,’ says Richter. As in primitive 
 societies a breach of law is punished, not so much because 
 it is intrinsically wrong, as because it is a disregard of the 
 king’s authority—a rebellion against him; so in many fami¬ 
 lies the penalty visited on a transgressor proceeds less from 
 reprobation of the offence than from anger at the disobedi¬ 
 ence. Listen to the ordinary speeches : ‘ How dare yon 
 disobey me?’ ‘I tell you, I’ll make you do it, sir!’ ‘I’ll 
 soon teach you who is the master ! ’ and then consider what 
 the words, the tone, and the manner imply. A determina¬ 
 tion to subjugate is much more conspicuous in them than 
 anxiety for the child’s welfare. But the right-feeling parent, 
 like the philanthropic legislator, will not rejoice in coercion, 
 but will rejoice in dispensing with coercion.” 
 
 THE PLEASURES OF SCIENCE. 
 
 The pleasures of science are cheap. It costs you nothing 
 to occupy your thoughts with Nature’s facts. It does not 
 cost much to buy a few good books. The money which 
 some working men spend on drink and tobacco in ten or 
 twelve years would purchase an excellent Library. The 
 money that some young men of the middle class w r aste in 
 foolish or mischievous indulgences would provide them with 
 all the apparatus for extensive scientific investigations. 
 
 But it is not necessary for a man to purchase for himself 
 all the books he wants. Several can join together. The 
 same book may serve a dozen. And when once you have 
 got a plentiful supply ot first-rate books and a taste for 
 reading and study, you have insured a succession of plea- 
 sures tlie richest and the highest that humanity can enjoy. 
 
 2. rhe pleasures of scieuce are within the reach of all 
 who have an average share of intellect. The pleasures of 
 ian , t le pleasures of wealth, the pleasures of dominion, 
 can je enjoyed by a few only. But all of ordinary intel¬ 
 lectual endowments may enjoy the pleasures of science, 
 ihose who cannot master the elements of several sciences, 
 may master the elements of a few. Those who cannot excel 
 
 n)<1 ^ exce ! n anot her. And every science has its 
 wonders; every science has its pleasures. And the mind 
 
 ma f® r 1 . bl J t oue sci ^ce, may still find a continual 
 succession of delights. The mind "that is slower in its 
 
EDUCATION. 
 
 23 
 
 movements and narrower in its capacity, may still find in 
 study proportionate satisfaction. The vast and mighty 
 minds may revel in infinite abundance; the weaker and the 
 smaller minds may enrapture themselves within narrower 
 bounds. No mind is too small, if it be a mind at all, to find 
 pleasure in science. No mind is too large for the infinitude 
 of her delights. 
 
 3. The pleasures of science excel most other pleasures in 
 their constancy. Many pleasures are liable to frequent and 
 grievous interruptions. You cannot enjoy the pleasures of 
 the chase in summer. You cannot enjoy the pleasures of 
 travel in winter. Some you can enjoy in one place, some 
 iu another, none in all. And the pleasures which delight 
 in youth often fail in old age. But the pleasures of science 
 can be enjoyed in all seasons, and in all places. You can 
 have them in winter as well as in summer; in autumn as 
 well as in spring. You can delight yourself with them in 
 youth, and cheer yourself with them in age. You can 
 carry them along with you from city to city, and from coun¬ 
 try to country. They can cheer you on the sea, and exhi¬ 
 larate you on land. They attend you in society, and accom¬ 
 pany you in solitude. You can enjoy them at home, 
 and take them along with you when you go abroad. The 
 man who has made himself familiar with books and study, 
 with learning and science, may carry along with him a stock of 
 pleasures, a source of enjoyment wherever he may wander, 
 and find a feast provided for him wherever he may rest. 
 
 4. And the pleasures of science are wholesome. Study 
 is friendly to health. The moderate exercise of the brain 
 is good for the whole body. Then science reveals the laws 
 of health. It teaches us how to cure or avoid disease, to 
 escape pain, and lengthen life. Study and science abate 
 grief. They turn the mind from thoughts of sadness; pre¬ 
 vent long brooding over losses and wrongs; and teach us 
 how to derive advantage from danger and from sorrow. It 
 will not give grief time either to distract our minds or to 
 destroy our bodies. Wisdom is health both to body and soul. 
 
 5. The pleasures of science are infinitely varied. Every 
 science has its own delights. Every stage of every science has 
 its peculiar wonders; and so transporting are they all, that each 
 particular student fancies his own the richest and the best. 
 
 6. And the pleasures of science are boundless. Science 
 itself is boundless. The mightiest mind cannot search out 
 
24 
 
 EDUCATION. 
 
 nature to perfection. The most knowing have not mastered 
 a millionth part of her truths. The uuiverse is infi¬ 
 nite. The relations of things are infinite. The rela¬ 
 tions of things to mat 4 and of man to thiugs are infinite. 
 And every science has an infinity of relations to other 
 sciences. Man may learn for ever and know but a trifle of 
 that which is to be known. The pleasures in reserve for the 
 lovers of science are a thousand times infinite. It is lament¬ 
 able to think that such boundless resources of delight should 
 lie there at the service of our race, and that so few should 
 choose to secure them. It is lamentable to think that of 
 those who would gladly revel in them, so many are held 
 back by the wickedness of their neighbours, or the injustice 
 of their rulers. 
 
 7. And we can share the pleasures of science with others 
 without impoverishing ourselves. If we give away wealth, 
 we diminish our stock. If we share our power, we lessen' 
 our own share. But we may share our know ledge, and the 
 pleasures of our knowledge, with every man on earth, and 
 yet have none the less ourselves. Nay, giving makes us 
 richer. We learn while teaching. We enjoy our pleasures 
 afresh while sharing them with others. To the benevolent 
 mind the diffusion of knowledge is one of the richest of all 
 pleasures. By sharing his bliss he makes it double. 
 
 8. And the pleasures of knowledge can be enjoyed with 
 conscious innocence. We wrong no one, we hurt no one, 
 by our spiritual indulgences. Nor do w'e hurt ourselves. 
 They entail no self-rebuke, no torturing remorse. Our dis¬ 
 coveries and the pleasures we derive from them increase our 
 self-respect, aud add to the sweetness of our other pleasures. 
 
 9. lliey accompany us through life. They cheer our 
 eclming years. They honour our grey hairs, and sw T eeten 
 
 our latest hours. 
 
 0. And while they are often exstatic, they are followed 
 wi no insupportable depression. The pleasures of intem¬ 
 perance art followed with gloom aud sadness; but the pica- 
 °! SC1 ? uce 1 £° 011 increasing. The evening transports 
 • . 1U f v f r< * i* re followed by morning agonies; but the 
 evening 8 ^11 6nt 18 ? S cljeerful m tlie morning as in the 
 power of eirjoyment!^ LiS Stre “ Sth a " J iucI ‘ eases hie 
 
 BABKEB AND 
 
 CO., 
 
 raiNTJSUS, 4, TUANET 1‘LACE, TEMrLE BAK, LONDON.