ever reverts to the language of Virginia on the subject of the alien and sedition laws, or to the more recent proceedings and declarations of Georgia in respect to the Indian territories within her jurisdiction, or to the debates and resolutions of the legislature of South Carolina at its last session, will learn, that a sense of the sacredness of the Union and of the greatness of its blessings, is but faintly apprehended, even by that party which boasts of unfaltering adherence to it.

In closing this article, we are aware that we have said much, in which many of our fellow-citizens will not concur. Men of all parties will probably dissent from some of our positions. But has not the time come, when the vassalage of party may be thrown off? when we may speak of the past and present, without asking whether our opinion will be echoed by this or that class of politicians? when we may cease to condemn and justify in the mass? when a more liberal and elevated style of discussion may be introduced? when we may open our eyes on the faults of our friends, and may look at subjects which involve our country's welfare, in the broad, clear light of day? This style of discussion we are anxious to promote; and we feel, that whoever may encourage and diffuse it, will deserve a place among the most faithful friends of freedom.

REMARKS

ON

EDUCATION.

AMERICAN ANNALS OF EDUCATION AND INSTRUCTION. Eaited by William C. Woodbridge. Boston. 8vo.

THE work, of which we have placed the title at the head of this article, is devoted to what is generally acknowledged to be the most important interest of families and of the State. It has, therefore, no ordinary claims to patronage, especially as it is the only work of the kind published in the country. We learn, however, that the support now given it, not only falls short of its just claims, but is so insufficient, that, unless its circulation can be extended, it must be abandoned. We are not only grieved at this, but somewhat disappointed; for, although we knew the ruling passion in the community for light and amusing reading, we did hope, that the acknowledged importance of education, and the necessity laid on every parent to watch over and guide the young, would overcome the repugnance to mental labor, and would communicate an interest to details, which, separate from their end, would be dry and repulsive. It seems, however, that the community are more dis

posed to talk of education in general than to enter patiently and minutely into its principles and methods, more disposed to laud it than to labor for it; and on this account we feel ourselves bound to say something, however briefly and rapidly, of the obligation of regarding it as the paramount object of society, and of giving encouragement to those, who make it their task or who devote themselves to its promotion. We know that we are repeating a thrice-told tale, are inviting attention to principles which the multitude most courteously acknowledge, and as readily forget. But all great truths are apt to grow trite; and if the moral teacher should fail to enforce them, because they are worn by repetition, religious and moral teaching would well nigh cease.

One excellence of the periodical work before us is, that it is pledged to no particular system of education, but starts with the acknowledgment of the great defects of all systems, and with the disposition to receive new lights, come from what quarter they may. It is no partisan. It is the instrument of no sect. It is designed to improve our modes of training the young; to give more generous views of the objects of education and of the discipline by which they may be attained; to increase the efficiency of existing institutions, and to aid in forming new ones more suited to our age and country; to unfold and diffuse those great, universal principles in which men of all parties may be expected to agree, and to point out the applications of them in our families and schools. Its pages are open to original suggestions, to discoveries, to the zealous reformer, and even to the too sanguine innovator. Its aim is, to be a medium of communication for all who think on the subject of education, to furnish new facts to the phi

losopher, and to make known the results of successful experiments. Its liberality gives it one strong claim to support.

Perhaps, if it were more confined in its views, if it were designed to answer the purposes of a party or sect, it would be better sustained. Were it to proscribe one class, and to pander to the bad passions of another, it would not perhaps be obliged to sue for more generous patronage. But is it true, that a work on education cannot find readers without assuming the badge of party? Cannot the greatness of its object secure attention to its teachings? In what class of society ought it not to find friends? What parent has not a deep interest in the improvement of public and private education? What philanthropist does not see in this the chief preparation of a people for his schemes of usefulness? What patriot does not see in this the main security of free institutions? This cause is commended alike to our private and public affections; and must the only periodical devoted to it die through neglect ?

We are aware, that there are some, who take an attitude of defence, when pressed with earnest applications on the subject of education. They think its importance overrated. They say, that circumstances chiefly determine the young mind, that the influence of parents and teachers is very narrow, and that they sometimes dwarf and distort, instead of improving the child, by taking the work out of the hand of nature. These remarks are not wholly unfounded. The power of parents is often exaggerated. To strengthen their sense of responsibility, they are often taught, that they are competent to effects, which are not within their reach, and are often discouraged by the greatness of the