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request throughout all Germany, it addresses itself to the more advanced pupils-it resembles a little the work last described, but is more extensive on some points; it is equally various, but it treats in especial more minutely on the rights and duties of subjects it proceeds to conduct the boy, already made rational as a being, to his duties as a citizen. Such are the four class-books in the popular schools of Saxe Weimar, such are the foundation of that united, intellectual, and lofty spirit which marks the subjects of that principality.

*

Pardon me if I detain you, sir, somewhat longer on the important comparison of England with other states. Pardon me, if from the petty duchy of Saxe Weimar, which to the captious may seem so easy to regulate, I turn to the kingdom of Prussia, containing a population almost similar to our own; and like our own also broken up into a variety of religious sects. There, universal education is made a necessary, pervading, paramount, principle of the state. Let us see what is there taught at the popular schools, established in every district, town, and village, throughout the kingdom.

The Prussian law, established in 1819, distinguished two degrees in popular education, les écoles élémentaires, et les écoles bourgeoises.

What is the object of these two schools-the law thus nobly explains: "To develop the faculties of the soul, the reason, the senses, and the physical frame. It shall embrace religion and morals, the knowledge of size and numbers, of nature, and of man, the exercises of the body, vocal music, drawing, and writing."

Every elementary school includes necessarily the following objects:

"Religious instruction for the formation of Morality, according to the positive truths of Christianity.

"The language of the Country.

"The Elements of Geometry and the general principles Drawing.

of

* I know nothing we more want in this country than good class-books for the use of popular schools; books that shall exercise the judgment and teach children to reflect. Such works should be written by a person of philosophical mind, practised in education, and linked to no exclusive system, the curse of knowledge in this country.

SCHOOLS OF PRUSSIA

"Practical Arithmetic.

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"The Elements of Physical Philosophy, of Geography, of general History; but especially of the history of the pupil's own country. These branches of knowledge (to be sparingly and drily taught? No! the law adds) to be taught and retaught as often as possible, by the opportunities afforded in learning to read and write, independently of the particular and special lessons given upon those subjects.

"The Art of Song-to develop the voice of children-to elevate their minds-to improve and ennoble both popular and sacred melodies.

“Writing and the gymnastic exercises, which fortify all our senses, especially that of sight.

"The more simple of the manual arts, and some instructions upon agricultural labour."

Such is the programme of the education of elementary schools in Prussia; an education that exercises the reason, enlightens the morals, fortifies the body, and founds the disposition to labour, and independence. Compare with that programme our Sunday-schools, our dame-schools, all our thrifty and meagre reservoirs of miserly education! But what, sir, you will admire in the Prussian system is not the laws of education only, but the spirit that framed and pervades the laws-the full appreciation of the dignity and objects of men -of the duties of citizens of the powers, and equality, and inheritance of the human soul. And yet in that country the people are said to be less free than in ours!--how immeasurably more the people are regarded!

At the more advanced school (L'Ecole bourgeoise)— are taught:

"Religion and Morals.

"The National tongue; Reading, composition, exercises of style and of the invention; the study of the National Classics. "Latin is taught to all children, under certain limitation, in order to exercise their understanding;*-even whether or

* This is the great object of other studies, that may seem at first superfluous; such as the elements of geography or mathematics. It is not for themselves that they are useful-it is for the manner in which they task and exercise the faculties: the knowledge, comparatively speaking, is nothing-the process of acquiring it is every thing.

か

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SCHOOLS OF PRUSSIA.

no they are destined to advance to the higher schools, or to proceed at once to their professions or trades.

"The Elements of Mathematics, and an accurate and searching study of practical Arithmetic.

"Physical Philosophy, so far as the more important phenomena of Nature are concerned.

"Geography and History combined; so as to give the pupil a knowledge of the Divisions of the Earth, and the History of the World. Prussia, its History, Laws, Constitution, shall be the object of especial study.

"The principles of Drawing, at all occasions.

66

'Writing, Singing, and Gymnastic Exercises."

This is the education given by Prussia to all her children. Observe, here is no theory-no programme of untried experiments:- this is the actual education, actually given, and actually received. It is computed that thirteen out of fifteen children from the age of seven to that of fourteen are at the public schools: the remaining two are probably at the private schools, or educated at home; so that the whole are educated -and thus educated! Observe, this is no small and petty state easily managed and controlled-it is a country that spreads over large tracks-various tribes-different languages—multiform religions:—the energy of good government has conquered all these difficulties. Observe, the account I give is taken from no old—no doubtful-no incompetent authority: it is from the work just published—not of a native, but a foreigner ;—not of a credulous tourist-not of a shallow book-maker, but of an eye-witness of an investigator; of a man accustomed to observe, to reflect, to educate others;-in a word-of one of the profoundest and most eminent men in France-of a counsellor of state-of a professor of philosophy-of a Member of the Royal Counsel of Public Instruction-of a man who brings to examination the acutest sagacity-who pledges to its accuracy the authority of the highest name-it is the report of Victor Cousin! He undertakes the investigation-he publishes the account at the request of a French minister, and to assist in the formation of a similar system in France. I have introduced some part of his evidence, for the first time, to the notice of English readers, that they may know what can be done by seeing what is done-that they may resent and arouse the

EDUCATION SHOULD BE EQUAL.

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languor of their own government by a comparison with the vivifying energy of government elsewhere. I know that in so doing I have already kindled a spark that shall not die. In the phrase of Cousin himself, with the exception of one word, "It is of Prussia that I write, but it is of England that I think !"

As this subject is one of immense importance (though somewhat dry, perhaps, for the ordinary reader), I have pursued it further in detail, and those interested in the question will find in the Apendix (A) the result of my observations.—I have therein suggested the outline of a practical system of Universal Education-I have advocated the necessity of making religion a vital component of instruction-I have shown in what manner (by adopting the wise example of Prussia) we can obviate the obstacles of hostile sects, and unite them in a plan of education which shall comprehend religion, yet respect all religious differences. In giving the heads of a national education, I have shown also in what manner the expenses may be defrayed.

Before I conclude, I must make one reflection. Whatever education be established, the peace and tranquillity of social order require that in its main principles it should be tolerably equal, and that it should penetrate every where. We may observe (and this is a most important and startling truth) that nearly all social excesses arise, not from intelligence, but from inequalities of intelligence. When Civilization makes her efforts by starts and convulsions, her progress may be great, but it is marked by terror and disaster;—when some men possess a far better education than others of the same rank, the first are necessarily impelled to an unquiet Ambition, and the last easily misled into becoming its instruments and tools. Then vague discontents and dangerous rivalries prevail-then is the moment when demagogues are dangerous, and visionaries have power. Such is the Spirit of Revolutions, in which mankind only pass to wisdom through a terrible interval of disorder. But where Intelligence is equalized—and flows harmonious and harmonizing throughout all society—then one man can possess no blinding and dangerous power over the mind of another--then demagogues are harmless and theories safe. It is this equality of knowledge, producing unity of

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VIEW OF THE STATE OF RELIGION.

feeling, which, if we look around, characterizes whatever nations seem to us the most safe in the present ferment of the world—no matter what their more material form of constitution, whether absolute Monarchy or unqualified Republicanism. If you see safety, patriotism, and order in the loud democracy of America, you behold it equally in the despotism of Denmark, and the subordination of Prussia. Denmark has even refused a free constitution, because in the freedom of a common knowledge she hath found content. It is with the streams that refresh and vivify the Moral World as with those in the Material Earth-they tend and struggle to their level! Interrupt or tamper with this great law, and city and cottage, tower and temple, may be swept away. Preserve unchecked its vast but simple operation, and the waters will glide on in fertilizing and majestic serenity, to the illimitable ocean of Human Perfectibility.

CHAPTER IV.

VIEW OF THE STATE OF RELIGION.

National Character evinced in the varying Modes of Christianity-Religion must not be separated from the Emotions and made solely a matter of Reason-A Semi-liberalism common to every Noblesse-Its debasing effects -Coldness in the Pulpit-Its Cause-The Influence of the Higher Classes on Religion Church Patronage-Description of Country Clergymen Evidence of the Bishop of London upon New Churches-Another (a political) Cause of Weakness in the Established Church-But the Established Church should (if reformed) be preserved-Reasons in favour of it-But if a State Religion, it should become more a Portion of the State.

Ir is an acute, though fanciful observation of Gibbon's, that "in the profession of Christianity, the variety of national characters may be clearly distinguished. The natives of Syria and Egypt abandoned their lives to lazy and contemplative devotion:" Rome again aspired to the dominion of the world, and the wit of the lively and loquacious Greeks was consumed in the dis