"LIBRARY OF ELEMENTARY KNOWLEDGE." THE SCHOOLMASTER AT HOME. CONTAINING PREFATORY INTELLIGENCE; AN ORIGINAL ENGLISH GRAMMAR, HISTORY OF TOGETHER WITH CONCLUSIVE EDUCATIONAL MATTER, ORIGINAL AND SELECT; BY The Editor of the Young Gentleman's Book. "Were it true, as several affirm, that education doth not change the "The man of knowledge lives eternally after his death, while his "The ambition of a man of parts is very often disappointed for the LONDON: PUBLISHED BY THE SOCIETY FOR THE PROMOTION OF ELEMEN- SHAW AND SONS, 137-38, FETTER LANE, BY ALL THE BOOKSELLERS; MESSRS. GALIGNANI AND BENNIS, "Nothing ought to be more weighed than the nature of books recommended by public authority. So recommended, they soon form the character of the age. Uncertain indeed is the efficacy, limited indeed is the extent, of a virtuous institution. But if education takes in vice as any part of its system, there is no doubt but that it will operate with abundant energy, and to an extent indefinite. The magistrate, who in favour of freedom thinks himself obliged to suffer all sorts of publications, is under a stricter duty than any other, well to consider what sort of writers he shall authorize."-GRAttan. "It is a remarkable fact, which history was either too idle to ascertain, or too much ashamed to relate, that the arms of Cromwell communicated to Scotland, with other benefits, the first newspaper which had ever 'illuminated' the gloom of the North. Either army carried its own printer with it, expecting either to convince by its reasoning, or delude by its falsehood."-ED. STEVENS AND PARDON, PRINTERS, PREFATORY INTELLIGENCE. ONE of the most benevolent philosophers and statesmen of this or any other age, Doctor Benjamin Franklin, whose life was filled up with usefulness to mankind, informs us, "that he owed all the good he ever did to his country or mankind, to a small book he accidentally met with, entitled, Essays to do Good.' This, (he says,) he learned with care and attention, laid up the 'sentiments' in his memory, and resolved from that time, which was in his early youth, that he would make doing good the great purpose and business of his life.' The Editor of the Schoolmaster at Home, actuated by a motive-doubtless not so exalted and comprehensive as the renowned and philanthropic Franklin, yet not less sincere and hopeful, compiled this "small book," with a view of inducing such among the uninstructed youth and adults of his native country to pursue the same course; namely, to learn the contents with care and attention; and further, when they shall have so done, and successfully digested them, to endeavour to praise God in the highest for so "small," but useful a gift; which, by the help of their Maker, may prove a blessing: and above all things, that "the gates of light" may be further opened unto them. Having thus expressed himself, the Editor proceeds to introduce some educational and instructive matter. Several very just observations were made the other day by Dr. Lardner, at the dinner given to him by the Leicester people. "There never was a time (he said) at which it appears to be more incumbent on persons, who possess what is called a stake in the country, to promote the instruction and enlightenment of the in dustrious classes, than the present. The course which public events have of late years taken, and that which I think all political parties must admit they are likely to follow for some time to come, is such as will probably give increased political privilege and power to the middle and to the industrious orders. If, then, this power and this privilege be about to fall into their hands, ought we not to qualify them for its exercise by improving their understanding on these subjects, and informing their minds?" Dr. Lardner read an interesting passage from a letter which had been written to him by Baron Dupin-with reference to the conduct of the working classes of France at the revolution of 1830, and the causes to which alone such conduct was attributable. "It is now sixteen years (writes M. Dupin) since a system of popular instruction on an extensive scale was proposed in France. After a considerable time, by the invincible perseverance of its promoters, the numerous obstacles which were opposed to it were overcome, and it was at length established upon a scale commensurate with its importance. The sound and practical education of the industrious orders was connected with a careful system of instruction in the principles of domestic, moral, and religious duties. Works upon the sciences applied to the arts, upon the principles of commerce, upon political economy, and other subjects, were prepared and written in a simple and perspicuous style for the use of the people; and local institutions, for the gratuitous instruction of all classes, but more especially for those engaged in the arts and manufactures, were established in above 130 of the chief places throughout France. When the revolution of 1830 occurred, it found the working classes animated with a moral spirit, a love of social order, and a respect for civil rights, the absence of all which eminently characterised the great revolution which closed the last century. It was evident that the care which had been bestowed to enlighten the minds of the people had not been without its influence. It had softened their manners and elevated their souls, and enabled them to conduct the great change of 1830 in a manner to excite the admiration of Europe." This letter was received with very great applause, and Dr. Lardner, in conclusion, adverted to the necessity of such measures of public and political instruction emanating from the state:"It is too much to expect from the mass of the working classes that they should appropriate a portion of their earnings, which are frequently small and sometimes scarcely adequate to physical support, to mere intellectual improvement. The instruction of those orders of society, who, from their position and circumstances, cannot be reasonably expected to provide instruction for themselves, should be the business of the state; and I trust, in the spirit of public improvement which has evidently been recently roused, that a consummation so desirable cannot be remote. Much, however, must depend upon the exertions of the industrious orders themselves-still more, perhaps, on the exertions, on the interest, and the sympathies of that class of society which is immediately above them-I mean the middle class."-Examiner. OBJECTS OF EDUCATION.It seems to me that we are guilty of great inconsistency as to the ends and objects of "education." How industriously have not its most able and zealous champions been continually instilling into the mind, that education is the way to advancement; that "knowledge is power;" that a man cannot "better himself" without some learning! And then we complain, or we fear, that education will set them above their station, disgust them with labour, make them ambitious, envious, dissatisfied! We must reap as we sow; we set before their eyes objects the most tempting to the desires of uncultivated men, we urge them on to the acquirement of knowledge by holding out the hope that knowledge will enable them to grasp these objects:-if their minds are corrupted by the nature of the aim, and imbittered by the failure which must be the lot of the mass, who is to blame? If, instead of nurturing expectations which cannot be fulfilled, and turning the mind on a track which must lead to a sense of continual disappointment, and thence of wrong; we were to hold out to our humbler friends the appropriate and attainable, nay, unfailing, ends of a good education;-the gentle and kindly sympathies; |