The scholar should make constant use of this knowledge in correcting the bad grammar he will be sure to hear in every society; and he himself should, after this, "write and speak with propriety.".

SECTION XVI.

HISTORY SHOULD BE MADE A STUDY IN DISTRICT SCHOOLS.

THE American youth have sadly neglected the history of their country. I know of nothing so easily acquired, so highly important, so useful to all, and at the same time so thrilling in interest, concerning which the American people manifest so much ignorance. Many of those who have had the higher privileges of education are familiar with the histories of the nations of antiquity; are well acquainted with the histories of the more distinguished nations of the present day; and yet almost entirely ignorant of the history of their own people and country. Histories which are purchased and read are not histories of our forefathers; but of foreign, remote nations, or those who are now gone from the earth. We turn our attention to the doings and sayings of other nations, as if there was nothing

instructing or interesting in our origin, growth, and greatness. How seldom do we meet with men, even among the better informed, who are able to rehearse their country's deeds, or call the names of those who toiled and bled for their country's liberty! This is not the tribute we owe to those who bled for our blessings. The youth of this free and independent government should prize the American history as the great register of civil rights and noble deeds. They should embalm it upon their memory, and be ready, at all times, to repeat the story of their liberties. No lessons are more useful than those we learn from history. They are counsels from the experience of nations. The light that history sheds upon time now gone illumines the time that is yet to come. History is the great telescope of the future. Then, who is so well prepared to foresee his country's destiny, or labour for his country's good, as that man who has been taught by his country's history? What man can value his nation's liberty and prosperity, except he has read their cost? Yet, how few of those who are now our country's hope, and soon will be her men and rulers, who know any thing of her history! There is scarcely a primary school where it is taught, and but few of the higher schools make it an important study! This should not be so. The history of the United States should be taught at home, and at school, and in conversation by the way-side. Every member of society, every citizen of this commonwealth, should be in

timately acquainted with every bright example or important event in our history. These should be the themes of our highest eloquence, and to them we should ever appeal. What is there of more interest to the American youth than the first settlement of this great continent? Where did these bold spirits come from, and what was their after history? Who did they find here, and what has been the friendship, or enmity, between the native and the European? What was the character of the first settlers of this New World, and under what government did they live for some time? Is the government the same now, and if not, when was the change, and what were the causes? What were the consequences of refusing to obey the government of others, and declaring ourselves an independent people? Who were the great men foremost in this noble work? How many did we number when we fought for our liberty? Who suffered and died for freedom? How long were we in achieving our independence? Who assisted us? How much was the nation in debt at that time? Who were the great leaders in the struggle for liberty? How have they been honoured? What distinguished men have lived since? What has been our increase and prosperity? What changes are we making on this continent? How are we regarded by other nations, and what are our prospects?

Who is there, that enjoys the bounties of this land and the blessings of its liberty, that does not want

to answer these questions, and many others like them? What youth is willing to step into manhood, ignorant of this wise and deeply interesting volume, which our history presents? The history of the United States should be taught in every district school; and it should always be studied

with a map. Historical information will give

interest to places, and lend a charm to geography. A knowledge of history will tell us how others have lived, and enable us to compare ourselves with the past, and prepare ourselves for the future.

SECTION XVII.

COMPOSITION SHOULD BE PRACTISED IN DISTRICT SCHOOLS.

COMPOSITION is but little attended to in our common schools. Scholars are seldom required to combine and arrange their ideas; and they rarely put their knowledge of any subject into the form of a written language. This is one of the great defects in the present system of teaching. There are several reasons for this. To compose well is not a necessary qualification in the teacher, under the present system of inspection. In ninetynine cases out of a hundred, the inspectors never

inquire or ascertain whether or not the candidate ean think naturally and connectedly on any one subject, and clothe his thoughts with language which is appropriate and grammatical: and the consequence is, that but few teachers compose with ease or correctness. What they perform with difficulty and imperfectly, they will not feel disposed (and if they did would be unable) to teach others. Hence the art of composing has but very little importance in the estimation of the teacher, and is entirely disregarded by the scholars. Parents are not in the habit of composing, and take no pains to have the art taught their children. They are pleased when it is discovered that their child writes a good letter; but the means of ensuring this excellence they wholly disregard. They seem to forget that the ability of expressing one's thoughts with readiness and perspicuity, is acquired only by long practice and good instruction. They do not see that an apprenticeship in this is as necessary as in any thing else; thus, they do not consider that which would give their children this desirable qualification.

The scholars suppose composition a mystery; something that does not belong to them, but to those who have great learning and a wonderful genius. They look upon it as a thing impossible that they should learn to write; and what they regard so far beyond their reach, they never make any efforts to obtain. I know of nothing for which scholars usually have such an abhorrence, and which they