itors, insurrections would cease, and rebellions be no more, and the whole monkish apparatus of penalties, from fines to expulsions, might be banished from our academic codes. College graduates might be somewhat less numerous, but every one knows that now the market for that commodity is greatly overstocked, and doubtless a number of candidates, amply sufficient for the demands of society-quite as many as could be suitably supported, would still present themselves for employment, while their attainments and character would reach an elevation far beyond that which now confers the highest celebrity for learning.

ART. III.-On Domestic Management of Children, or formation of the general Character.

[The following remarks from a correspondent are particularly deserving of the attention of young and inexperienced parents; and if carefully observed may prevent many hours of suffering which are apt to ensue from the bad management of children.]

In this day of intellectual excitement, and general zeal for every kind of improvement, to speak of human prejudice may sound like the introduction of obsolete terms; yet perhaps there is no subject in which prejudice is more manifest than that of education; the very one on which so much is said about improvements; until animadversions on past and present systems seem to have become quaint. These censures, and this general excitement seem to indicate that the course hitherto pursued is no longer adapted to the circumstances and demands of the people; that the active vigour of intellect is in advance of the means provided for its culture and discipline ;multiplied although they are, yet perhaps if their character be analyzed, it will be found that the general habits of thinking and reasoning, even of the censors themselves, are not wholly unshackled from their acquired bias. It is true we have schools multiplied, and branches of study increased almost without number; and facilities for improvement are demanded and enjoyed by all descriptions of people, even beyond what many believe salutary for society. They may be correct. But are not the objects and motives for literary pursuits in reality greatly

multiplied in this country, within the past half century? And do all the increased facilities for education bear that intellectual character that might be desired?

We demand a liberal education for our sons, not to infuse high and noble feeling, just sense of honour, exemption from vulgar prejudice, from low bred baseness, blind superstition, and bitter bigotry, but rather to fit them for professions, for greater facility in making money. The very fundamental principle of the grovelling mind is made sole motive for superior education. In certain stages of society this must be the case, when the pursuit of every one is merely support; and in such state there will be no such thing as education truly liberal. The question then occurs, whether such be the present state of this country, or whether our reflections upon the subject are not running in a worn channel, taking it for granted that the objects and subjects of education must be always understood; however much the condition, taste, and employments of the people may have changed.

For a century after the decease of our primary pilgrim fathers, the 'march of mind' in this country was inevitably retrograde. Notwithstanding the incredible exertions and sacrifices, made by the emigrants to secure and preserve to their posterity the blessings of literature and science; and though they so far succeeded in New England as to stamp a decided and permanent character on the general taste and habits, yet the mass of the people were compelled by uncontrollable circumstances to forego these enjoyments for several generations.

While the country was uncultivated and almost uninhabited, the whole time of the few settlers was not too much, by most assiduous industry, to maintain their defence, and procure the necessaries and comforts of life. Their learned fathers, bred in more refined society, being extinct, their children would feel no demand for intellectual attainments or enjoyments, beyond the ability to read the scriptures, and find out the Sunday's texts, and write up the balance of their neighbourly transactions. Refined taste and sentiment, and almost science, except in the immediate vicinity of Cambridge and Boston, were scarce known, either in name or idea.

Having at length surmounted these hardships and difficulties, and being able to enjoy leisure and luxuries enough to induce ill health, physicians came in demand; and lands and their productions becoming objects worthy accumulation, litigation ensues, and demands attornies; consequently professional

skill became a source of emolument, and an object of eager pursuit. This determined the limits of necessary education. And this seems also to have established the limits of public opinion on the utility or design of literary knowledge. Is any question more common on any proposal to extend the advantages of more literary and scientific instruction more generally, and that to both sexes, than this, 'Of what use will it be to them; what good can a knowledge of abstruse science do them? Implying, certainly, that exemption from manual labour, and pecuniary emolument were the sole objects of knowledge.

The cultivation of refined taste, noble feeling, and general literature, certainly belongs to a state of society, advanced beyond the mere acquisition of necessary knowledge, indispensable to active business. Has not our country arrived at this state? The means of living luxuriantly-far too luxuriously, are now enjoyed by almost all descriptions of people. Manufactories are every where established, trade has its over supply of conductors, the labour of agriculture is diminished by aid of machinery that is continually increasing in power; the learned professions, by occupants, pretenders, and candidates, are filled to overflowing; female avocations are curtailed or superseded by manufactories,-in consequence of these several causes a goodly portion of leisure time is afforded for the culture, exercise, and enjoyment of intellect. And man, being an intellectual animal, whose powers, by the demands, collisions, and excitements of society, must increase in strength and activity, if he have not some proper object on which to spend this accumulated power, it will break forth into exuberance of passion, or sink the mental stamina into that 'tedeum vitæ that is the death of every intellectual grace.' But its more usual course is to seek relief in idle curiosity, or busy meddling in affairs and conduct in which it has no proper concern; or in the sensual gratification of artificial appetites and passions superinduced by idleness and vacuity. Is not this leisure possessed by so large a proportion of the youth of the present day, as cannot but give a tone or character to general society? Society being contemplated at this point of observation, will any one repeat the question, 'What will be the use of a more liberal culture of the intellectual man?' Possibly, if it be considered how preponderating is the influence of woman, in directing general taste, an answer might be found to that seemingly unanswerable query, 'Of what use can philosophy and mathematics be to females?' It should be remembered that

the benefit of a good and scientific education is not confined to the individual possessing it. Woman, to be sure, is now permitted to know many things that a few years since would have been thought preposterous; but is there not still a disposition to take it for granted, that what has always been done, and never controverted, must be right? Notwithstanding her having so far burst her former bonds, (and we would hope not to the injury of society,) yet is there not a prevailing impression that instructing her in the ancient languages, matter and metaphysics, must necessarily render her disagreeably masculine? But would it really render a lady disagreeable to possess correct reasoning powers, strong mental energies, close application, and steady perseverance? It is true she has hitherto, in most parts of the world, if not all, been regarded chiefly as a minister to the senses of her lord. Among the savage tribes a servile drudge, to hew wood and draw water; by the orientals, to amuse by sweetness of voice, symmetry of form, and suppleness of limb. Even in the christian world, is it not the ne plus ultra of her excellence to replenish and grace the table? Doubtless this should be a sine qua non; is a masculine understanding incompatible with it?

But, perhaps education in either sex is not so deficient in science and languages, as it is in mental and moral philosophy, and historical and general knowledge; in information calculated to awaken observation, to stimulate and invigorate one's own mental powers, to lead to principles, by which to regulate one's conduct. Language is unquestionably the proper instrument for these attainments, but this should not be mistaken for learning itself. And since the primary education of mankind, and consequently the forming of taste, and establishing a permanent tone of feeling devolves on the female, is it judicious, or is it the effect of early prejudice, to ridicule and discountenance any attempts in her, at what are esteemed masculine attainments ? Are any mental exercises otherwise masculine than by having been hitherto monopolized by that sex? Is there any literary attainment that is not in that sense masculine ? A few centuries since, women could not read, and it was supposed an accomplishment quite unsuited to her condition, and quite out of her sphere! After she arrived at this unnatural altitude, to write and cypher still suffered the same general proscription; 'Let her go spin,' was her universal sentence. A similar outcry has been raised against every step of her progress; as also against her applying her knowledge to

any use. A very few years since, it was condemned not only as low but as grossly masculine, and shockingly out of the female sphere,' to instruct in music. The cry seems at this time to be chiefly directed against the ancient languages, mathematics, metaphysics, antiquities, and general philosophy; not forgetting, in the course to lash at reading clubs, or any combinations for facilitating further attainments.

But it is not the present object to write a dissertation on the education of woman, or a discussion of her mental faculties, suggesting merely that her faculties, whatever they may be, should receive the best culture of which they are capable, that her influence on society may be of the most salutary character. Let it also be remembered that the literary part of education is far from constituting the foundation of character; it is the preparatory part with which woman is so intimately connected, and to which we would direct the principal attention. For it is conceived that the utility of a precept or principle depends not so much on its truth being known, as on its being frequently brought before us, and applied to our own immediate circumstances and demands. And since the maternal influence over the heart and mind of the child is incalculably powerful and abiding, and her responsibility proportionally great, we would gladly awaken increased attention to the subject of infantile management. The word of God commands to train up a child in the way he should go, &c. but has left it to reason and experience to study the means to turn him into that way. It hence becomes the part of human philosophy to discover the course, and remove the obstructions. Mothers, very generally, acknowledge their incapacity for the arduous task of directing and training the versatile mind and temper of children. And certainly the hitherto contracted limits of female culture, in the grand fundamentals of thinking, reflecting, reasoning, and judging, afford cause but too just, for this universal complaint; yet much, very much, may be accomplished, where the will is heartily enlisted in the cause; and persevering energy applied. This assertion is not made under the impression that children are universally easily wrought upon by moral motives, to forego the indulgence of self will, appetite, and passion; but because they are not so to be wrought upon, it is indispensable that the parent be ever watchful of early habits, and early imbibed principle, or prejudice. A good education,' says Mrs More, 'must be the result of one consistent connected system. Method is the hinge of business.' The various