by its divine precepts, there would be very little occasion for punishment of any character, much less for the use of the rod. But I wish my audience to keep in mind that it is school, not family government, that we are discussing.

Since I have alluded to the use of the Bible as a school-book, allow me to say a word or two more in its behalf, before closing this part of my subject.

I am aware that some object to its use in schools for several reasons; principally because they wish the mind left free to judge of its contents in mature years. I am aware that this is called an age of improvement; but to my mind, that is a singular kind of improvement which contradicts divine inspiration that expressly enjoins, "Thou shalt teach them diligently to thy children, and shall talk of them when thou sittest in thy house, and when thou walkest by the way, and when thou liest down and when thou riseth up. And thou shalt bind them for a sign upon thy hand, and they shall be as frontlets between thine eyes. And thou shalt write them upon the posts of thy house, and on thy gates." Thus was the law of God to be inculcated in ancient times, and does not look much like the modern fashion of leaving the mind a blank on this subject.

Again, it has been objected, that certain parts of the Bible are not suitable to place in the hands of children. We ought to remember that the law of God is a perfect law, and of course has to deal with all the evil passions and dispositions of our nature. The judicious teacher who is well acquainted with its sacred pages, will find no difficulty in making suitable selections for his pupils. I have often witnessed, with much pleasure, the deep interest with which children dwell upon the history of Joseph; and how carefully they would read over and over again the account of the sufferings of our Savior in the garden, and on the cross; apparently to see if they could not light upon some verse that would show some mitigation of these sufferings. The Acts of the Apostles are always interesting to the young. Do we wish to make selections for scholars further advanced? The writings of Paul afford an opportunity to exercise the learner in all the various modulations and inflections of the voice, which I have never found in any other book. None can know, but those who have tried it, the happy influence which the reading of a Psalm, morning and evening, before a devotional exercise, will exert over his scholars.

Again, it has been said, that by the use of the Bible in school, children, by too great familiarity, lose all reverence for it. If this is ever the case, the fault is in the teacher. It is his duty to see that his scholars use that book with becoming sobriety.

Allow me to add, and let the testimony go for what it is worth, that I was engaged in teaching, most of the time, for more than twenty-five years, and always kept a record of all the scholars'

names that came under my instruction. In looking over the list, I do not find one who was early instructed in the precepts of God's word, and who was taught in early life, to observe the Sabbath and reverence the sanctuary, that was ever convicted of any crime;— but one, who failed in business, and his failure was owing to causes beyond his control: he soon recovered, and, I believe, paid the last dollar that he owed ;-but one who ever become intemperate; and, on inquiry, I find that he was much from home just at that age when he most needed parental influence. On the other hand, among those whose minds were left unshackled, as it is sometimes called, several have been convicted of indictable offences; others of crimes of a minor character; numbers have failed in business, not one of whom, so far as I know, ever regained his former standing; and nearly one fourth, who lived to manhood, became dissipated and useless to society. So thoroughly am I convinced of the utility of the Bible, as a means of government, that I should not dare, if from no other consideration, to undertake the government of a school without it.. And with it, I find no use for the rod..

Perhaps I ought to say a few words more to parents before I close; for without parental co-operation, the teacher's task will be a hard one. It is the duty of parents to see that their children attend school regularly, and in season. Most parents are not aware of the amount of mischief they are doing, by sending their children to school half an hour too late. Better by far for the school, and about as well for them, that they should not attend at all. Would any parent be willing that the teacher should be often absent at the proper hours? Let him do this a few times, and his reputation as a teacher will materially suffer. This is not just.

I know not by what principle of logic they arrive at the conclusion, that the teacher must be on the ground, every day, at the proper hour, rain or shine, sick or well, and there wait the pleasure of parents to have their children there. The obligation should be mutual. This is not all. Children who are irregular, or late in their attendance, I again, tell you will not improve. And who must bear the blame? No one but the teacher. Yes, he must possess the wonderful faculty of communicating knowledge, if he can-occasionally get a glance at the little urchins who live within certain bounds. If he do not, he must be dismissed for want of capacity. Poor fellows! I feel for them most keenly, having myself been through the mill and ground till grinding was of no further use. But cheer up, a brighter day is dawning upon your prospects. Many parents are beginning to discover that their children must apply themselves regularly and closely, or they will never be learned and great. And so sensible are they of this, in some parts of our country, that when the hour of study arrives, the teacher is allowed to lock the door, and suffer no interruption

from late arrivals. And I wish that every teacher in our land would take this high ground, and adhere to it at all hazards, sink or swim.

But stop, my dear sir, exclaims some parent, are my children, who have to go a mile to school, to be locked out, if they are half an hour behind the time! They ought to be, I answer, for the benefit of the school as well as their own; and they would soon learn to be there in season.

Permit me, also, to say a few words to scholars, before I sit down. You may not be aware, my young friends, how much depends on your own efforts. You will do well to remember, that if you would be good scholars, the work must be done principally by yourselves. Neither good teachers, good school houses, nor good books, will avail, without good scholars. And to be a good scholar, implies more than is sometimes imagined. It implies, that you should always be in your place at the proper hour; that your lesson be well prepared; that you pay particular attention to, and endeavor to remember the explanations of your lessons by your teacher; that you scrupulously regard all his requirements; and in no case transgress the rules of the school. In no case, did I say y? Even so. No circumstances whatever, can justify a transgression of your teacher's rules. However absurd they may appear to you, you are bound to obey them or leave. the school.

Show me a

scholar who is watching every opportunity to trample upon the laws of the school, and I will show you one who will, ordinarily, be a bad member of society, if he is not in the penitentiary or hanged, before he arrives at the years of manhood. You should nobly disdain to take advantage of circumstances which exist, more or less, in every school, in which you can do wrong without detection. Keep one thing constantly in mind, that, however may succeed in hiding single actions, you cannot hide your general character, which is made up of single actions. Your characters are now forming for life; and there is, perhaps, no place where so much is done towards the formation of character as in the schoolroom. Never descend to what is low and trifling. It may excite mirth in the beholders, while they despise the author of it.

you

It is not so much going to school a long time, as spending well the time while you are in school, that will make you good scholars. Doct. Franklin had but comparatively limited means for improving his mind in the ordinary way. He became great by improving to the best advantage, the little portions of time which are quite commonly spent by boys at play. Always have some useful book at hand, to which you can devote your attention when you have a few leisure moments. I say useful book, such as will improve the mind, and fit you to act well your part in life. Much of the trash which is thrown from the press, at the present time, is unworthy a place on your table. You may derive im

portant benefit by asking the aid of older and more experienced persons, in making selections for your reading. Permit me to mention one or two. The "Life of Franklin," and "Todd's Students' Manual," cannot fail to be useful to you.

I feel unwilling to let this opportunity pass, without making å few general remarks on the subject of education.

For a moment, cast your eyes around in the circle of your acquaintance; you see a wide difference in the character of man. What has caused this difference? Neither birth, nor titles, nor riches have done it, further than the advantages resulting from them have been applied to useful purposes. Nor can they in our free and happy country. We see some whose parentage was poor and humble, now in the first ranks of usefulness. Ohio does not boast a brighter star in her diadem, than she finds in the man, who, when a little boy, ate his mush and milk from a gourd-shell, with no other than the shell of a clam for a spoon. As to titles, we have none, till they are conferred by a grateful people for deeds of usefulness. Nor can money alone, convey a single idea to the mind worth retaining. It may, to be sure, deck the body with gay apparel; it may build fine houses, and procure costly furniture; but can never, of itself, purchase that inward adorning, in comparison with which all other is not worth the name. Every mind has more or less .influence over other minds, and is daily contributing to the general stock of prosperity and happiness, or is active in retarding if not.destroying the general good. How vastly important then, is it, that the young mind should receive that mental culture, without which their sphere of action must be comparatively circumscribed; and withal, that their moral culture be not neglected. That parent who fails to improve the opportunities afforded him, for giving his children a.common school education, is robbing the state of a treasure more valuable than silver or gold; yea, a treasure, which "worlds want wealth to buy."

There is another consideration which should have weight with every lover of his.country. In the United States, the experiment is making, whether a nation can be capable of selfgovernment, and sustain institutions of freedom on republican principles. The eyes of the world are turned towards us to see how the experiment succeeds. Should the education of our youth be neglected, the result could not be doubtful. Some Saul would soon be found hid among the staff, who would, probably, without much urging, consent to wear a crown for our benefit, and trample our liberties in the dust. The immense influx of foreigners upon our shores is bringing with it, there is reason to fear, the seeds of despotism. And whether we may not, at some future day, have cause to repent the facilities we have afforded them for taking an active part in our national concerns, is a question which

it may be too late to discuss. But one thing we can do. We can train up their children in the principles of virtue, instill into their minds a love of country, and store them with useful knowledge. If this is not done, well may we dread the consequences.

Let them co-operate in the noble enterprise of erecting a temple on the hill of science, so broad as to be capable of holding every youth in our land, and so high as to be as a beacon to surrounding nations. But let us be careful to lay its foundation on that CORNER STONE, which is true and precious, and then shall we be able to inscribe on the topstone thereof, LIBERTY AND HAPPINESS.