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fort have increased in a ten-fold ratio to our moral energy and mental excellence. Mammon sways more than Virtue; Expediency takes the lead of Honour; and brazen Pretension takes the wind, clandestinely, from the sails of the fairest merit. Why is this? Is it that in the hurry and bustle of the outward world we have but few pauses, few very ardent inclinings for reflecting on the spacious world within-discoursing as it were with our own higher and holier faculties, and taking counsel with them of our career-its object, its end? To live is the moving spring of all our outward activity, and that end once gained, we have a resting-point where we may draw breath, if we will, and say, Now, what next? let me compare the testament of my inheritance with the title which lies within-I have done my duty, I can live independent by my labour -what next is expected of me? I was not born merely to live and labour, and eat and die-no! I live for a life beyond life; I must gird my loins-the loins of that understanding which my Maker has given me-my truly divine right to think. Ay, to think; and herein. is involved that greatly complex, yet infinitely noble problem of the best method of educating the human soul, so as to fulfil the high and lowly duties which it was so clearly created for accomplishing.

Fr. That winged arrow comes from the quiver of your mind well dressed, and twangs home, shot from the strong bow of a seasoned understanding.

Ed. May it be so.

Fr. It is, it is, as full of pregnant sense as a well-spent life is. May every reader feel its pith as I do! Now I perceive your theme is truly great, and aims at mighty things through simple means. Ed. It does.

Fr. Proceed; I grow impatient to grasp the whole.

Ed. The leading object, then, which this monthly journal has in view is the establishing of the principles of Education on a scientific basis -a basis that may be apprehended and known by all; and this from a patient inquiry into the nature of the human being, mental and physical; and taking for our guide those lights of experience, observation, and philosophy, carefully make induction from the demonstrated facts in Nature herself, as to the most rational system to be adoptedthe most reasonable course to be followed, in order to gain the desired end-THE BEST EDUCATION OF WHICH THE HUMAN SOUL IS CAPABLE.

Surely there cannot be a nobler or a more interesting study, than how to educate the Human Soul; such an inquiry into its nature and condition as to elicit from a knowledge of the thing to be educated the means which experienced induction has marked out as the safest and the best, is surely an inquiry calculated to task the fullest powers of the most capable mind, and, if successful, is assuredly commensurate with being a great public and private blessing. The very hope of influencing to such a consummation inspires to meritorious effort, and confers lustre and dignity on the vocation of an Educator.

Fr. That is most true, if the dull world would think it.

Ed. We know how much it is matter of the most anxious solicitude with parents and guardians how to proceed in the rearing and educating of their young charges, so as to secure the fairest advantages and best chances of making able men or accomplished women of them-that they desire above all things to do for the best in this, and indeed choose to that end even through others reputed to have a good judgment in such matters; but, if we fail not in our effort, we trust to making the subject so clear and plain as to be at once comprehensible by every parent of common understanding. We will put them in possession of a store of such cogent and selfillustrating knowledge as will make apparent the course to be unswervingly followed in the rearing and educating of those so responsibly entrusted to them. Nor is the knowledge which parents and others will thus acquire barren or uninteresting in other immediate respects; for such inquiries teach us truly a knowledge of ourselves, and enlarge our minds to an apprehension, a conception of the subtlest and sublimest truths connected with and inseparable from a rational notion of our own existence. It will, therefore, form a manual of the most vital import and significance to those who cultivate acquaintance with their own minds, and learn from its workings and aspirations the growing and expansive nature, the wonderful faculties and feelings of the young progressing soul. Hence, we look mainly in our hope of a thorough success to the Heads of Families, for whose behoof, and guidance, and (may we add) enlightenment, our most zealous labours will be devoted. The father and mother of every family, whatever be their degree of fitness, are still the chief and truest educators of the child. How is this? Nature has decreed it so-(and what she ordains, woe to the father or mother who slights it)-observation and reason record and demonstrate the fact, and it is our duty to provide or anticipate for it accordingly.

Our chief hope, then, of encouragement towards the present publication lies in the Parents themselves. They are the legitimate and proper educators of the race. The professed educator exercises but a delegated authority-but how impressive the responsibility attached to such authority! He represents the parent, or rather the parents; and hence it has been observed that "no man can be a true educator who has not a touch of the mother about him." Unfortunately, parents themselves are but imperfectly impressed with how much of truth this asserted fact is burdened, or surely so many of them would never dream that they sufficiently discharged this first of duties by turning them over, after but vague inquiry, and still vaguer ideas of wherein the true duty of the educator consists, and the relation in which he stands, or should stand, to their children; yet, in the fullest confidence of the mere hearsay that he is a "good teacher," place him, and most probably without condescending either to see or converse with the person who is to represent them, in the very spirit of their character, as parental instructor to their children. We

would desire to impress upon parents, that the duty of providing for their children a fitting education is a sacred and most deeply responsible one. They may enrol them with masters noted in their calling, who may teach them, and teach them well, their letters and progressive lessons, and the modes and excellences of the various arts and elementary sciences. He teaches yes, but he only teaches as the schooling now-a-days still goes. There is as much need (nay more) of the parents still as educators, for they alone have, or should have, the clearest perceptions of their children's true nature-they alone can truly lead out their minds, and clothe their souls in the only warm and manly covering of honesty, lovingness, and truth. You set them the examples of industry, method, attention, and they become habits-pleasing habits or occupations-to the observing or doing of which they are influenced by the presence or power of parental authority. Dream not-let it not be said that the poor hireling, so frequently chosen, was the representative of all that you considered to be your duty in watching over, caring for, and leading out an immortal soul! That despised creature, the schoolmaster-for, dignify his vocation on the lip as you may, he is still held by you at the distance of a despised thing-must surely have troops of kind souls in his old age, ministering to his aches, his troubles, his cares, his necessities-honoured and independentalternating reading and thinking, with ease and relaxation-comforted and made happy by the many whose minds he had nurtured, stored, and adorned. No what then? He dies despised and neglected, alternating between poverty and want, and not one of all the hundred hands lifted up or held out to help or comfort him in his dark and trying hour. Yet this, by your own confession, was the man chosen by you to educate, for the duties of time and eternity, your children's souls-the pruner and strengthener of their wings, and the encourager of their first flights.

Fr. Truth and true pathos there you have nobly married.
Ed. Indifferently, I doubt, but 'twas my aim.

Fr. The tooth of indignation rankly in it just cuts its way to the surface to show 'tis there. I am infinitely content with your fervent handling of the theme.

Ed. You give me heart.

Fr. And you make me to feel that I have one-alas! the poor old schoolmaster! but by and by you'll right him; his claims are sacred, and must be allowed, and that day shall come shortly.

Ed. The sooner come the better for Britain's weal in the great march of progress.

Fr. Shame on the causes of this gross neglect and most ingrateful cruelty. Read on; I am with you.

Ed. We purpose, then, that the larger section of the journal will emphatically address itself to the Heads of Families, who are first and last so deeply interested in the question of how best to secure for their children that Education which shall cause to grow, lead out, and maintain-"A SOUND MIND IN A SOUND BODY." And what

other is the true Educator but the head of a family; or rather, of many families for the time being? That master is little to be trusted who does not feel, in following out his vocation, some vital touch-finger of parental responsibility pressing upon his heart and stimulating to an enlightened, a conscientious discharge of his important duties. Hence what we address to parents is as much the concern of masters in their true function of representatives— delegated and confirmed to that very end; and hence we look for their zealous support and encouragement to the extent of their deliberate and discriminating approval. But in truth, although it may smack somewhat of a proud conceit, we address ourselves and appeal for special support to all classes, from the highest to the humblest; and as we have devoted no inconsiderable share of time, and patient, disinterested, fearless thought upon the subject, we trust to being received with nothing less than a hearty and gracious acknowledgment. If we should fail, we have still the grateful, timehonoured, and shady retreat of that noble and generous line to shelter us

"In great attempts 'tis glorious even to fail."

Again, this periodical, in attempting to establish Education on the solid basis of a science, does so on the strength and completeness of the data, the facts, the truths already demonstrated in connection with the anatomy and physiology of the human frame. As a science, then, it is chiefly based on the leading facts furnished by Medical Science. Whence it follows, that in our scheme for advancing Education, it is advocated as not only desirable but imperative, that our Universities over the length and breadth of Great Britain be so constituted, so remodelled, as to receive and recognise the STUDENT-EDUCATOR as a member of a distinct profession; and provide such additional professorships as may be deemed requisite to carry out a curriculum fitted to produce the class of Educators desired. By thus constituting them a distinct and independent profession, their importance and dignity would soon assert itself; and were Government to adopt such a National Scheme as that to be recommended by us (or any other akin in spirit)—the scheme of National Schools for the poorest classes-liberally endowed we should have them as liberally at least as that revenue attached to the Established Church of Scotland herself, and quite independent of any clerical body-then we would at once have students with minds, capable of meritorious effort, entering the profession, and ready to bear Education onwards and upwards to useful purposes and high issues.

Fr. Sound to the core; 'tis needed-such reform.

Ed. But whether Government establishes and endows such national schools or not, it is not the less clear and plain that it is the interest of society-of the people-if they appreciate truly the value of Education, and desire its spread and progress, upwards and downwards—it is clearly the ultimate best interest of all communities to do such things

for themselves-provide Educators, liberalised by generous and humane studies, and fitted by their intimate knowledge of the human frame, especially the brain, with its nervous and muscular dependencies, and the noble moral consciousness which the study and contemplation of great Nature's wonders ought to inspire; for assuredly, according to the qualities of mind dominant and encouraged in the Educator, so is there the greater likelihood of the little beings placed under his charge becoming embued with that knowledge, and conduct, and action which constitute the true man, or true woman, and which every parent wishes his son or daughter to be.

THE NATIONAL SCHEME, confined to this class of British subjects at first, would soon exert a most beneficial, inspiriting influence upon the middle ranks, able to pay for their education, and, to a considerable extent, proud to do so, looking upon it as embodying no mean earnest of their independence. The middle classes, again, would rouse the higher and wealthier section of the community to make use of their riches in appliances to develop truly and fully the latent merit which may, and must, in the course of nature, exist among them. Merit would thus become, as it should be, the reigning attribute to rule and govern all things. The bold and fairlooking scheme of Administrative Reform would thus become but one of the great items of reformation achievable by this principle, if once this mighty machine, so complex in its parts, but so simple in its operations, were set skilfully and earnestly a-working. Why should there not be a grand judicial national reckoning with all our Universities? By Act of Parliament ?—what else, and why not?-a casting up of their account and their intended usefulness according to their spirit, not their letter, as the donors undoubtedly intended? Why should there not be a re-distribution-with consent of the nation, both Houses of Parliament, and the reigning Monarch-of all the gifts, immunities, etc., and all re-constituted for the wider benefit of the British people, whose requirements have changed? The learning which at one time was an element contributing to foster and advance true greatness, and national distinction and honour, is now superseded; from being a drawer through ancient but noble aqueducts, and stupendous but then useful piles of learning, she has now become a producer, an originator, of mighty rivers of thought, of beautiful, and noble, and useful temples of science and art for the British mind to study and dwell in, a creator of new philosophies and works of so surpassing a genius that she now holds her head, in virtue of her own true greatness of soul and nobleness of invention, higher than her first instructors (in due reverence to their great aids, however, be it ever spoken); nor has she sunk, but rather elevated to a more conspicuous eminence, the holier, gentler, and manlier humanities pertaining to life and death; and now, in the spirit of a large and generous desire of self-advancement, claims for her own further development the wealth's blood of her devoted sons, who in their time did well for their country; and it is for our legislators and rulers now to consult the spirit of their munificent bequests, and make

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