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Page 35, line 10, read are instead of " is."
" 40, < 3, “ 1826 instead of " 1846.***

4, “ 1826, page 414, instead of " 1825, page 4-6." “ 43, “ 21, “ an hypothesis, instead of <a hypothesis."

“ fugitive, instead of " fangatire." " 63, “ 18, “ work, instead of "worth.” 6 91, “ 2, " are, instead of "is." « 125, “ 13, “ flezanimus, instead of " flezanimis."

the second, third, and fourth paragraphs are ex

tracts, and not quotations. “ 186, “ 4, “ malum instead of " malas.“ “ 209, “ 10, omit the word "Dot." 262, “ read “ Conscia mens recti fame mendacia ridet," for the

last line.




Education extensive in U. S.-will test the question--if it improves the morals and mind-If Napoleon had not been educated, query-Quacks, pettifoggers, &c.-But few minds strong enough for professors Genius will rise-Education does not make mind-Too much expected from education-Ignorant parents cannot educate their children-Army and navy; examination periodically-Should be so with all professors, judges, &c.—But opposite extreme to be avoided-Poor schools like poor relief, for bread, &c.; food necessary, &c.-Schooling a mere bountyFactionists make it general to flatter the poor-Should be given to poor only; and to them to read and write, and then learned trades, &c.

Takes time; they should be at trades, &c.-Great men self-educated Morals-Mind-Passions—Mental Sensation-Will-Impulse-Depravity-Millions ignorant of their own science-Man prone to idleness-Proper education useful-If all from 5 to 21 are trained in school, they cannot inake livings—To make them work all this time is to be drudges--Should be practical, and before 21-Apt to deteriorate after this--There should not be too many in the professions-Points discussed, viz. 1.-No power to tax, but to school poor--the law. 2.--If beyond 13, females, and 14 males. 3.-If for any, even below this, but poor. 4.-Effect of education, all from 5 to 21. 5.-Whether, if up to 21, improves the morals. 6.-If an education given by a general police regulation is not enough. Result of this if enforced properly : 1.Streets clear of vagabonds. 2.- Property, person, and life secured. 3.Gaming houses, &c., stopped. 4.-The bad would have no encouragement. 5.-All that is robbed, &c., would be saved. 6.-Myriads would reform.-Childhood, time for education and restraint, indulged· Fine clothes, with pocket money–No boys now; all are men-Apprentices refractory-Swarms of half learned in all employments, Such of both sexes unfit for matrimony, and rush on it-Females taught music and frivolities, not necessary things~ The entire system of education involves life from its germ to the grave-Religion the true foundation of all education-Toleration of religion in the United States, infinite good.

EDUCATION, that which we understand by schooling, is now being fully developed in the United States upon a much broader and more enlightened scale than it has before been tried.

This will test the proposition whether the intellectual light obtained by a knowledge of the rudiments of learning will improve both the morals and understanding, and arm the mind against the seductions of sin and ignorance.

No man in the United States can plead the want of means to learn how to read and study for himself.

The Sunday Schools, Free Schools, and other schools, now embrace almost the entire infant population, and the next age will, perhaps, show a race of men superior in intelligence to any other nation in the world.

It must be remembered that this light, like the rain from Heaven, falls upon the just and the unjust, fructifying and nourishing the rank and poisonous weeds as well as the tender grass.

Whether this mental amelioration and education of the poor, who are well disposed, will not be counterbalanced by the advantages in like manner given to the wicked and depraved in better fitting them for adroit perpetrations, remains to be seen.

There is at this time a very great number of educated and artful knaves in the United States, who hold positions and places of influence and power, and are employed in, and prepared for schemes and plots involving the most pernicious and dangerous consequences to the private pursuits and public wel. fare of the people.

Knowledge is power to the bad as well as to the good.

If Napoleon had never known how to read, the career of his great genius might have been confined to piratical cruises on the Levant. By learning and knowledge he discovered his mind to be far above the masses. By these means he gained confidence in himself, and in the name of Destiny and Reason skilfully buccaneered upon the lives and treasures of a continent.

If the subjects of his venal ambition had been as enlightened as the inhabitants of the North American States now are,

he might have shrunk from, or have been foiled in his experiment.

Knowledge cannot be instilled into, or made to improve, or give additional strength to a weak mind-on the contrary it inflates the vain, magnifies fools and dunces, and misleads the ignorant.

A mere quack can be shunned, but it is extremely difficult to guard against the imposition of authorized and plausible blockheads.

The American experiment of graduating ignorant clowns, and admitting to the practice as doctors and lawyers, unschooled and lazy mechanics and presumptuous and brokendown hostlers and peddlers, and dubbing the highest collegiate degrees for favor and money on every audacious pretender, has turned loose upon society an army of professional vagabonds, who have become a common and notorious nuisance to men of education and to the country at large.

Unless oppressed, genius will have light, and to a searching and perspicuous intellect, knowledge then becomes power.

If the lion knew his strength, he would not suffer himself to be caged.

It is a momentous question big with curious reflections.

The United States will soon double the force of the great political maxim, that “Eternal vigilance is the price of liberty,” for the enemies of its free institutions, by this system of education, are taught to feel and use their power for bad as well as for honest purposes.

Perhaps there is too much expected from education. All men know by observation and experience, that honest labor is productive, and hence some are led to infer that an education must produce similar results. This would seem to be the conclusion by which almost every mechanic and tradesman is governed, who, if able, most resolutely educate and supply all their sons, however numerous, with learned professions.

Nothing can be more absurd. Being uneducated themselves, they do not know how to superintend the education of their children, and are therefore imposed upon by their being but half learned.

The parents have no appropriate means of starting their sons in their own professions with the advantages of their ex. perience, credit, character and customers, as they could do if their boys were brought up for and began their father's busi

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