29.8 29.9 NOTE FROM THE EDITOR. THROUGH the late change undergone in editing and publishing the Monthly Anthology, its patrons are informed, that the Editor had but a short time to arrange the scarce materials which the former office supplied, and make the selections necessary to complete the 7th number. Of those, who are determined to patronize the publication, he hopes for candour; of those, who are inclined to decide hastily, he asks a temporary suspension of judgment. From the cause already noted, some communications may have been made, which the present Editor never has seen. He has received an essay on Education from S. S. which shall appear in the Anthology for June, and a piece without signature which is under consideration. He requests the easy writer of the "Pursuit of Happiness," the correct "Studiosus," and the glowing author of the "Collectanea," to renew and continue their favours. He will indeed gratefully receive and carefully enrol all judicious communications relating to the science or arts of the country; interesting accounts of illustrious characters, especially of such as are American; moral essays; ecclesiastical tracts; poetry; original remarks on new publications; mathematical problems; arith metical calculations; important commercial notices; political speculations temperately written; meteorological observations; and any thing valuable, which serves to develope the natural, theological, or civil history of Massachusetts, and to enrich the annals of Columbian literature. June, 1804. May 1 29.9 29.8 29.9 2 30 30 .30.1 30.1 30 29.9 29.6 THE MONTHLY ANTHOLOGY: OR, MASSACHUSETTS MAGAZINE. JUNE, 1804. FOR THE ANTHOLOGY. Mr. Editor, A part of the following essay on education was published some time since in a village newspaper; a sense of the importance of the subject, rather than of the merit of the performance, has induced me to correct and transcribe it for your Magazine; in which, if you think it deserves a place, you will publish it. S. S. ESSAY ON EDUCATION. "Nor does he only serve his country, who delivers his opinion on war and peace; but he also, who exhorts youth, and supplies their minds with the principles of virtue."* AT the present time, when politics so generally engage the public mind, the modest advo Nec enim is solus reipublicæ prodest qui de pace belloque censet, sed qui juventutem exhortatur, et virtute instruit animos.....Seneca. cate of virtue and science, who strives to inculcate just principles of education and morality, without becoming the advocate of party; who censures vice without railing at the past or present administration, or praises virtue without naming men, who are, or have been in office, is almost neglected by this neglect many errours have been tolerated in our schools, which are of sufficient importance to be worth the attention of those, who are more able to reform them than myself; yet I hope to be excused for attempting to point them out, and for endeavouring to draw the mind for a short time from political broils, to the contem plation of matters, that influence much more deeply the tenour of our lives. I am far from thinkbut I think our domestic coning politics unworthy of attention, cerns deserve a much greater share of it. Our happiness de pends chiefly on our own minds, and we must seek for it at home, rather than in the government; as we would think ourselves more interested in a friend for life, than a companion for an hour. Suppose our favourite candidate is elected to some high office, (as most of our political dissentions are for the choice of tyrants,*) what pleasure does it give us?Do we enjoy more rational pleasures than we formerly did? Does he blunt the arrow of affliction? -Perhaps the person we dislike is chosen; does he deprive us of the pleasures of society?-Does he influence the elements against us?-No; but he burdens us with taxes! -What are all the taxes we pay to government, in comparison with those we pay to negligence, intemperance, or vanity? We have been taught by some, that certain measures of government would suddenly change our political affairs, create disorder in societies, overthrow religion, and almost counteract the operations of nature:-they have taken place, and the world still rolls on, religion is yet tolerated, and the fruits of the earth still continue to vegetate as before. There are few measures of government that influence individuals in any great degree. No government can give us happiness, if our family and social concections are not agreeable, and none can deprive us of it, where they are so; and since on the 軟 "Dechirans a l'envi leur propre Republique Lions contre lions, parens contre parens, "Combattent follement pour le choix Boileau Sat. 8. des tyrans." education of youth this source of happiness depends, why do we find people so inattentive to the intrust their education, that many character of those, to whom they are employed as instructers, who would be dull scholars in the branches they pretend to teach, and that the few who deserve encouragement and reputation are Not he only serves his country, left almost without support. who delivers his opinion on war and peace; but he also, who exhorts youth, and supplies their minds with the principles of vir tue. The two principal errours in our schools are these :-The attention, which most teachers pay to the memory, to the neglect of the reasoning powers; and the use, which the students make of want of attention to the practical their instruction. many who learn the rules of There are grammar, and are able to apply them to the works of others, and perhaps write their own thoughts correctly; but in conversation glish language. We are apt to cannot be said to speak the Enacquire a careless manner of expressing our thoughts in common conversation, which should by all means be avoided; yet few make use of their knowledge of grammar to correct their own language. There are some, who by the vocal language express their ideas with fluency, but if they attempt it by the written are utterly unsuccessful. There are some, who write their sentiments with elegance themselves, but if they attempt to dictate for another to write, find themselves quite incompetent. In common schools |