92 PSYCHOLOGY. 



vance of the Christian Sabbath and Ordinances ; are those which 

 nature must sanction, though she could never teach : and they alone 

 can prepare us for that spiritual world to which we are rapidly ad- 

 vancing. Of these duties, we are to treat farther, in a subsequent 

 department; and we therefore conclude the branch of Ethics by 

 repeating the expressive terms of Scripture ; Love to God, and Good 

 Will toward men ; as the sum and substance of morality ; the fruits 

 of Christian piety ; and among the essential conditions of happiness ; 

 both in this life, and in that which is to come. 



CHAPTER V. 



EDUCATION. 



EDUCATION, is that branch of knowledge which relates to the 

 training and guardianship of young persons, from infancy to mature 

 age. The name is from the Latin, educo, I bring up, or educate ; 

 and it has also been termed Pedagogics, and Pedeutics, from Greek 

 words of similar meaning. We would lay great stress on its import- 

 ance ; as relating to the preparation of youth for subsequent life, and 

 influencing the character, and prospects, not only of individuals, but 

 of nations, through ages yet to come. The highest powers, and 

 noblest sentiments of our nature, might remain forever dormant, were 

 they not developed by the instruction of the wise and good ; who 

 have themselves received like instruction from their predecessors. 

 But we may use the term Education in a still wider and higher sense, 

 to include the whole training of the soul, by inward reflection and 

 outward events, by intercourse with men, and instruction from above, 

 the whole training of the human soul, for the enjoyment of immor- 

 tality. 



That the ancients were not inattentive to this branch of knowledge, 

 is shown by the Cyrop&dia of Xenophon ; in which he developes 

 his ideas of a perfect education ; as also by the institutions of Ly- 

 curgus and Solon ; the former of whom made education a business 

 of the state ; and the latter besides prescribing public instruction at 

 the Gymnasia, excused the son from supporting his parents, if they 

 had taught him no trade. In modern times we may point to the exam- 

 ple of Oberlin, who, in 1767, became the pastor of the Ban de la 

 Roche ; and instructed the poor peasantry, in religion and science, 

 agriculture and the arts, till that sterile region became the happy abode 

 of plenty, peace, and piety. Another noble example was that of 

 Fellenberg; who, about the year 1800, devoted his fortune to the 

 establishment of the farm school of Hofwyl; and has there perfected 

 the manual labor system; by which the pupils labor for their own 

 support, and thus practise the useful arts, while they are devoting a 

 portion of the time to letters and science. He liberally adopted Pes- 

 talozzVs modes of instruction, by diagrams and experiments, in aid 

 of verbal description; and many farm, or manual labor schools, have 

 since been formed, on this improved model. 



