ATLANTIC JOURNAL 
AND 
A CYCLOPEDIC JOURNAL AND REVIEW 
OF UNIVERSAL SCIENCE AND KNOWLEDGE s 
HISTORICAL, NATURAL, AND MEDICAL ARTS AND SCIENCES*. 
INDUSTRY, agriculture, education and every kind of useful informations 
WITH NUMEROUS FIGURES, 
EDITOR x C. S. RJ1FINES Q UE, 
Professor of Historical and Natural Sciences , &c» 
Vol. L] 
PHILADELPHIA, Autumn of 1832. 
[No. 3. 
Knowledge is the mental food of man. 
A 
1. Analysis of Fellenberg’s Sys- 
tem of Education. 
This system is one of the greatest 
improvements on education effected 
by philanthropy during this age, since 
it enables to educate the poor with- 
out any expense. It is as well cal- 
culated for the United States as for 
Switzerland, yet it hardly begins 
to be appreciated and introduced 
There must be a great lack of patri 
otism, liberality, and philanthropy 
in legislatures and individuals, it 
similar institutions are not quickly 
adopted every where. To contri- 
bute partly to this desirable object, 
we shall give a brief analysis of the 
practical principles of Feilenberg, 
furnished , us by a pupil of his school. 
1. The good and wise Feilenberg 
has acted upon the following princi- 
ples. 
2. The present society and gene- 
ration are unhappy: we ought to en- 
deavour to afford or give to posterity 
the means of being less so, by a bet- 
ter education. 
3. A new kind of education is 
needed, not by levelling the two 
classes or poles of society, the rich 
and the poor; but by rendering both 
happier. They ought not to be mix- 
ed nor blended; fiut both prepared 
for their respective duties. 
4. Education is the aim and in- 
struction is one of the means to 
achieve, this improvement. Educa- 
tion consists in forming the heart 
and character, unfolding the under- 
12 
standing, and giving strength and 
health to the body. 
5. Instruction speaks only to the 
memory, but by exercising the un- 
derstanding and reason, it has a due 
influence on the heart and education. 
A little instruction with much edu- 
cation is better than little education 
with much instruction. By neglect- 
ing education for instruction we have 
lost sight of this true aim. 
6. Each class ought to be taught 
by counsel in action, exercise of 
hands, enlightening their understan- 
ding, and ennobling their hearts, 
that they may love and practice vir- 
tue. i 
7. The poor are directed to the 
labor of their hands, care is taken 
of their minds and hearts to lead 
them to a virtuous conduct; their 
future welfare and happiness, with 
an assured subsistence are secured 
by making them enlightened and 
virtuous husbandmen and mechan- 
ics. 
8. The rich or superior classes 
are taught to love the poor or the in- 
ferior classes, so as to produce so- 
cial happiness and harmony, and pre- 
vent civil discords. 
9. The insensible but rapid 
changes produced by the progress of 
luman mind, the subdivision of pro- 
perty, the abolition of feodal ties, 
the influence of discoveries, changes 
of manners, &c. absolutely require 
a modification of society and educa- 
tion in those who are to lead or rule. 
