sons and daughters are to be born to science in this favored land; I would not, however, urge further conquest; I only ask for the cultivation of what we already possess. The extent of Natural History might be considered as an insurmountable difficulty to its introduction, as a branch of common education. If you look at it in books, it is indeed forl idding. Its long catalogue of names is so appalling, that few have the courage to attack, and still fewer the good fortune to conquer. Yet these are no objections to it as a study, much less to its value or expediency.

The object of common instruction is to impart important. and general ideas; to explain the principles upon which knowledge is founded, as landmarks to guide the pupil in the onward path of life. However much it is to be regretted, that the great mass of mankind receive but a scanty education, considering the circumstances under which they live, it is no reason why the fountains of knowledge should be locked up, lest

"Shallow draughts intoxicate the brain.".

Knowledge, however little, is valuable, provided it be useful, and made subservient to life, and life's great alim. In the time usually devoted to commen education, nothing more is attempt ed than the simple rudiments of the branches taught; so in Natural History, we can expect only to introduce the pupil into that sublime temple, paved with gems, decorated and perfumed with flowers, and made radiant with life and animation.

On this extensive subject I am permitted to speak of Lut few of its prominent features. In teaching, I would Legin where nature intended, at home, and explain the objects immediately around us. In this department, books for the pupil, and scientific arrangement with the teacher, are minor considerations. The object is to teach a knowledge of things rather

than of words; to study nature in her own livery, rather than in the drapery of art.

In Mineralogy, the names and uses of the different substances are easily remembered by the pupil, and as they are always before him, an acquaintance with them opens an extensive field of rational enjoyment, which will fill with pleasure many a vacant hour in after life. One of the most obvious advantages arising from the study of the natural sciences, is the habit of discrimination which it teaches. To learn to distinguish, by a careful comparison, the less obvious differences in specimens apparently the same; to comprehend at a glance the distinguishing features of others; to observe the various and beautifully formed crystals, and to remember the different purposes to which the minerals are appropriated in the arts and economy of life, all combine to give that power of discrimination, which constitutes, to a very considerable ex- tent, mental superiority. Another advantage of great importance, derived from this study, is that it can be understood by the pupil. I wish I could with equal truth bestow this high encomium upon all the subjects now employed to develope the youthful mind. Nature's teachings are always simple, though sometimes sublime; and the child, who has been led to admire the sparkling gems found upon the surface of the earth, may at a riper age be taught to comprehend the more sublime features of nature, which modern Geology has revealed. In the composition and structure of the earth, there is a grandeur displayed, that almost mocks the creative imagination. The extensive vale, with its rich, luxuriant mould; the rocky hill, shorn of its verdant glories; and the towering mountains,

"Whose vast walls

Have pinnacled in clouds their snowy scalps,

And throned eternity in icy halls

Of cold sublimity"—

are the displays of that power, whose agents have broken down

the solid barriers of earth, and scattered the surface with their fragments have scooped out the beds of lakes and rivers, and in sand and stone marked the boundaries of seas and oceans. In the effects of earthquakes and volcanoes, we catch a glimpse of the hidden encrgies of nature; and in each recording stratum of earth's progressive state, we read the memorials of other times and other beings, when the deep foundations were broken up, and in oblivion were buried the countless races of former ages, whose fossil relics are all that now remain, to tell of their existence or the catastrophe which overwhelmed them.

The science of Chemistry cannot be too strongly recommended as a branch of common education, as it is more immediately connected with our welfare and happiness than most other subjects. It acquaints us with the nature of the material world, the influences of different substances upon each other and upon ourselves, and unfolds the great laws of nature, by which the ceaseless changes of organization and decomposition are effected.

.

The knowledge derived from the natural sciences is not confined to the objects of nature, but it sheds its light on every other department of learning. Chemistry teaches, that changes, by combustion or decomposition, are not a loss of matter, but a different state of being. It coincides with revelation in proclaiming the immortality of the oul, in the attested fact, that nothing can be annihilated; while to Geology is reserved the honor of confirming, from nature, the doctrine of miracles. Geology declares that this earth was long inhabited by countless races of animals, before it became the abode of man. Comparative Anatomy establishes the fact, that man could not have ascended, by gradual improvement, from any other race of animals. His introduction into this world must then have required an absolute creation: and this was a miracle, an event which the established laws of nature could not have

accomplished. If the doctrine be proved in one instance, it will o'tin in all.

Living as we do amidst the wonders of creation, where all Ecem to subsist Ly a miraculous power, nothing delights us micre than the varicus aspects, which the ceaseless changes of the year produce. In spring, after having escaped the long confinement of winter, with what delight do we hail each springing blade or opening flower; our hearts expand with the vernal blossom, and our feelings awake to livelier emotions, as we behold the daily progress of vegetation, dressing the landscape in smiles and loveliness. Among all created beings, it is alone the high prerogative of man, to comprehend and The influence arising from rural enjoy the works of nature. scenes is kindly calculated to elevate and refine cur feelings, and to impart that sweet and amiable disposition, which is at once the most valuable and endearing accomplishment of our nature. As "an undevout astronomer is mad," so an unamiable lover of nature is an unnatural monster.

"All natural objects have

An echo in the heart. This flesh doth thri I,
And has connexion by some unseen chain,
With its original source and kindred substance.
he mighty forest, the proud tides of ocean,
Sky-clearing hills, and, in the vast of a`r,
The star y constellations, and the sun,
Parent of life exhaustless-these maintain
With the mysterious and breathing mould,
A coexistence and community."

Perhaps no part of nature offers more pleasing attractions than the vegetalle kingdom. The study of Botany is eminently calculated to awaken genius, to correct the taste, and to give a glow and richness to the imagination. It is certainly to be lamente!, that this useful and highly ornamental branch of knowledge is so rich neglected. Whether this arises from the apparent difficulties in the science, or the im

perfect mode of teaching it, cannot be easily determine!; certain it is, that it is worthy the attention of all rational beings, who hope to spend a life of happiness amidst the budding glories of a spring, the ripening summer, and the bounties of the autumnal year.

In teaching this subject to children, little dependence should be placed on books, the hard names there employed will tend to wean rather than to engage the attention. Familiar lectures upon the objects themselves, combine most of the advantages desirable, and if a judicious management Le preserved, the pupil will soon find himself possessed of those leading facts which will enable him to un lerstand the changes, and interpret the phenomena of the vegetable kingdom. A strict attention to method and scientific arrangement, cannot be too urgently recommended to those who wish to become proficient in the study; but care should be had, that to much be not undertaken in the case now under consideration. It must be remembered that, of the time devoted to a common education, very little can be given to the study of nature; that little should be given to nature herself, and to nature at home. The study of rare and curious plants, exotics, is indeed pleasant to those who have leisure; ut our object now is to make the pupil acquinted with that put of the vegetable kingdom, immediately around him, amidst which he is probably destined to spend his life: not to teach him the beauties of the tropical regions, and leave him ignorant of those of his home. Instances are not uncommon, where individuals can repeat all the names of green-louse plants, but know not the name or nature of those, that spring up by their daily path, and which, if far brought, would be considered equally beautiful with their more favored sisters. This disposition to exile the mind from home is among the leading propensities of our nature. We send our thoughts and sympathies abroad, and expend them on useless subjects, when they should be employed at home; nor is this peculiar to one subject; instances are too frequent