The Introductory Discourse and Lectures ...

Entered according to Act of Congress, in the year 1832,

BY HILLIARD, GRAY & CO.

In the Clerk's Office of the District of Massachusetts.

CONTENTS.

Subject, accidental education, p. 3-extensive influence of acci-
dental causes,-examples, 4—entire confidence not to be reposed in
plans and systems of education, 5-failures in education; their causes
6-the entire exclusion of young minds from injurious influence, im-
practicable and inexpedient,-Owen's experiment; 8-Fellenburg's
experiment, 9-influence of teachers, ibid-closing remarks, ibid.

LECTURE I.

ON THE EDUCATION OF FEMALES.-BY GEORGE B. EMERSON, 15

Extent of the subject-plan of the discussion to be pursued-inter-

esting relations sustained by woman-woman considered as a solitary,

intelligent being, 17-in the relation of daughter, 18-duties and in-

fluence in this sphère, 19-as the mistress of a family, ibid-as a moth-

er, 20-her influence over her children. I. In regard to their phys-

ical education. II. In the cultivation of moral principle. III. In

the developement of their intellectual powers. IV. In the formation

of Christian character, 21-24-woman considered as a member of so-

ciety, 25-influence of woman in promoting the present enjoyment of

those around her, 26-conversation-the accomplishments; true view

to be taken of them, ibid-woman considered as an instructer;

as an immortal being, 28- -Course of discipline and study for the

female mind. General objects of study. I. Acquisition of knowl-

edge-natural history-vegetable and animal physiology-the book of

4-24-46

Дахау,

revelation, 28-32. II. Formation of languages-importance of the

study of Latin-connexion of the Latin with the English language-

interesting cases of the derivation of English words from the Latin-

objections to the study considered, 32-36. III. Discipline of the fac-

ulties—mental arithmetic-geometry-composition, 37, 38-extent to

which female education should be carried, 38—extensive influence

of a highly cultivated female, 40-connexion between the condition of

the female sex and national intelligence and virtue, 41.

LECTURE 11.

ON MORAL EDUCATION.-BY JACOB ABBOTT,

Comparative intellectual and moral progress of children in schools,

45-cultivation of moral principle neglected, 47-first step in moral

education the establishment of authority, 48-tone and manner of au-

thority seldom to be employed, 49-moral education wanted rather

than moral instruction, -virtuous principle to be brought into

action, 52-illustrations, securing the affections of pupils, 55-a

scene in school, 56-propositions, 60-the Saturday exercise, 62-

religious principle, 64.

LECTURE III.

ON THE USEFULNESS OF LYCEUMS.-By S. C. PHILLIPS, 65

Introduction.-Lyceums suited to country and age, 67-influence of

country and age upon the condition of man as an individual, a member

of society, a political agent, and an intellectual and moral being, 68—

peculiar condition of an individual in this country, 68–70—in this age,

70-individual competition, 70, 71-examples of distinguished individ-

uals-Napoleon-Lafayette, 71, 72-personal influence of Lafayette,

and want of other such individuals in recent French revolutions, 72-

75-favourable influence of Lyceums on character and condition of

individuals, 75, 76-instances of favourable influence of similar associ-

ations-Henry Brougham and Henry Clay, 76-78.

Peculiarities of society in this country, 78-80-distinctions of dif-

ferent classes, what they are not, and what they are, 80-82-higher

class dependent upon the lower in character and condition, 82-84-

all classes of society alike subject to external vicissitudes, 84, 85-

Lyceum adapted to the condition of our society, 85-suited to extend

the benefits and to heighten the pleasures of social intercourse, 86.

Peculiarities of our political condition, 86-88-influence of the cir-

cumstances under which the government was established-federal
union an aggregate of divisions and subdivisions of power continued
upon a principle of induction, 88-organization of State of Massachu-
setts, especially considered with a view to show the large amount and

*extensive distribution of public official duty devolved upon its citizens,

88-90-importance of various acquisitions in knowledge to public offi-

cers and to citizens generally, whether referring to municipal, State,

or national concerns, 90-92-usefulness of Lyceums in this respect

variously illustrated, 92-94-may be rendered subservient to the promo-

tion of political intelligence and morality, 94-the want of such an

institution in the present political condition of the country, 95.

Man, as an intellectual and moral being, has higher claims and du-

ties than those involved in the relations already considered, 95-

knowledge and virtue chiefly to be prized, as they imply his connexion

with his whole race, and endure throughout his whole existence, 96-

practical value of human mind, and necessity of moral discipline, 96, 97

-evils of the want of such discipline, 97-acquisition of intellectual

and moral excellence accelerated or retarded by circumstances of

country and age,-necessity of political and religious liberty, of the

diffusion of knowledge, and of public and private virtue, ibid-liberty,

notwithstanding the dangers incidental to it, the nurse of intellectual

and moral vigour, 98 our country and age in respect to intellectual

and moral influence favourably contra-distinguished from all others

98, 99-liberal tendencies diffused hence and re-acting hither, 99-

Lyceums suited to promote intellectual and moral improvement, 100.

Conclusion sketch of the country-natural advantages-political

origin, progress, and prospects of the people-domestic, social, liter-

ary, and religious institutions the causes of political security, and of

private and public virtue and happiness, 100-102.

LECTURE IV.

ON THE EDUCATION OF THE FIVE SENSES.-BY WILLIAM H.

BROOKS,
103

Prominent objects of sight, of the sense of touch, of the smell, of the
taste, 105-106-of hearing, 106-importance of improving the senses,
ibid-original state of the mind before sensation begins, 107-state of

the mind after sensation begins, ibid-first exertions of the memory,

first exertions of the judgment, first efforts of the imagination, 109—

origin of the power of voluntary attention, 109, 110-review of the

origin of the leading powers of the mind, ibid-evidence of the im-

provableness of the senses drawn from analogy, evidence from the

nature and operations of the senses, how we learn to judge of distances

by the eye, 111, 112—by the ear, 112-objection against the improv-

ableness of the senses answered, 113-case of the blind boy from

Cheselden, 113, 114-conclusions from that case, 114, 115-positive

proofs that the senses are improvable, 115-whether sensation or

perception is improved, 116, 117-what can be done for educating the

senses of infants, 117-how the sight can be improved, 117, 118—