difficulty in his way, and think for him as well as instruct. Resolution and self-reliance were never more needed than now. The discipline and encounters of the first school were preparatory to this. Let the powers of his mind be taxed as much as they can bear without discouragement; and let him not only be encouraged, but compelled to think for himself. Too much help at this period is injurious. Large schools have this incidental advantage-that they do not allow time for the indulgent teacher to aid in the preparation of the lessons; doing for him what he ought to do for himself."

LECTURE V.

ESSENTIAL ELEMENTS IN AMERICAN EDUCATION.

BY CHARLES H. WHEELER,

OF SALEM, MASS.

A CAREFUL survey of the history of mankind; a candid attention to the course of Divine Providence, either general or special; or an enlightened view of the nature of man, would sufficiently indicate those elements of human culture, which should assume the title of essential. If to the impressions thus gained, we add the facts and principles which constitute the history and glory of our own land, we shall be equally certain concerning the character of those elements of American education which have formed, and which are necessary to retain it what it isor at least aspires to be-universal and free. So intimate is the connection of such an education with the existence of a free civil government, so mutual their dependence, so reciprocal their influence, that the pillars of the one are the pillars of the other also; in laying the foundations of the one, we

bear aloft the top-stone of the other. It is therefore with no presumption of developing new truths, or adding new attractions to the old and familiar, — nor with any desire to overlook the relative importance of any of the numerous means and appliances, which are everywhere urged with so much zeal and success in advancing the cause of public instruction, that the present occasion is employed for calling attention to more fundamental considerations. For the work of education has reached that stage in its progress which, in the opinion of many, renders such a reference to first principles peculiarly proper and necessary. Indeed, it is quite certain that the course of education, whatever may be its character, must be onward. By all the signs of the times, by the open field which our land exhibits for the success of developed talents, by the stirring and increasing interest everywhere manifested in its current affairs, by the untiring philanthropy of the good, by the unhallowed ambition of the bad, the advance of intelligence appears to be secure; and, in the absence of tyranny to crush, and of superstition to dread it, its dominion, unless arrested by suicide, must become universal.

Now, wherever the question should be asked, What influences were most prominent in establishing the renowned and prosperous system of government and education under which we live, and upon what may we rely for its permanence, the answers would all merge in one, rising loud and distinct from the most opposite sources, viz., "Virtuous intelligence." Let Christian intellect be the terms and

spirit of the reply, and it will announce

what we

deem to be the important truth-that Christian and intellectual must be the characteristics of an education which shall be universal and free.

Obvious and undoubted such truths may appear; but if true, they are all-important, and not the more likely for their truthfulness to form the basis of practical endeavors. The fact of our mortality is a truism, yet the ancient monarch was not the only mortal who needed special admonition of the fact. Truism, indeed, is the "spectre address" in the book of Job: yet all the apparatus of supernatural vision must arouse the mind of the listener, before he will give due heed to a suggestion, which, under other circumstances, would, from its very obviousness, pass unheeded. Let it be remembered, moreover, that the time of their greatest prosperity, in the course of nations or of institutions, is the period of their greatest danger; and while we rejoice in the widening prospects of our cause, and "count upon its victory in the multitude of its resources," let us remember when, and where, and by whom, and why, it was first resolved that all "the children of the State should be educated by the State;" that Christian intellect proclaimed the everlasting, fundamental truth, that it is "the boon of every human being" to be educated; that it was Christian statesmanship, acting from no promptings of inferior motives, which declared the boon of the individual to be the right and duty of the State; and it will not be deemed superfluous that I advance, as the first of the "Essential Elements" of our educa