,,the ,,duty ,,of ,,american ,,women ,,to ,,their ,,country4 ,,new-,,york3 ,,harper ,,brothers1 #hb ,,cliff-,,st4 #ahde4 ,entered1 according to ,act of ,congress1 in the year #ahde1 by ,,harper ,,brothers1 ,in the ,clerk's ,office of the ,southern ,district of ,new-,york4 ,,the ,,duty ,,of ,,american ,,women ,,to ,,their ,,country4 ,my countrywomen1 you often hear it said that intelligence and virtue are indispensable to the safety of a democratic government like ours1 where the people hold all the power4 ,you hear it said1 too1 that our country is in great peril from the want of this intelligence and virtue4 ,but these words make a faint impression1 and it is the object of what follows to convey these truths more vividly to your minds4 ,this will be attempted1 by presenting some recent events1 in a country where a government similar to our own was undertaken1 by a people destitute of that intelligence and virtue so indispensable2 and then it will be shown that similar dangers are impending over our own country4 ,the grand point to be illustrated is1 that a people without education have not intelligence enough to know what measures will secure safety and prosperity1 nor virtue enough to pursue even what they know to be right1 so that1 when possessed of power1 they will adopt ruinous measures1 be excited by base passions1 and be governed by wicked and cruel men4 ,look1 then1 at ,france during that awful period called the ,reign of ,terror4 ,first1 observe the process by which the power passed into the hands of the people4 ,an extravagant king1 a selfish aristocracy1 an exacting priesthood1 had absorbed all the wealth1 honour1 and power1 until the people were ground to the dust4 ,all offices of trust and emolument were in the hands of the privileged few1 all laws made for their benefit1 all monopolies held for their profit1 while the common people were condemned to heavy toils1 with returns not sufficient to supply the necessities of life1 so that1 in some districts1 famine began to stalk through the land4 ,speedily the press began to unfold these wrongs1 and at the same time1 ,lafayette and his brave associates returned from our shores1 and spread all over the nation enthusiastic accounts of happy ,america1 where the people govern themselves1 unoppressed by monopoly1 or king1 or noble1 or priest4 ,the press teems with exciting pages1 and orators inflame the public mind to a tempest of enthusiasm4 ,the court and the aristocratic party cower before the storm2 and ere long1 the eleven hundred representatives of the people are seen marching1 in solemn pomp1 through the streets of the capital1 while the whole land rings with acclamations of joy4 ,they take their seats1 on an equality with nobles and king1 and proceed to form a constitution1 securing the rights of the people4 ,it is adopted1 and sworn to1 by the whole nation1 with transports and songs1 while they vainly imagine that all their troubles are at an end4 ,but the representatives1 chosen by the people1 had not the wisdom requisite for such arduous duties as were committed to them1 nor had the people themselves the intelligence and virtue indispensable for such a change4 ,men of integrity and ability were not selected for the new offices created4 ,fraud1 peculation1 rapine1 and profusion abounded4 ,everything went wrong1 and soon the country was more distressed than ever4 8,what is the cause of this80 the people demand of their representatives4 8,it is the aristocrats10 is the reply2 8it is the king2 it is the nobles2 it is the clergy4 ,they oppose and thwart all our measures2 they will not allow our new ,constitution to work1 and therefore it is that you suffer40 ,and so the people are filled with rage at those whom they suppose to be the cause of their disappointment and sufferings4 ,the clergy first met the storm4 8,these bishops and priests1 with their vast estates1 and splendid mansions1 and rich incomes--they beggar the people1 that they may riot on the spoil40 ,and so the populace rage and thunder around the national ,hall of ,legislation till they carry their point1 and laws are passed confiscating the property of the clergy1 and driving them to exile or death4 ,their vast estates pass into the control of the ,national ,legislature1 and for a time1 abundance and profusion reign4 ,the people have bread1 and the office-seekers gain immense spoils4 ,but no wisdom or honesty is found to administer these millions for the good of the people4 ,in a short time1 all is gone2 distress again lashes the people to madness1 and again they demand why they do not gain the promised plenty and prosperity4 8,it is the aristocrats10 is the reply2 8it is the king2 it is the nobles2 it is the rich men4 ,they oppose all our measures1 therefore nothing succeeds1 and the people are distressed40 ,next1 the nobles meet the storm4 8,they are traitors2 they are enemies of the people2 they are plotting against our liberties2 they are living in palaces1 and rolling in splendid carriages from the hard earnings of the poor40 ,the populace rage against them all over the land4 ,they besiege the ,house of ,representatives2 they beseech--they threaten4 ,at last they carry their point2 the estates of the nobles are seized2 they are declared traitors1 and doomed to banishment or death4 ,again millions are placed at the control of the people's agents4 ,it is calculated that by this and former confiscations1 more than a thousand millions of dollars were seized for the use of the people4 ,again fraud1 peculation1 profusion1 and mismanagement abound1 till all this incomprehensible treasure vanishes away4 ,meantime1 all the laws have been altered2 all the property has passed from its wonted owners to new hands2 the wealthy1 educated1 and noble are down2 the poor1 the ignorant1 the base hold the offices1 wealth1 and power4 ,everything is mismanaged4 ,everything goes wrong4 ,the people grow distracted with their sufferings1 and again demand the cause4 8,it is the king2 it is his extravagant ,austrian queen1 who rules him and his court4 ,they thwart all our measures4 ,they are sending to brother kings for soldiers to crush our liberties4 ,they are gathering armies on our borders to overwhelm us40 ,next1 the helpless king and his family become the mark for popular rage4 ,every indignity and insult was inflicted and borne with a patient fortitude that extorted admiration1 till finally the king is first led forth to a bloody death2 next the queen is sacrificed2 next the virtuous sister of the king2 and1 last1 the little dauphin is barbarously murdered4 ,still misery rules through the nation4 ,the friends of the king and former government1 and all the peaceable citizens and supporters of order1 are called aristocrats1 and every art devised to render them objects of fear1 suspicion1 and hatred1 especially such of them as hold property to tempt the cupidity of the people4 ,through the whole land two parties exist2 one the distressed1 bewildered1 exasperated people1 raging for their rights1 and driven to madness by the fancied opposition of aristocrats2 the other a trembling1 cowering minority1 suffering insult1 and fear1 and robbery1 and often a cruel death4 ,and now priests and nobles and king and queen are all gone1 and yet the people are more distressed than ever before4 ,amid these scenes of violence1 confusion1 and misrule1 confidence has ceased1 commerce has furled the sail1 trade has closed the door1 manufactures ceased their din1 and agriculture forsaken the plough4 ,there is no money1 no credit1 no confidence1 no employment1 no bread4 ,famine1 and pestilence1 and grief1 and rage1 and despair brood over the land4 ,again the people cry to their representatives1 8,why do you not give us the promised prosperity and plenty8 ,we have nothing to eat1 nothing to wear2 our business and trades are at an end4 ,the nations around us are gathering to devour us1 and what is the cause of all these woes80 8,it is the ,girondists10 is the reply2 8it is this party among the people's representatives4 ,they are traitors2 they have been bribed2 they have joined with foreign aristocrats and kings4 ,they interrupt all our measures1 and they are the cause of all your sufferings40 ,and now the people turn their rage upon the most intelligent and well-meaning portion of their representatives1 who have been striving to stem the worst excesses of those who yield entirely to the dictation of the mob4 ,after a period of storms and threats and violence1 at length a majority is gained against them1 and a decree is passed condemning a large portion of the ,national ,legislature as traitors1 while their leaders are borne forth by the exulting mob to a bloody death4 ,still the distress of the people is unrelieved1 and again they clamour for the cause4 8,it is the party opposed to us10 say the ,jacobins1 with ,robespierre at their head2 8they are the traitors2 they will not adopt the measures which will save the people from these ills40 8,cut them down60 cries the populace2 and again another portion of the people's representatives are led forth to death4 ,and now ,robespierre1 the leader of the lowest mob of all1 is supreme dictator1 and all power is lodged with this coldest-blooded ruffian that ever doomed his fellow-beings to a violent death4 ,this was the ,reign of ,terror1 when the mob had gained complete mastery1 and this man1 its advocate and organ1 administered its awful energies4 ,look1 then1 for a moment1 at the picture4 ,but the horrors of this period are so incredible1 the atrocities so monstrous1 that the tale will be regarded with distrust1 without some previous indication of the causes which led to such results4 ,let it be remembered1 then1 that this whole revolutionary movement was1 in fact1 a war of the common people upon the classes above them4 ,let it be remembered1 too1 that the ,french people1 by the press1 and by emissaries all over ,europe1 had invoked the lower classes of all nations to make common cause with them4 8,war to the palace1 and peace to the cottage10 was their watchword4 ,every throne began to shake1 and every person of rank1 talents1 and wealth felt his own safety involved in the contest4 ,it was thus that the revolutionary leaders felt that they were contending for their lives1 against the whole wealth1 aristocracy1 and monarchical power of ,europe4 ,in ,france itself1 individual ambition1 hate1 envy1 or vengeance added fearful power to this war of contending classes4 ,not only every leader1 but every individual1 found in the opposing party some rival to displace1 or some private grudge to revenge1 while ten thousand aspirants for office demanded sacrifices1 in order to secure vacated places4 ,at last the struggle became so imbittered and desperate1 that each man looked out only for himself4 ,friend gave up friend to save his own life1 or to secure political advancement1 till confidence between man and man perished1 and society became a mass of warring elements1 excited by every dreadful passion4 ,few men are deliberately cruel from the mere love of cruelty4 ,thousands1 under the influence of fear1 revenge1 ambition1 or hate1 become selfish1 reckless1 and cruel4 ,when1 too1 in conflicts where men feel that by the hands of opponents they have lost property1 home1 honour1 and country2 when they have seen their dearest friends slaughtered or starved1 then1 when the hour of retaliation arrives1 pity and sympathy are dead1 and every baleful passion rages4 ,thus almost every man in the conflict had suffered3 if a democrat1 from those above him2 if an aristocrat1 from those below him4 ,meantime1 religion1 that powerful principle in humanizing and restraining bad passions1 had well-nigh taken her flight4 ,the war upon the clergy at length turned to a war upon the religion they represented1 till atheism became the prevailing principle of the nation4 ,by a public act1 the leaders of the people declared their determination 8to dethrone the ,king of ,heaven1 as well as the monarchs of the earth40 ,for this end1 the apostate clergy1 put in the places of those exiled1 were induced to come before the bar of the ,national ,legislature and publicly abjure ,christianity1 and declare that 8no other national religion was now required but liberty1 equality1 and morality40 ,on this occasion1 crowds of drunken artisans appeared before the bar of the house1 trampling under foot the cross1 the sacramental vases1 and other emblems of religious faith4 ,a vile woman1 dressed as the ,goddess of ,reason1 was publicly embraced by the presiding officer of the ,national ,legislature1 and conducted by him to a magnificent car1 and followed by immense crowds to the grand ,cathedral of ,ntre ,dame1 where she was seated on an altar1 and there received the worship of the multitudes4 ,the ,sabbath1 by a national decree1 was abolished2 the ,bible was burned publicly by the executioner2 and on the graveyards was inscribed1 8,death is an eternal sleep60 ,at ,lyons1 a similar scene was enacted1 where a fte in honour of ,liberty was celebrated4 ,the churches were all closed1 the ,decade1 or ,sabbath of ,reason1 proclaimed1 and an image of a vile character was carried in procession1 followed by vast crowds1 shouting1 8,down with the aristocrats6 ,long life to the guillotine60 ,after the image came an ass1 bearing the ,cross1 the ,bible1 and the communion service2 and these were led to an altar1 where a fire was lighted1 the ,cross and ,bible burned1 the communion bread trampled under foot1 and the ass made to drink out of the communion cup4 ,wherever democracy reigned1 the services of religion were interrupted1 the burial service vanished1 baptisms ceased1 the sick and dying were unconsoled by religion1 while every species of vice1 obscenity1 and licentiousness were practised without concealment or control4 ,the establishments for charity1 the hospitals1 and all humane institutions were swept away1 and their funds seized by the agents of the people4 ,even the sepulchres of the dead were upturned4 ,the noble1 the wise1 and the ancient1 the barons of feudal ages1 the heroes of the ,crusades1 the military chieftains1 the ancient kings1 resting in long-hallowed tombs1 the mightiest monarchs of the nation1 the 8chief ones of the earth10 were moved from their rest1 and rose to meet the coming of this awful day1 while the treasures of their tombs were rifled by vulgar hands1 and their very sculls kicked around as footballs for sport4 ,meantime the sovereigns of ,europe were making preparations to meet this flood of democratic lava1 which threatened to overflow every surrounding land4 ,vast armies began to gather on every side1 and avenging navies hovered along the shores4 ,this added the fervour of patriotic devotion to the mania of democracy4 8,ye sons of ,france6 awake to glory6 ,hark6 hark6 what myriads bid you rise6 ,your children1 wives1 and grandsires hoary1 ,behold their tears1 and hear their cries6 ,shall hateful tyrants1 mischief breeding1 ,with hireling hosts1 a ruffian band1 ,affright and desolate our land1 ,while ,peace and ,liberty lie bleeding8 ,to arms6 to arms6 ye brave6 ,the avenging sword unsheath6 ,march on6 march on6 to victory or death60 ,these inspiring sentiments1 sung in the thrilling notes of the ,marseilles ,hymn1 were echoed from one end of the land to the other1 awakening a whirlwind of enthusiasm4 ,the wants of thousands thrown out of employ1 joined with the excitement of patriotism1 raised an army unparalleled in numbers4 ,it is calculated that1 at one time1 one million two hundred thousand ,frenchmen were thus enrolled1 and at the command of the ,national ,legislature1 while the millions of property1 not otherwise squandered1 were employed to clothe1 feed1 and equip this incomprehensible multitude4 ,all ,france was bristling like an armed field2 while every mandate of government1 backed as it was by such a military force1 was utterly resistless4 ,thus it was that the ,reign of ,terror was so silent1 awful1 and hopeless4 ,behold1 then1 through the terror-stricken and miserable land1 the national troops employed in arresting every person suspected of favouring aristocracy1 or conspicuous as the holder of wealth1 or object of hate1 envy1 or suspicion to all in the possession of power4 ,behold the prisons of the capital1 of the provincial cities1 and of the country villages1 crammed to overflowing with the rich1 the noble1 and the learned4 ,no regard was paid to station1 age1 or sex4 ,gray hairs and blooming childhood1 stern warriors and beautiful maidens1 coarse labourers and noble matrons1 were huddled together into the damps1 and filth1 and darkness of a common dungeon1 while the guillotine daily toiled in its bloody work of death4 ,whenever a fresh supply of funds was demanded for the national service1 a new alarm of invasion or of counter-revolution was spread1 and then followed new arrests of those suspected1 or of those who held any species of wealth4 ,in disposing of captives to make room for new supplies1 some were poniarded in prison1 some shot1 and some guillotined4 ,at last1 it was found needful to adopt a more summary method1 and the ,national ,legislature decreed that the land must be cleared of traitors and aristocrats1 not by trial and single execution1 but by a slaughter of masses4 ,a corps was formed of the most determined and bloodthirsty1 and sent all over the land to execute this mandate4 ,in carrying out this unparalleled system of cold-blooded murder1 various modes were adopted4 ,one was called the ,republican ,baptism1 by which men1 women1 and children were placed in a vessel with a trap-door in the bottom1 and carried out into the midst of the waves2 then the trap-door was opened1 and the crew1 getting into a boat1 left their victims to perish4 ,another method was called the ,republican ,marriage4 ,by this1 two of the opposite sex1 generally an old person and a young one1 were bereft of all clothing1 then tied together1 and1 after being tortured a while1 thrown into the waves4 ,another mode was called the mitrillade or fusillade4 ,sixty1 or more1 captives were bound1 and ranged in two files along a deep ditch dug for the purpose4 ,at the two extremities of each file1 were placed cannons loaded with grapeshot1 and1 at a given signal1 these were discharged on this mass of human beings4 ,but a few were entirely killed at the first discharge4 ,wounded and mutilated1 they fell in heaps1 or crawled forth1 and1 with piercing shrieks1 entreated the soldiers to end their sufferings with death4 ,three successive discharges did not accomplish the work1 which was finally ended by the swords of the soldiery4 ,next day1 the same scene was renewed on a larger scale1 more than two hundred prisoners being thus destroyed4 ,this was repeated day after day2 while1 on one occasion1 the commanding officer rose from a carouse1 and with thirty ,jacobins and twenty courtesans1 went out to enjoy a view of the horrid scene4 ,at ,toulon the mitrillades were repeated1 till at least eight hundred were thus slaughtered in a population of less than ten thousand4 ,in ,lyons1 during only five months1 six thousand persons suffered death1 and among these were a great portion of the noblest and most virtuous citizens4 ,at ,toulon1 one of the victims was an old man of eighty-four1 and his only crime was the possession of eighty thousand pounds1 of which he offered all but a mere trifle to escape so shocking a death1 but in vain4 ,bonaparte1 who saw these horrors1 says1 8,when ,i beheld this poor old man executed1 ,i felt as if the end of the world was at hand40 ,at ,nantz1 five hundred children1 of both sexes1 the oldest not fourteen1 were led out to be shot4 ,never before was beheld so piteous a sight6 ,the stature of the little ones was so low that the balls passed over their heads1 and1 shrieking with terror1 they burst their bonds1 and1 rushing to their murderers1 they implored for pity and life4 ,but in vain2 the sabre finished the dreadful work1 and these babes were slaughtered at their feet4 ,at another time1 a large body of women1 most of them with young children1 were carried out into the ,loire1 and while the unconscious little ones were smiling and caressing their distressed mothers1 these mothers were bereft of all clothing1 and thrown with their infants into the waves4 ,at another time1 three hundred young girls were drowned in one night at ,nantz1 where1 for some months1 every night1 hundreds of persons were carried forth and thrown into the river1 while their shrieks awoke the inhabitants1 and froze every heart with terror4 ,in this city1 in a single month1 either by hunger1 the diseases of prison1 or violence1 fifteen thousand persons perished1 and more than double that number during the ,reign of ,terror4 ,in the prisons not less dreadful sufferings were endured4 ,in these foul and gloomy abodes1 the cells were dark1 humid1 and filthy2 the straw1 their only beds1 became so putrid that the stench was horrible1 while enormous rats and every species of vermin preyed on the wretched inmates4 ,in such dens as these were gathered the rank1 the beauty1 the talents1 and the wealth of ,paris1 and the chief cities of the land4 ,here1 too1 degraded turn-keys1 attended by fierce dogs1 domineered over their victims1 while on one side were threats1 oaths1 obscenity1 and insult1 and on the other were vain arguments1 useless supplications1 and bitter tears4 ,every night the wheels of the rolling car were heard1 coming to carry another band of victims to their doom4 ,then the bars of the windows and wickets of the doors were crowded by anxious listeners1 to learn whether their own names were called1 or to see their friends led out to death4 ,those summoned bade a hasty farewell to their friends4 ,the husband left the arms of his frantic wife1 the father was torn from his weeping children1 the brother and sister1 the neighbour and friend1 parted and went forth to die1 while survivers1 picturing the last agonies of those they loved1 or waiting their own fate1 suffered a living death1 till again the roll of the approaching car renewed the universal agony4 ,to such a degree did this protracted torture prey upon the mind1 that many became reckless of life1 and many longed for death as a relief4 ,in many cases1 women died of terror when their cell door was opened1 supposing their hour of doom was come4 ,the prison floors were often covered with infants1 distressed by hunger1 or in the agonies of death4 ,one evening1 three hundred infants were in one prison2 the next morning all were drowned6 ,when the citizens once remonstrated at this useless cruelty1 the reply was1 8,they are all young aristocratic vipers--let them be stifled60 ,such accumulated horrors annihilated the sympathies and charities of life4 ,calamity rendered every man suspicious4 ,those passing in the streets feared to address their nearest friends4 ,as wealth was a mark for ruin1 all put on coarse1 or squalid raiment4 ,abroad1 no symptom of animation was seen1 except when prisoners were led forth to slaughter1 and then the humane fled1 and the hard-hearted rushed forward to look upon the agonies of death4 ,in the family circle1 all was fear and distrust4 ,the sound of a footstep1 a voice in the street1 a knock at the door1 sent paleness to the cheek4 ,night brought little repose1 and in the morning all eyed each other distrustfully1 as if traitors were lurking there4 ,but there is a limit to the power of mental suffering2 and one of the saddest features of this awful period was the torpid apathy1 which settled on the public mind1 so that1 eventually1 the theatres1 which had been forsaken1 began to be thronged1 and the multitude relieved themselves by farces and jokes1 unconcerned whether it was twenty1 or a hundred of their fellow-citizens1 who were led forth to die4 ,learning and talent were as fatal to their possessors as rank and wealth4 ,the son of ,buffon the naturalist1 the daughter of the eloquent ,vernay1 ,roucher the poet1 and even the illustrious ,lavoisier1 in the midst of his philosophical experiments1 were cut down4 ,a few more weeks of slaughter would have swept off all the literary talent of ,france4 ,during the revolutionary period1 it is calculated that not less than two hundred thousand persons suffered imprisonment1 besides those who were put to death1 of whom the following list is furnished by the ,republicans themselves3 ,twelve hundred and seventy-eight nobles1 seven hundred and fifty women of rank1 fourteen hundred of the clergy1 and thirteen thousand persons not noble1 perished by the guillotine under decrees of the tribunals of the people4 ,to this1 add the victims at ,nantz1 which are arranged in this mournful catalogue3 ,children shot #ejj ,children drowned #aejj ,women shot #bfd ,women drowned #ejj ,priests shot and drowned #gfj ,nobles drowned #adjj ,artisans drowned #ecjj ,the whole number destroyed at ,nantz1 of which the above is a portion only1 was thirty-two thousand4 ,to these add those slaughtered in the wars of ,la ,vende1 viz41 nine hundred thousand men1 fifteen thousand women1 and twenty-two thousand children4 ,to this add the victims at ,lyons1 numbering thirty-one thousand4 ,to this1 add those who are recorded thus3 8women who died of grief1 or premature childbirth1 three thousand seven hundred20 and we have a sum-total of one million twenty-two thousand human beings destroyed by violence4 ,how many should be added1 as those who died of prison sufferings1 or from the pangs and privations of exile1 or from famine and from pestilence consequent on this state of anarchy and violence1 who can enumerate8 ,at some periods1 such was the awful slaughter1 that the rivers were discoloured with blood4 ,in ,paris1 a vast aqueduct was dug to carry off the gore to the ,seine1 and four men employed in conducting it to this reservoir4 ,in the river ,loire1 the corpses accumulated so that birds of prey hovered all along its banks1 the waters became infected1 and the fishes so poisonous that the magistrates of ,nantz forbade the fishermen to take them4 ,thus1 in the language of another1 8,france became a kind of suburb of the world of perdition4 ,surrounding nations were lost in amazement as they beheld the scene4 ,it seemed a prelude to the funeral of this great world1 a stall of death1 a den into which thousands daily entered and none were seen to return4 ,between ninety and a hundred of the leaders in this mighty work of death1 fell by the hand of violence4 ,enemies to all men1 they were of course enemies to each other4 ,butchers of the human race1 they soon whetted the knife for each other's throats2 and the same ,almighty ,being who rules the universe1 whose existence they had denied by a solemn act of legislation1 whose perfections they had made the butt of public scorn1 whose ,son they had crucified afresh1 and whose ,word they had burned by the hands of a common hangman1 swept them all1 by the hand of violence1 into an untimely grave4 ,the tale made every ear that heard it tingle1 and every heart chill with horror4 ,it was1 in the language of ,ossian1 #8the song of death4' ,it was like the reign of the plague in a populous city4 ,knell tolled upon knell1 hearse followed hearse1 coffin rumbled after coffin1 without a mourner to shed a tear1 or a solitary attendant to mark the place of the grave4 #8,from one new moon to another1 and from one ,sabbath to another1 the world went forth and looked upon the carcasses of the men who transgressed against ,god1 and they were an abhorring unto all flesh4'0 ,such1 my countrywomen1 are the scenes which have been enacted in this very age1 in a land calling itself ,christian1 and boasting itself as at the head of civilization and refinement4 ,do you say that such cruelty and bloodthirsty rage can never appear among us2 that our countrymen can never be so deluded by falsehood and blinded by passion8 ,look1 then1 at scenes which have already occurred in our land4 ,look at ,baltimore3 it is night1 and within one of its prisons are shut up some of its most excellent and respected citizens4 ,they dared to use the rights of free-men1 and express their opinions1 and oppose the measures of the majority2 and for this1 a fierce multitude is raging around those walls1 demanding their blood4 ,they force the doors1 and1 with murderous weapons1 reach the room containing their victims4 ,some friendly hand extinguishes the lights1 and in the protecting darkness they seek to escape4 ,some succeed2 others are recognised1 and seized1 and stabbed1 and trampled on1 and dragged around in murderous fury4 ,one of the noblest of these victims1 apparently dead1 is seized by some pitying neighbour1 under the pretence of cruelty1 and thrown into the river and carried over a fall4 ,there he is drawn forth and restored to consciousness2 and there1 too1 it is discovered1 that by ,americans1 by the hands of his fellow-citizens1 his body has been stuck with scores of pins1 deep plunged into his flesh6 ,look1 again1 at the ,southwest1 and see gamblers swinging uncondemned from a gallows1 and among them a harmless man1 whom the fury of the mob hung up without time for judge or jury to detect his innocence4 ,see1 on the banks of the ,mississippi1 fires blazing1 and ,american citizens roasted alive by their fellow-citizens6 ,see1 even in ,new-,england1 the boasted land of law and steady habits1 a raging mob besets a house filled with women and young children4 ,they set fire to it1 and the helpless inmates are driven forth by the flames to the sole protection of darkness and the pitiless ruffians4 ,see1 in ,cincinnati1 the poor blacks driven from their homes1 insulted1 beaten1 pillaged1 seeking refuge in prisons and private houses1 and for days kept in constant terror and peril4 ,see1 in ,philadelphia1 one class of citizens arrayed in arms against another1 both excited to the highest pitch of rage1 both thirsting for each other's blood1 while the civil authority can prevent universal pillage1 misrule1 and murder1 only by volleys that shoot down neighbours1 brothers1 and friends4 ,see1 too1 how the rage of political strife has threatened the whole nation with a civil war4 ,south ,carolina declares that she will not submit to certain laws1 which she claims are unconstitutional4 ,her own citizens are divided into fierce parties1 so exasperated that each is preparing to shoot down the other4 ,even the women are contributing their ornaments to meet the expenses of the murderous strife4 ,from neighbouring states1 the troops are advancing1 the ships of war are nearing their harbours4 ,one single act of resistance1 and the state had been the battle-field of that most bitter1 most cruel1 most awful of all conflicts1 a civil and a servile war4 ,and all these materials of combustion are now slumbering in our bosom1 pent up a while1 but ready to burst forth1 like imprisoned lava1 and deluge the land4 ,how easy it would be to bring the nation into fierce contest on the subject of slavery1 that internal cancer which inflames the whole body politic6 ,how easy to array native citizens against foreign immigrants1 who at once oppose the prejudices and diminish the wages of those around them6 ,how easy to make one section believe that tariff1 or tax1 is sacrificing the prosperity of one portion to gratify the envy1 or increase the luxuries of another6 ,how easy to make one class of humbler means1 believe that bank1 or monopoly1 is destroying the fruit of their toil1 to increase the overgrown wealth of a class above them6 ,and here is no standing army1 such as is wielded by all other governments in sustaining law4 ,when our communities are divided by interest or passion1 the lawmakers1 the judges1 the jury1 and the military are all partisans in the strife4 ,nor can one part of the ,union suffer1 and the other escape unharmed1 as might be supposed1 amid this reckless talk about the dissolution of the ,union4 ,an overt attempt to dissolve the ,union is treason2 and it can never be carried out without fierce parties in every state1 ready to fight to the last gasp against such a suicidal act4 ,such a national dislocation would send a groan of agony through every city1 town1 and hamlet in our land2 civil war would blow her trump1 citizen would be arrayed against citizen1 and state against state1 and the whole arch of heaven would be inscribed with 8mourning1 and lamentation1 and wo40 ,what1 then1 has saved our country from those wide-sweeping horrors that desolated ,france8 ,why is it that1 in the excitements of embargoes1 and banks1 and slavery1 and abolition1 and foreign immigration1 the besom of destruction has not swept over the land8 ,it is because there has been such a large body of educated citizens1 who have had intelligence enough to understand how to administer the affairs of state1 and a proper sense of the necessity of sustaining law and order2 who have had moral principle enough to subdue their own passions1 and to use their influence to control the excited minds of others4 ,change our large body of moral1 intelligent1 and religious people to the ignorant1 impulsive1 excitable population of ,france1 and in one month the horrors of the ,reign of ,terror would be before our eyes4 ,nothing can preserve this nation from such scenes but perpetuating this preponderance of intelligence and virtue4 ,this is our only safeguard4 ,what1 then1 are our prospects in this respect8 ,look at the monitions recorded in our census4 ,let it be first conceded1 that the fact that a man cannot read and write is not1 in itself1 proof that he is not intelligent and virtuous4 ,many1 in our country1 by intercourse with men and things1 by the discussions of religion and politics1 and by the care of their affairs1 gain much reflection and mental discipline4 ,still1 a person who cannot read a word in a newspaper1 nor a line in his ,bible1 and who has so little value for knowledge as to remain thus incapacitated1 as a general fact1 is in the lowest grade of stupidity and mental darkness4 ,so that the number who cannot read and write is1 perhaps1 the surest exponent of the intellectual and moral state of a community4 ,for though this list may embrace many intelligent and virtuous persons1 on the other hand1 there are probably as many1 or more1 of those classed as being able to read and write1 who never have used this power1 and who are among the most stupid and degraded of our race4 ,look1 then1 at the indications in our census4 ,in a population of fourteen millions1 we find one million adults who cannot read and write1 and two millions of children without schools4 ,in a few years1 then1 if these children come on to the stage with their present neglect1 we shall have three millions of adults managing our state and national affairs1 who cannot even read the ,constitution they swear to support1 nor a word in the ,bible1 or in any newspaper or book4 ,look at the ,west1 where our dangers from foreign immigration are the greatest1 and which1 by its unparalleled increase1 is soon to hold the sceptre of power4 ,in ,ohio1 more than one third of the children attend no school4 ,in ,indiana and ,illinois scarcely one half of the children have any schools4 ,missouri and ,iowa send a similar1 or worse report4 ,in ,virginia1 one quarter of the white adults cannot even write their names to their applications for marriage license4 ,in ,north ,carolina1 more than half the adults cannot read and write4 ,the whole ,south1 in addition to her hordes of ignorant slaves1 returns more than half her white children as without schools4 ,my countrywomen1 what is before us8 ,what awful forebodings arise6 ,intelligence and virtue our only safeguards1 and yet all this mass of ignorance among us1 and hundreds of thousands of ignorant foreigners being yearly added to augment our danger6 ,we are not even stationary4 ,we are losing ground every day4 ,every hour the clouds are gathering blacker around us4 ,already it is found1 that the number of voters who cannot read and write1 and who yet decide every question of safety and interest1 exceeds the great majority that brought in ,harrison4 ,already the number of criminals and felons1 who1 on dismission from jails and penitentiaries1 are allowed to vote1 exceeds the majority that brought in our chief magistrate in #ahcf6a ,nor is the picture of our situation less mournful1 when we examine into the condition of young children in those states1 which have done the most for education4 ,take ,new-,york1 for example1 where1 for forty years1 the education of the people has been provided for by law1 and where the very best school system in the world has recently gone into operation4 ,it is the chief business of the ,secretary of ,state1 to take care of the common schools of the state1 while1 in every county1 a deputy-superintendent1 paid five hundred dollars each year for his services1 devotes his whole time to the care of common schools4 ,every year these county superintendents report to the ,secretary of ,state1 in regard to the situation of the schools in the county under their care4 ,it is from these reports of the superintendents of schools in ,new-,york1 that we are enabled to draw a picture of the condition of young children in common schools1 that should send a chill of fear and alarm through our country4 ,for if this is the condition of young children in that state which has excelled all others in a wise and liberal provision for the care of schools1 what must be the condition of things in other states1 where still less interest is felt in this great concern6 ,the ,secretary of ,state1 in presenting the reports of the county superintendents to the ,legislature of ,new-,york1 remarks thus3 8,the nakedness and deformity of the great majority of schools in this state1 the comfortless and dilapidated buildings1 the unhung doors1 broken sashes1 absent panes1 stilted benches1 gaping walls1 yawning roofs1 and muddy and mouldering floors1 are faithfully portrayed2 and many of the self-styled teachers1 who lash and dogmatize in these miserable tenements of humanity1 are shown to be low1 vulgar1 obscene1 intemperate1 and utterly incompetent to teach anything good4 ,thousands of the young are repelled from improvement1 and contract a durable horror for books1 by ignorant1 injudicious1 and cruel modes of instruction4 ,when the piteous moans and tears of the little pupils supplicate for exemption from the cold drudgery1 or more pungent suffering of the school1 let the humane parent be careful to ascertain the true cause of grief and lamentation40 ,to exhibit1 more fully1 the sufferings of little children at school1 the following is abridged from these reports3 ,sufferings of ,little ,children from ,bad ,schoolhouses4 ,one of the county superintendents reports of the schoolhouses in his district3 8,one house in ,k4 is literally unfit for a stable2 the sashes of several windows are broken1 twenty or thirty panes of glass are out1 the door is off1 and used for a writing-table4 ,yet the district is wealthy1 but #8they cannot get a vote to build a new schoolhouse4'0 8,another schoolhouse in ,w4 is nearly as bad2 the gable ends falling out1 the chimney down1 and the windows nearly all boarded up40 ,many of the schoolhouses are situated in the highway1 so that1 at play1 the children are endangered by the passing horses and vehicles1 and the traveller is also endangered by the rushing of boisterous boys1 frightening his horses4 ,instances of this sort have repeatedly occurred4 ,another writes1 that in one of the largest landed districts1 the worst log schoolhouse in the district is still retained1 offering no security against winds and storms4 ,one of the window sashes was 8laid up overhead because it would not stay in its place40 ,to keep the door shut against the wind1 one end of a bench was put against it1 and a boy set to tend it1 as one and another went out4 ,another writes1 that he often finds the schoolhouses situated on some bleak knoll1 exposed to the howling blasts of winter and the scorching rays of the summer's sun1 or in some marsh or swamp1 surrounded by stagnant pools1 rife with miasma1 and charged with disease and death4 ,it is not uncommon1 in such places1 to find large schools almost entirely broken up by sickness1 and that1 too1 when no contagious diseases are prevailing among children4 ,one of these superintendents says1 8,a trustee of one school1 where the schoolhouse was situated in a goose-pond1 the water under the floor being several inches deep1 told me his children were almost invariably obliged to leave school on account of sickness1 and that the school was often broken up from this cause4 ,parents pay ten times as much1 for physicians to cure diseases contracted at school1 as it would cost to build a comfortable schoolhouse and supply it with every accommodation40 ,another says of the schoolhouses in his county1 that1 in some cases1 the latches are broken1 so that1 however cold the day1 the door cannot be shut2 sometimes the sills are so rotten that snakes and squirrels can enter2 while there are cracks in the floor1 one or two inches wide1 and holes broken large enough for the children to fall through4 ,the wretched condition of these houses is not owing to poverty1 but to the leaden apathy on the subject of education1 and the belief among farmers that their money can be better applied in building barns and stables for their cattle4 ,in one large village1 where a great sum has been expended for adorning public grounds1 and where is much wealth and style1 the two schoolhouses are the meanest-looking buildings in the place4 ,another says of the schoolhouses in his county1 that1 in many cases1 they stand on the highway1 no cooling shade to protect them from the burning sun1 exposed to the full fury of the wintry northwester1 clapboards torn off1 door just ready to fall1 and great caution needed in order to keep from falling through the floor4 ,in one case1 an aperture in the roof was of such a size1 that the teacher could give quite a lesson on astronomy by looking up at the heavens through the roof of the house4 ,frequently1 to the grief of the teacher1 when the parent brings his child the first day1 such expressions as these are heard from the clinging and distressed child1 8,oh1 pa1 ,i don't want to stay in this ugly1 old house6 ,oh1 pa1 do take me home60 ,sufferings of ,little ,children from ,want of ,accommodations at ,school4 ,one superintendent says1 8,but few of the schoolhouses are furnished with blinds or curtains to exclude the glare of the sun4 ,thus1 children suffer great uneasiness1 headaches1 and often serious affections of the eyes4 ,i have found many cases of weakness of eyes1 approaching almost to blindness1 caused by studying in such dazzling light40 ,another states1 that in most schoolhouses the desks are so high1 as to compel the scholar to write in a half-standing1 half-sitting attitude2 while the seats for the smallest children are often twice the proper height1 sometimes a hemlock slab with legs at one end1 and a log at the other4 ,many of the little ones have to be helped up on them1 where they are in peril of life and limb from a fall4 ,here they are obliged to sit1 day after day and week after week1 between heaven and earth1 8and in a frame of mind unfit for either place10 without anything to support either their backs or their feet4 ,those who would realize what distress this occasions1 let them try sitting only one half hour on a table or sideboard1 with back and feet unsupported1 and see what suffering ensues4 ,another writes thus3 8,sitting with the legs hanging over the edge of the seat presses the veins 7which lie near the surface1 and carry the blood to the heart71 and thus retard its return1 while the arteries1 being deeper1 carry the blood with its full force from the heart4 ,thus the veins become distended1 numbness and pain follow1 and sometimes permanent weakness is the result4 ,where children sit a long time without any support to their backs1 the muscles that hold up the body become weary and weak1 for no muscle can be too long contracted without weakening it4 ,in schools thus badly furnished1 it will be seen that the children prefer the northern blasts out of doors to the sufferings they endure within1 and come in unwillingly1 with chilled bodies and checked perspiration4 ,in some cases1 parents provide comfortable chairs for their children1 and then it is seen1 that such stay but a short time out of doors1 while those seated on such comfortless benches stay as long as they can4 ,this shows one predisposing cause of the curvature of the spine1 and distortion of the body and limbs4 ,is it any wonder that so many of our youth have round shoulders1 and a stooping of the body through life80 ,what would be said of a farmer who made his boy hold a plough as high as his head1 or a joiner who made his apprentice plane a board on a bench as high as his shoulders8 ,and yet they expect teachers to make their children study1 read and write with just such improper accommodations4 ,sufferings of ,little ,children for ,want of ,pure ,air4 ,to understand this subject properly1 it must be borne in mind1 that the body is so constructed as to inhale at every breath about a pint of air4 ,the air is composed of #gi parts nitrogen and #ba parts oxygen4 ,when it is drawn into the lungs1 the oxygen is absorbed by the blood1 and what we exhale is the nitrogen1 mixed with the carbonic acid1 formed in the lungs by the union of the oxygen of the air with the carbon of the blood4 ,now1 neither carbonic acid1 or nitrogen can support life4 ,take the oxygen from the air1 and then breathe it1 and instant death ensues4 ,so1 put any animal into carbonic acid alone1 and it dies instantly4 ,thus1 every breath of every human being uses up the oxygen in one pint of air1 and returns it with only nitrogen and carbonic acid4 ,let a schoolroom1 containing #ah1jjj gallons of air and twenty scholars1 be made perfectly airtight1 and in twenty minutes they would all be corpses4 ,the horrible sufferings produced by this process1 were once witnessed in ,calcutta1 where #adf men were driven into a room #ah feet square1 with only one small window1 and kept there from eight at night till six next morning4 ,before midnight they all became frantic with agony1 fought for the window1 choaked each other to death1 screamed to the soldiers to shoot them1 and thus end their misery2 and in the morning only #bf were alive1 and these in a putrid fever6 ,lessening the amount of oxygen in the air by breathing1 produces languor1 sleepiness1 nausea1 headache1 flushed face1 and sometimes palsy and apoplexy4 ,on this subject1 the superintendents of the ,new-,york schools make these statements3 8,confinement in some of our schoolrooms is manslaughter4 ,our children1 shut up in these hot holes1 made so by their own breaths1 by perspiration1 and by a close1 overheated stove1 lay the foundation for diseases which show no gain except to the physician1 and which1 in after-life1 no riding on horseback1 or journeys by sea or land1 or southern residence can cure40 ,another states1 that the uncomfortable condition of the schoolhouses1 in his county1 is such as to cause much suffering1 both mental and bodily1 to the children doomed to inhabit their gloomy walls and breathe the tainted air4 ,another writes of the schoolhouses in his district1 that they are usually low1 and in cold weather so overheated as to be hotbeds of disease1 the close atmosphere being actually dangerous4 ,one teacher1 in one instance1 was struck with palsy from the effects of confinement in such a poisonous atmosphere4 ,at a public meeting1 one citizen stated it as his conviction1 that one of his children died from disease engendered by breathing the pestilential atmosphere of the schoolroom4 ,instances are numerous where the children come home dull1 listless1 and with severe colds and coughs4 ,the teacher1 in such situations1 often loses ambition1 energy1 and health1 and closes school pale and emaciated1 perhaps to sink to an early grave1 a victim of the poisonous air in which1 for day after day1 he has been confined4 ,sufferings of ,little ,children from ,cold1 ,heat1 and ,filth4 ,one superintendent says1 8,could parents witness1 as ,i have1 the sufferings of their children from cold1 ,i am sure no other appeal would be needed4 ,some of those buildings1 ,i am confident1 would be considered by a systematic farmer1 who regarded the comfort of his stock1 as an unfit shelter for his ,berkshires40 ,another states1 that in some cases the schoolhouses are small and overheated4 ,then the teacher throws open the door1 and a current of cold air pours on to the children4 ,the reeking perspiration is suddenly stopped1 and 8a cold0 is the result1 which is often the precursor of fevers and consumption4 ,when no such results follow1 the parents say1 8,it is only a cold20 when diseases and death follow1 it is called a dispensation of ,providence6 ,a physician of extensive practice stated to this superintendent1 that a large part of his consumptive cases originated from colds taken at school4 ,another describes one of the schoolhouses in his county as too small1 too low1 the seats too high1 half the plastering fallen off and piled in one corner1 and the house warmed by a cook-stove unfit for use4 ,six sevenths of the panes of glass were gone1 and two windows boarded up4 ,going to attend the annual school meeting at this house1 he met two citizens coming with a candle and firebrands1 and picking up sticks along the road for a fire1 because there was no wood provided at the schoolhouse4 ,another thus describes some of the schoolhouses in his county4 ,it is very common to see cracked and broken stoves1 the door without hinges or latch1 and a rusty pipe of various sizes4 ,green wood1 and that which is old and partially decayed1 either drenched with rain1 or covered with snow1 is much more frequently used than sound1 seasoned wood4 ,thus it is difficult to kindle a fire1 and the room is filled with smoke much of the time1 especially in stormy weather4 ,sometimes the school is interrupted two or three times a day to fasten up the stovepipe4 ,the extent of these evils may be perceived from the report1 which says of one county about as well supplied as any1 out of eighty-seven districts only twenty schoolhouses have provided means for keeping their wood dry4 ,another says1 8,at the commencement of the winter term of our schools1 some one of the trustees generally furnishes a load of green wood1 perhaps his own proportion4 ,the teacher proceeds till this is exhausted1 and he is compelled to notify his patrons of the entire destitution of wood4 ,after meeting his school1 and shivering over expiring embers till the hope of a supply is exhausted1 he dismisses the school for one1 two1 or three days1 and sometimes for a week1 before any inhabitant finds time to get another load of green wood4 ,with such wood it is impossible to keep the schoolroom at a proper temperature4 ,the scholars1 at first1 crowd around the stove1 suffering extremely with cold1 and then are driven as far off as they can get1 in a high state of perspiration1 and almost suffocated with heat4 ,our schools in this country suffer much from such methods of procuring fuel4 ,the time which is lost in school hours by the use of green wood1 ,i think will include near one fourth of the whole time40 ,another says1 8,the teacher found abundant employment in stuffing the old stove with green birch and elm1 cut as occasion required by the teacher and the boys4 ,a continual coughing was kept up by nearly seven-eighths of the children1 and the teacher apologised for want of order by saying1 #8they could not usually do much in stormy weather till afternoon1 when the fire would get a going4' ,on this occasion1 one trustee and two of the inhabitants of the district were present an hour1 when1 getting frozen out1 they asked to be excused1 and left the children to suffer1 saying1 #8,we did not think our house was so uncomfortable4 ,some glass must be got1 and a load of dry wood'0 ,some of the statements of these superintendents1 as to the order and neatness of their schoolhouses1 are no less lamentable4 ,one remarks1 that 8some of them1 as to neatness1 resemble the domicil for swine40 ,another describes one schoolhouse as 8having the clapboards torn off1 the door just ready to fall1 an aperture in the roof where the chimney once was1 slabs with a pair of clubs at each end for legs1 and so high no child could touch foot to the floor1 rickety desks falling to ruin1 the plaster torn off1 and the whole covered with dirt1 and as filthy as the street itself40 ,but this is not all4 8,this house is situated in a district of wealthy farmers40 ,another says1 8,it is a startling truth1 that very many of our schoolhouses furnish no private retreat whatever for teacher or scholar4 ,thus is one side of the schoolhouse1 and1 in some instances1 the doorstep1 rendered a scene more disgusting than the filth of a pig-sty40 ,another says1 8,schoolhouses1 generally1 are not furnished with suitable conveniences for disposing the outer garments of the children1 their dinner-baskets1 and other articles4 ,sometimes there are a few nails in an outer entry where clothes and dinners may be put1 but in such cases the door is left open for rain and snow to beat in2 the scholars1 in their haste to get their own clothes1 pull down many more1 which are trampled on4 ,moreover1 the dinners are often frozen1 or eaten by dogs1 and sometimes even by hogs40 ,sufferings of ,little ,children from ,cruel and ,improper ,punishments4 ,in reporting on this subject1 the county superintendents mention these as inflictions not uncommon4 ,standing on one foot for a long time2 8sitting on nothing10 that is1 obliging the child to hold himself in a sitting posture without any support2 holding out the arm horizontally with a weight on it2 tying a finger so high as to oblige the child to stand on tiptoe2 holding the head downward1 sometimes causing dangerous hemorrhages from the nose1 or injuring the brain2 frightening little children by threats4 ,many cases are declared to have occurred in which permanent injuries have been inflicted by thus straining the muscles1 and torturing the body and mind of little children4 ,the following is a description of a scene witnessed at school by one of the county superintendents in his periodical visitation3 two girls1 about twelve years of age1 were out of order1 and the teacher1 without any warning1 sprang across the room and severely flogged both4 ,a little boy1 tired of sitting on his hard seat1 leaned over on his elbow2 he was caught by the head1 dragged over the desk to the floor1 and ordered to study4 ,a little girl of seven1 after one or two admonitions to 8tend her book10 was caught by the arm1 dragged on to the floor1 rudely shaken1 cuffed on both sides of her head1 and then whipped4 8,i looked around10 says the superintendent1 8to learn the effect upon the other scholars4 ,i saw no happy faces4 ,there seemed to settle upon the countenances of nearly all1 a cloud of gloom and terror4 ,the school closed soon after1 and the teacher remarked to me1 that he did not punish near as much now as he formerly did40 ,moral ,injuries inflicted on ,children at ,school4 ,one teacher writes thus3 8,where the plastering remains1 it is covered with coal marks1 and numerous holes are cut through the writing desks1 while vulgarities and obscenities are not only written1 but deeply cut in the desks and doors40 ,of another house he says1 8,within and without are manifest evidences of a polluted imagination4 ,several lewd representations are deep cut in the clapboards in front of the house1 in the entry1 and even on the girls' desks1 so as to be constantly before their eyes40 8,these things10 he adds1 8are but specimens selected from scores40 ,another writes thus3 8,i have alluded to the representations of vulgarity and obscenity that meet the eye in every direction4 ,i am constrained to add that1 during intermissions1 #8certain lewd fellows of the baser sort' sometimes lecture boys and girls1 large and small1 illustrating their subject by these vile delineations4 ,many of our schoolhouses are nurseries of disorder1 vulgarity1 profanity1 and obscenity--nay1 more1 in some cases1 they are the very hothouses of licentiousness40 ,one single statement1 made up from these reports of the county superintendents1 and presented by the head superintendent in his report1 speaks volumes on the neglect of modesty1 decency1 neatness1 and purity4 ,in the whole state there are six thousand schoolhouses destitute of any kind of woodhouse or privy2 and of the whole number1 only about one thousand have privies provided with separate accommodations for children of different sexes4 ,it appears1 also1 that though the schools and teachers are fast rising in character1 and that many now are of uncommon excellence1 yet that many of the teachers are notoriously depraved1 while intellectual training1 in the majority of cases1 is deplorably low1 and the moral training still more defective4 ,one superintendent remarks1 8,gloomy1 indeed1 are the impressions made by our schoolhouses4 ,the lessons of immorality and indecency often taught there would cause a shudder to thrill every sensitive mind40 ,another says1 8,there are1 ,i regret to say1 many teachers whose morals1 manners1 and daily example wholly unfit them for their duties40 ,another says1 8,in some instances1 moral qualifications have been wholly disregarded1 and teachers notoriously intemperate employed40 ,says another1 8,i have found a number whose language was low1 obscene1 and sensual1 still employed in teaching40 ,says another1 8,if the tastes1 associations1 and moral sentiments of the teacher lack elevation and dignity1 what literary progress will atone for examples so pernicious8 ,and yet such are the moral influences shed about them by many licensed to teach40 ,after presenting all these shocking details1 the chief superintendent1 in #ahdd1 thus remarks3 8,no subject connected with elementary instruction affords a source for such mortifying and humiliating reflection as that of the condition of a large portion of the schoolhouses as presented in the above enumeration4 ,only one third of the whole number visited were found in good repair2 another third in only comfortable condition2 while three thousand three hundred and nineteen were unfit for the reception of man or beast4 ,seven thousand were found destitute of any play-ground1 nearly six thousand destitute of convenient seats and desks1 nearly eight thousand destitute of any proper facilities for ventilation1 and upward of six thousand destitute of a privy of any sort4 ,and it is in these miserable abodes of filth and dirt1 deprived of wholesome air1 or exposed to the assaults of the elements1 with no facilities for exercise or relaxation1 with no conveniences for prosecuting their studies1 crowded together on benches not admitting of a moment's rest1 and debarred the possibility of yielding to the ordinary calls of nature without violent inroads upon modesty and shame1 that upward of two hundred thousand children of this state are compelled to spend an average period of eight months each year of their pupilage4 ,here the first lessons of human life1 the incipient principles of morality1 and the rules of social intercourse are to be impressed on the plastic mind4 ,the boy is here to receive the model of his permanent character1 and imbibe the elements of his future career4 ,here the instinctive delicacy of the young female1 one of the characteristic ornaments of her sex1 is to be expanded into maturity by precept and example4 ,such are the temples of science1 such the ministers under whose care susceptible childhood is to receive its earliest impressions4 ,great ,god6 shall man dare to charge to thy dispensations the vices1 the crimes1 the sickness1 the sorrows1 the miseries1 and the brevity of human life1 who sends his little children to a pesthouse1 fraught with the deadly malaria of both moral and physical disease8 ,instead of impious murmurs1 let him lay his hand on his mouth1 and his mouth in the dust1 and cry #8,unclean6'0 ,let it not be imagined that this picture is peculiar to ,new-,york4 ,the superintendents of the common schools in ,ohio1 and even in ,massachusetts and ,connecticut1 have reported similar evils as existing1 to a greater or less extent1 in the schools in their respective states2 and if such things exist in the states where most has been done for education1 what can be hoped for the neglected and abused little ones where even less is done by law for their comfort and improvement8 ,in view of such utter destitution of schools in the greater part of our country1 and of the sufferings and neglect endured by little children in other portions1 the inquiry must be earnestly pressed1 8,what can be the reason of this deplorable state of things80 ,the grand reason is1 the selfish apathy of the educated classes1 and the stupid apathy of those who are too ignorant to appreciate an education for their children4 ,in those states where no school system is established by law1 the intelligent and wealthy content themselves with securing a good education for their own children1 and care nothing for the rest4 ,when any project1 therefore1 is presented for obtaining a good school system1 the rich and intelligent do not wish to be taxed for the children of others1 and the rest do not care whether their children are educated or not1 or else are too poor to pay the expense4 ,in those states where a school system is established1 parents of intelligence and moral worth1 seeing the neglected state of the common school1 withdraw their children to private schools4 ,and feeling no interest in schools which they do not patronise1 they pass them with utter neglect4 ,and thus1 neither rich1 nor poor care enough to be willing to be taxed for their elevation and improvement4 ,thus1 too1 it has come to pass1 that while every intelligent man in the ,union is reading1 and hearing1 and saying1 every day of his life1 that unless our children are trained to virtue and intelligence1 the nation is ruined1 yet there is nothing else for which so little interest is felt1 or so little done4 ,look1 now1 to that great body of intelligent and benevolent persons1 who are interesting themselves for patriotic and religious enterprises4 ,we see them sustaining great organizations1 and supporting men to devote their whole time to promote these several enterprises1 which draw thousands and hundreds of thousands from the public for their support4 ,there is one organization1 to send missionaries to the heathen and to educate heathen children1 with its six or eight paid officers1 devoting their whole time to the object4 ,then there is another to furnish the ,bible1 and another to distribute tracts1 and another to educate young men to become ministers1 and another to send out home missionaries1 and another to sustain ,western colleges1 and another to promote temperance1 and another to promote the observance of the ,sabbath4 ,then we have an association to take care of sailors1 and another to promote the comfort and improvement of convicts in prisons and penitentiaries1 and another to relieve and ransom the slave1 and another to colonize the free coloured race4 ,all these objects are promoted by having men sustained by voluntary contributions1 who spend their whole time in urging the claims of these various objects on the public mind1 while almost all have a regular periodical to advocate their cause4 ,but our two millions of little children1 who are growing up in heathenish darkness1 enchained in ignorance1 and in many cases1 where the cold law professes to provide for them1 enduring distress of body and mind even greater than is inflicted on criminals in our prisons1 where is the benevolent association for their relief8 where is there a periodical supported by the charitable to tell the tale of their wrongs8 where is there a single man sustained by ,christian benevolence to operate for their relief8 ,let it not be claimed that ,sunday-schools meet this emergency4 ,a ,sunday-school cannot1 in its one or two short hours1 educate a child1 or undo all the fatal influences of six days of idle vagrancy1 with their pernicious lessons of vice and sin4 ,besides1 the ,sabbath-school is of little avail1 except where there is a large class of intelligent and benevolent persons to labour1 and such are thinly sprinkled in those portions of the land where no schools exist4 ,the vast proportion of neglected children in our land are never reached1 even by the feeble influence of the ,sunday-school4 ,and this fatal neglect cannot be palliated by the plea1 that the means employed to sustain other objects cannot be directed to this cause4 ,why cannot the press be employed for popular education as efficiently as for the promotion of temperance1 or the support of the ,sabbath8 ,why cannot men of talents be supported to write and to labour for this cause as well as for any other8 ,the only thing that can save us is1 to arouse this people from the fatal apathy which is luring them to destruction4 ,ministers must preach1 agents must lecture1 conventions must be called1 discussions must be urged1 tracts must be written and circulated1 the political press must be enlisted1 and every possible mode of arousing public attention must be adopted4 ,it must be shown that teachers are needed as much as ministers1 that teachers' institutions are as important as colleges1 that it is as necessary to educate and send forth 8poor and pious young women0 to teach1 as it is 8poor and pious young men0 to preach4 ,and when the same influence and efforts are directed to educate our two millions of ,american children1 as are now directed to establishing missions among the heathen1 our country may escape the yawning abyss now gaping to destroy4 ,the ,american people are sanguine and hasty1 careless of peril1 and thoughtless of risk1 but1 when brought by danger to reflection1 they have first-rate common sense1 surpassing energy1 and endless resources4 ,and if they can but be convinced of their danger in season1 all is safe2 but the work to be done is prodigious1 the time is short1 and the question all turns on whether the work will be undertaken soon enough1 and with sufficient energy4 ,look1 then1 at the work to be done4 ,two millions of destitute children to be supplied with schools6 ,to meet this demand1 sixty thousand teachers and fifty thousand schoolhouses are required4 ,or1 if we can afford to leave half of them to grow up in ignorance1 and aim only to educate the other half1 thirty thousand teachers and twenty-five thousand schoolhouses must be provided1 and that1 too1 within twelve years4 ,the census calculates the children between four and sixteen1 and in twelve years most of these children will be beyond the reach of school instruction1 while other millions1 treading on their heels1 will demand still greater supplies4 ,sixty thousand teachers now needed for present wants1 and thousands1 to be added every year for the increase of population6 ,where are we to raise such an army of teachers8 ,not from the sex which finds it so much more honourable1 easy1 and lucrative to enter the many roads to wealth and honour open in this land4 ,but a few will turn from these1 to the humble1 unhonoured toils of the schoolroom and its penurious reward4 ,it is woman who is to come in at this emergency1 and meet the demand2 woman1 whom experience and testimony has shown to be the best1 as well as the cheapest guardian and teacher of childhood1 in the school as well as the nursery4 ,already1 in those parts of our country where education is most prosperous1 the larger part of the teachers of common schools are women4 ,in ,massachusetts1 three out of five of all the teachers are women4 ,in the ,state of ,new-,york and in ,philadelphia similar results are seen4 ,women1 then1 are to be educated for teachers1 and sent to the destitute children of this nation by hundreds and by thousands4 ,this is the way in which a profession is to be created for woman--a profession as honourable and as lucrative for her as the legal1 medical1 and theological are for men4 ,this is the way in which thousands of intelligent and respectable women1 who toil for a pittance scarcely sufficient to sustain life1 are to be relieved and elevated4 ,this is the way1 and the only way1 in which our nation can be saved from impending perils4 ,though we are now in such a condition that many have given over our case in despair1 as too far gone for remedy--though the peril is immense1 and the work to be done enormous1 yet it is in the power of ,american women to save their country4 ,there is benevolence enough1 there are means enough at their command4 ,all that is needed is a knowledge of the danger1 and a faithful use of the means within their reach4 ,and who else1 in such an emergency as this1 can so appropriately be invoked to aid8 ,it is woman who is the natural and appropriate guardian of childhood4 ,it is woman who has those tender sympathies which can most readily feel for the wants and sufferings of the young4 ,it is woman1 who is especially interested in all efforts which tend to elevate and dignify her own sex4 ,it is woman1 too1 who has that conscientiousness and religious devotion1 which1 in any worthy cause1 are the surest pledges of success4 ,and it is the pride and honour of our country1 that woman holds a commanding influence in the domestic and social circle1 which is accorded to the sex in no other nation1 and such as will make her wishes and efforts1 if united for a benevolent and patriotic object1 almost omnipotent4 ,to you1 then1 ,american women1 are brought these two millions of suffering and destitute children2 these 8despised little ones10 of whom is written1 8their angels do always behold the face of our ,father in heaven20 who are loved and cared for by the good ,shepherd above1 so that it were better for any of us1 that we were thrown with a millstone about our necks into the sea1 than that1 through our guilty neglect1 even one of these little ones should perish4 ,to you1 my countrywomen1 these little children call1 with voices soft as the young ravens' cry1 yet multitudinous as the murmuring ocean waves4 ,to you they complain of the filth1 and the weariness1 and the aching muscles1 and the throbbing head1 and the tortured eyes4 ,to you they lament the degrading scenes and fatal influences1 that wither all that is pure1 and sweet1 and lovely in childhood and youth4 ,of you they ask relief from suffering1 and all those blessed ministries that will lead their young feet to usefulness and happiness on earth1 and to glory1 honour1 and immortality on high4 ,ah1 surely their supplications will be heard1 and speedy relief will be found6 ,how1 then1 can ,american women act for these children1 and thus for the salvation of their country1 in an emergency like this8 ,before answering this question1 it is needful to consider that the education demanded for the ,american people is not merely to be taught to read and write4 ,in communities where it is the universal fashion to read1 and where books and papers are multitudinous as the flakes of heaven1 it might1 perhaps1 suffice to teach a child to read1 so far as intellect is concerned4 ,but if the tastes and principles are not formed aright1 the probability is1 that blank ignorance would be better than the poisonous food1 which a mind1 thus sent forth to seek its own supplies1 would inevitably select4 ,but in those sections of our country that are most deficient in schools1 there are neither books1 nor the desire1 or the taste for reading them4 ,and among those who are taught to read1 thousands go from the portals of knowledge to daily toil1 or to vicious indulgences1 leaving the mind as empty and stupid as if no such ability were gained4 ,and how many there are1 who have sharpened their faculties only as edged tools for greater mischief6 ,no2 the ,american people are to be educated for their high duties4 ,the children who1 ere long1 are to decide whether we shall have tariff or no tariff1 bank or no bank1 slavery or no slavery1 naturalization laws or no such laws1 must be trained so that they cannot be duped and excited by demagogues1 and thus led on to the ruin that overwhelmed the people of ,france4 ,they must be trained to read1 and think1 and decide intelligently on all matters where they are to act as legislators1 judges1 jury1 and executive4 ,the children who1 ere long1 are to be thrown into the heats and passion of political strife and sectional jealousy1 must be trained to rule their passions1 and to control themselves by reason1 religion1 and law4 ,the young daughters of this nation1 too1 must be trained to become the educators of all the future statesmen1 legislators1 judges1 juries1 and magistrates of this land4 ,for to them are to be committed the minds and habits of every future child1 at the time when every impression is indelible1 and every influence efficient4 ,what1 then1 can ,american women do in forwarding an enterprise so vast and so important8 ,in the first place1 there is no woman in any station1 who has not work cut out to her hand4 ,wherever there is a single ignorant child1 there is one of the future rulers or educators of this nation2 there is one immortal being1 who1 if neglected1 will become an engine of mischief to our country1 and at last sink to eternal wo2 or1 if trained aright1 will prove a blessing to our nation1 and an angel of light in heaven4 ,and no woman is free from guilt1 or free from the terrific responsibilities of the perils impending over her country1 till she has done all in her power to secure a proper education to all the young minds within the reach of her influence4 ,is it asked1 ,what then2 would you require every woman to turn teacher and keep school8 ,no2 but every woman is bound to bring this into the list of her duties1 and1 as one of her most imperious duties1 to do all in her power to secure a proper education to the ,american children now coming upon the stage4 ,every woman has various duties pressing upon her attention4 ,it is right for her1 it is her duty1 to cultivate her own mind by reading and study1 not merely for her own gratification or credit1 but with the great end in view of employing her knowledge and energies for the good of others4 ,it is right1 and a duty for a woman to attend to domestic affairs2 but1 except in cases of emergency1 it is not right to devote all her time to this alone4 ,it is a duty for her to attend to religious efforts and ordinances2 but it is not right for her to give all her time to these alone4 ,it is right for her to devote some time to social enjoyments1 some time to the elegancies and ornaments of taste1 some time to the adornment of person and residence1 and some time to the relaxation of mere amusement4 ,in many cases1 these last are as much duties as the more weighty pursuits of life4 ,but this great maxim is ever to be borne in mind1 ,the most important things first in attention4 ,it is the due proportion of time and attention that decides the rectitude of all useful or innocent pursuits4 ,and a woman is bound so to divide her time1 as to give some portion of it to each of her several duties1 so that no one shall be entirely crowded out2 and so1 also1 to apportion her attention1 that each shall be regarded according to its relative value4 ,in this view of the subject1 what1 except her own immortal interest1 can an ,american woman place1 as demanding more serious attention and more earnest efforts1 than an attempt to use her time and influence to avert the dangers now impending over her country1 her kindred1 and herself8 ,is there any ornamental design1 any gratification of taste or appetite1 any merely temporal good1 that can at all be placed in comparison with this great concern8 ,is it1 then1 assuming too much to claim that every ,american woman is bound to give1 not only some time1 but more time to this enterprise than she gives to any social enjoyment1 any personal or domestic decoration1 or any species of amusement8 ,is it not so8 ,is it right for a conscientious woman1 when all that is dear and sacred is in such peril--when she has means1 time1 or influence which will aid in saving her country1 her friends1 and herself from such dangers--is it right to give to this effort less attention and time than is devoted to visiting1 or to entertaining company1 or to the adornment of her person or her house8 ,judge ye1 as ye will give account for these things to the ,judge of quick and dead4 ,what1 then1 are the ways in which an educated woman can employ the talents committed to her for the salvation of her country8 ,many may be pointed out1 some one of which can be adopted by every woman in this nation4 ,some1 who are mothers1 can superintend the education of their children1 and1 while doing it1 can seek in their own vicinity orphans1 or children of peculiar promise1 and train them with their own children to become teachers of others4 ,some1 who are sisters1 can superintend the education of younger brothers and sisters1 and add to this class others of humbler means1 whom they may thus prepare for missionary teachers in some of the destitute villages of our land4 ,some1 who are just returned from school1 with all their knowledge fresh1 and all their powers in active play1 may collect a class around them in the vicinity of their homes1 and impart the discipline of mind and treasures of knowledge given them by ,god1 not to be laid up as in a napkin1 but to be employed for the good of others4 ,thus they will be raising up1 not only useful teachers1 but valuable friends for the exigencies of future life4 ,oh1 how much happier1 and more respectable1 and more lovely1 in such benevolent toils1 than in the shopping1 dressing1 calling1 gossiping round pursued by a large portion of the daughters of wealth6 ,some1 on completing their education1 can interest themselves in the common schools in their vicinity1 seeking the friendship of the teacher1 and then contributing their time and labour to raise the school to higher intellectual and moral excellence4 ,some1 who have a missionary spirit1 may go forth to the destitute portions of our land1 and collect the future sovereigns and educators of this nation1 and train them for their duties4 ,some1 who have wealth at their command1 understanding that much is required from them to whom much is given--that wealth is bestowed1 not for selfish enjoyment1 but for the good of others--that education is conferred1 not as the means of selfish distinction and advantage1 but as the instrument for benefiting mankind--such may devote time1 and service1 and wealth to this noble enterprise4 ,such may aid in founding and superintending institutions for the education and location of female teachers1 thus originating permanent fountains of knowledge and influence1 that long shall send forth bounteous waters in all portions of our land4 ,some1 who cannot enter personally into such labours1 may aid in furnishing means to send forth others into the field4 ,there are hundreds and thousands of benevolent women in the land1 who would rejoice to spend and be spent in this service1 but who have neither the opportunity to qualify themselves1 nor the assistance necessary in finding the proper location when prepared4 ,why is it not time to turn some of the charity of woman1 which so long has clothed and educated young men for their benevolent ministries1 to aiding their own sex in as important and more neglected service8 ,some can interest themselves in the schools in their vicinity1 and aid the teacher by sympathy1 counsel1 and lending suitable books4 ,a woman who is well informed herself1 may1 in this way1 do much to save both the body and minds of children from great evils4 ,on such an errand1 in some cases1 she will find young children pent up in a tight room1 heated by a close stove1 poisoning the air with their breaths1 without the least relief from the process of ventilation1 so easily secured by a trap-door in the upper wall4 ,thus it is1 that many children engender weak stomachs1 headaches1 feeble constitutions1 and sometimes deformity and death4 ,in other cases1 she may rescue some little sufferers from the torture of supporting the body on high and hard benches1 without any aid to the muscles from a support to the back4 ,thus it is that children sometimes are rendered feeble and distorted1 especially those of delicate conformation4 ,in other cases1 she may ascertain1 by her own inspection1 the shameful neglect of cleanliness1 comfort1 modesty1 and decency1 too often to be found in our common schools4 ,nowhere else is the supervision of woman so much demanded4 ,the preceding details of the situation of our common schools in these respects1 found in reports made by the state officers of education in ,new-,york1 where great efforts have been made to remove such evils1 are painful indications of the shocking abuses which are to be remedied4 ,the poor in our almshouses1 the criminals in our prisons1 even the cattle in our stables1 have more attention paid to their comfort than is given to thousands and thousands of the little children of our country4 ,in other cases1 she can inquire into the course of study1 and the modes of giving moral and religious instruction1 and into the character of the books used in school1 and if any improvement or alteration is needed1 by seeking the confidence and friendship of the teacher1 and lending her books to read on the subject1 or by influencing trustees and those who direct the school1 she may remedy evils and secure improvement4 ,in some portions of the country where education is most prosperous1 the mothers of a district have formed an association for the improvement of the school which their children attend4 ,this is usually brought about by the teacher of the school4 ,these mothers meet once a month1 to consult1 or to read books1 or to visit the school1 and their contributions of money are used to increase the school apparatus1 or to buy the books needed by the teacher or themselves for this object4 ,some can interest themselves for the domestics of their family1 to whom the health1 character1 and happiness of little children is so extensively intrusted4 ,by kind expressions of interest1 by conversing with them on their pursuits and duties1 by lending useful books adapted to their capacities1 by reading to them1 by inducing them to secure suitable religious privileges1 and by using all practicable means to impart knowledge and moral principle1 much may be done for this greatly neglected class1 who not only have so much influence over the children of others1 but are most of them1 ere long1 to rear children of their own4 ,in no way can a mother so surely receive her reward as in faithful and benevolent efforts for her domestics4 ,some can employ their time and means in circulating books1 papers1 and tracts1 which shall enlighten the people1 and awaken them to their duties and dangers4 ,some can use their personal influence over fathers1 sons1 husbands1 brothers1 and friends1 presenting this subject to their attention1 pointing out articles for them to read1 and urging any measures that may tend to advance this cause4 ,some may approach their clergyman1 and if he needs any information1 or any quickening on the subject1 furnish the books1 and add entreaties to secure his powerful influence both in private and in the pulpit4 ,some can employ the pen in writing to arouse public interest1 and their influence in getting articles on this subject into newspapers4 ,such works as the periodicals on ,education1 published in ,boston and ,albany1 ,stowe's and ,mann's ,reports on the ,systems of ,education in ,europe1 and the volume called the ,school and ,schoolmaster1 will furnish materials for such articles4 ,some1 who have but little time at command1 can render very essential service by an occasional visit to the schools in their vicinity1 especially in seasons of examination2 thus encouraging both teachers and pupils by the conviction that their labours are known and appreciated1 and that the community around are interested in their success4 ,if the influential ladies in any place would go but once a year to the schools in their vicinity1 to inquire for their comfort and prosperity1 it would give a wonderful impulse to the cause of education4 ,the torpid indifference of the influential classes to the education of the young1 except where their own families are concerned1 is the grand cause of all the dangers that threaten us4 ,there are many who feel that any useful object of common interest can be more successfully achieved by association than by individual influence4 ,such are accustomed to form societies1 or associations1 with officers and committees4 ,in cases where this mode of operating is common and popular1 a ,ladies' ,school ,association might be formed1 who might act somewhat in this manner3 ,a meeting might be called1 of all ladies in the place1 disposed to lend their influence to promote the proper education of ,american children1 where some gentlemen1 familiar with the subject1 might address them4 ,committees might then be appointed to obtain information on these questions4 ,are all the children in this vicinity so provided with schools and schoolbooks that they are gaining a proper education8 ,do the ,sunday-schools avail to secure a proper education to the children who go to no other8 ,is the ,bible used1 or any moral or religious instruction given in the schools8 ,where schools are provided1 what is the condition of the schoolhouse1 the seats and desks1 the mode of heating and ventilating1 the order and neatness of the premises1 and what are the outdoor accommodations8 ,when the committees have obtained the information on these points1 another meeting can be called to hear their reports1 and to devise means for remedying any evils or deficiencies that may have been discovered4 ,in proceeding in this way1 it will be indispensable to seek the good-will and co-operation of the teachers whose schools are examined2 and as these measures would all tend to promote their comfort and usefulness1 a moderate degree of discretion and kindness would secure their ready co-operation4 ,those who are so infirm1 or so embarrassed in other ways1 that they cannot engage in any one of the measures suggested above1 can at least speak to those around them1 and endeavour to influence them to engage in this work4 ,those who have access to men of wealth and influence1 those who can approach the minds that are forming comprehensive plans1 and enlisting thousands to promote them1 may1 in many cases1 most efficiently aid this cause by urging such inquiries as these4 ,why is it that no plans are formed to train up our own millions of destitute children8 ,why is no organization effected to educate and locate female teachers1 when there are hundreds and thousands in our land1 who have a truly missionary spirit1 and are longing to be sent forth8 ,why should so much money be collected for a nine year's course for young men1 who are to go forth as preachers1 and none be received for the education and location of young women1 who1 as teachers in destitute villages1 could1 with only one or two year's education1 do as much good as missionary preachers8 ,if women are called upon to spend their time and money in clothing and educating young men1 is it not proper and reasonable that the other sex should do something to aid young women who are longing to be sent forth to save the perishing children of our country8 ,is it not required that children should be trained up in the way they should go8 and ought there not to be benevolent organizations to secure this1 as much as organizations to reform and convert those who are vicious and irreligious1 simply because they are not thus trained8 ,is it not better to save children from being poisoned1 than to pay physicians for trying to cure them after they are contaminated1 and1 in many cases1 beyond the reach of cure8 ,is it not as important to send forth tracts to influence the people to educate their children virtuously and religiously1 as it is to send forth tracts to convert and reform them after they have been trained up to vice and irreligion8 ,is it not as important to teach our two millions of destitute children to read1 as it is to send forth tracts1 and ,bibles1 and colporteurs to a population where three millions cannot read a line in ,bible or tract8 ,is it not as important to organize1 in order to secure a good common-school education to our millions who cannot read1 as it is to sustain and endow colleges for the few thousand youth who enjoy their advantages1 and who have such disproportionate treasures lavished on their education8 ,if we neglect the democracy and provide only for the higher classes1 shall we not eat the fruit of our own way8 ,the aristocracy of ,france took all the wealth and power for selfish enjoyment1 and when the democracy came into power1 how awfully did they revenge themselves6 ,in this country1 are not the rich and influential acting on the same selfish principle8 8,and the people do perish for lack of knowledge60 ,oh6 the horrors of that day when this neglected people shall visit their wrongs on those1 who now are selfishly withholding that light of knowledge which is the only means of our peace and salvation6 ,in attempting to influence others to engage in this work1 appeals can be made to the generous and patriotic feelings of the young with great effect4 ,why cannot an enthusiasm be created for educating children which shall equal that which has been created for preventing and curing intemperance8 ,let the same amount of money be spent1 and the same number of good and influential men attempt to do it1 and it will be done4 ,let every woman1 then1 urge on this attempt4 ,if a woman can do nothing else for this cause1 she can at least pray for it2 and it is rarely the case that any person offers sincere and earnest prayer for any good object1 without speedily finding something to do for that object4 ,in attempting to enlist ,american women in the work of securing a proper education to the children of this nation1 there is one topic worthy of special consideration4 ,the great problem of the age on this subject is1 how shall the moral and religious instruction of children be secured at school8 ,when we consider the vast multitudes of children who have no such training1 either at home or anywhere else1 this question becomes one of paramount interest2 for1 unless virtuous and moral principles and habits are formed1 education only adds new powers of mischief to those who are trained4 ,the indifference of a large portion of the community to this subject1 and the extreme sensitiveness of sectarian jealousy1 interpose great obstacles2 but these may be much more readily overcome than many suppose4 ,professor ,stowe1 in his ,report to the ,legislature of ,ohio on the ,prussian ,system of ,schools1 makes these remarks4 8,the universal success1 also1 and very beneficial results1 with which the arts of drawing and designing1 music1 and also moral instruction and the ,bible1 have been introduced into schools1 was another fact peculiarly interesting to me4 8,i asked all the teachers with whom ,i conversed whether they did not sometimes find children incapable of learning to draw and to sing4 ,i have had but one reply1 and that was1 that they found the same diversity of natural talent in regard to these as in regard to reading1 writing1 and other branches of education2 but they had never seen a child capable of learning to read and write1 who could not be taught to sing well and draw neatly2 and that1 too1 without taking any time which would interfere with1 or which would not rather promote progress in other studies4 8,in regard to the necessity of moral instruction and the beneficial influence of the ,bible in schools1 the testimony was no less explicit and uniform4 ,i inquired of all classes of teachers1 and of men of every grade of religious faith2 instructers in common schools1 high schools1 and schools of art2 of professors in colleges1 universities1 and professional seminaries in cities and in the country2 in places where there was a uniformity of creed1 and in places where there was a diversity of creeds2 ,i inquired of believers and unbelievers1 of rationalists and enthusiasts1 of ,catholics and ,protestants1 and ,i never found but one reply3 and that was1 that to leave the moral faculty uninstructed was to leave the most important part of the human mind undeveloped1 and to strip education of almost everything that makes it valuable2 and that the ,bible is the best book to put into the hands of children1 to interest1 to exercise1 and to unfold both the intellectual and moral powers4 ,every teacher whom ,i consulted repelled with indignation the idea1 that moral instruction is not proper for schools1 and that the ,bible cannot be introduced into common schools without sectarian bias in teaching40 ,while it is universally conceded by all intelligent persons1 that there is no nation on earth1 whose prosperity1 and even existence1 so much depends on the moral training of the mass of the people1 there is no nation1 where schools are established by law1 in which so little of it is done4 ,it is mournful to reflect1 that by far the larger part of our schools banish religious and moral training altogether1 and confine their efforts entirely to the training of the intellect1 and a great part of them merely to that of the memory4 ,it is supposed1 by many1 that the ,sunday-school in our country1 to a great degree1 supplies the deficiencies of our schools in respect to moral and religious training4 ,it is true that this institution does more than any other to meet these wants4 ,but it must be remembered that such schools are properly sustained only where there is a large number of benevolent and intelligent persons to teach them4 ,but in our country1 the places which most need such labourers are the very places where the fewest are to be found4 ,and even in the most favoured portions of our land1 much of ,sunday instructions is committed to very young persons1 while the parents often are thus led to throw off their own responsibility upon those of less experience4 ,moreover1 if the moral training of children is neglected through the six days of the week1 in which they are exposed to the most temptation1 how vain to expect that all the consequent evil is to be remedied by gathering them for an hour or two on ,sunday1 to receive religious instruction4 ,even were this a remedy1 there are thousands of places in our land where no ,sunday-schools are to be found4 ,many persons justify the neglect of moral training in our schools1 by claiming that religion must be banished from schools1 on account of the great diversity of sects1 who cannot agree in this matter4 ,such are little aware on how many important points all sects are agreed4 ,to exhibit this1 and to aid any who may be induced to attempt a course of moral and religious training in their schools1 the following is presented as an outline of a course of instruction that could be introduced into all schools1 without violating the conscientious scruples of a single denomination in this nation1 professing to be ,christian4 ,in the first place1 all children in schools1 can be taught1 that the ,bible contains the rules of duty given by ,god1 which all men are bound to obey4 ,this is what all denominations allow1 and if there is any dispute about which translation is the proper one1 each child can be allowed to use the ,bible his parents think to be right4 ,when this is duly taught1 the children can be required1 for several successive mornings1 each to repeat a passage from the ,bible1 which teaches the character of ,god4 ,when this subject is exhausted1 then the teacher can compose a form of prayer consisting exclusively of passages from the ,bible1 to be used as the first act of school duty4 ,the children might be required to repeat each portion1 either with1 or after the teacher1 simultaneously1 and thus unite in the exercise4 ,the following is presented as a specimen of the prayers1 of which a great variety could be made1 simply by arranging texts from the ,bible3 ,o ,god1 thou art my ,god2 early will ,i seek thee4 ,my voice shalt thou hear in the morning1 ,o ,lord2 in the morning will ,i direct my prayer unto thee1 and look up4 ,for thou art not a ,god that hast pleasure in wickedness2 neither shall evil dwell with thee4 ,lead me1 ,o ,lord1 in thy righteousness2 make thy way straight before my face4 ,remove far from me vanity and lies2 give me neither poverty nor riches2 feed me with food convenient for me2 ,lest ,i be full1 and deny thee1 and say1 8,who is the ,lord80 or lest ,i be poor and steal1 and take the name of my ,god in vain4 ,let us hear the conclusion of the whole matter4 ,fear ,god and keep his commandments1 for this is the whole duty of man4 ,for ,god shall bring every work into judgment1 with every secret thing4 ,o ,lord1 to us belongeth confusion of face1 because we have sinned against thee2 neither have we obeyed the voice of the ,lord our ,god1 to walk in his laws which he set before us4 ,to the ,lord our ,god belong mercies and forgivenesses1 though we have rebelled against him4 ,for thou art the ,lord1 the ,lord ,god1 merciful and gracious1 long suffering1 and abundant in mercy and truth4 ,therefore will we trust in thee4 ,to the only wise ,god1 our ,saviour1 be glory and majesty1 dominion and power1 both now and ever4 ,amen4 ,or this3 ,o ,lord1 my ,god1 thou art very great2 thou art clothed with honour and majesty3 ,who coverest thyself with light as with a garment1 who stretchest out the heavens like a curtain4 ,who layeth the beams of his chambers in great waters1 who maketh the clouds his chariot1 who walketh upon the wings of the wind4 ,lord1 who shall abide in thy tabernacle who shall dwell in thy holy hill8 ,he that walketh uprightly and worketh righteousness1 and speaketh the truth in his heart4 ,he that backbiteth not with his tongue1 nor doeth evil to his neighbour1 nor taketh up a reproach against his neighbour4 ,in whose eyes a vile person is contemned2 but he honoureth them that fear the ,lord4 ,he that sweareth to his own hurt1 and changeth not4 ,he that doeth these things shall never be moved4 ,o ,lord1 thou hast searched me and known me4 ,thou knowest my down-sitting and my up-rising2 thou understandest my thoughts afar off4 ,thou compassest my path and my lying down1 and art acquainted with all my ways4 ,for there is not a word in my tongue1 but lo1 ,o ,lord1 thou knowest it altogether4 ,thou hast beset me behind and before1 and laid thine hand upon me4 ,such knowledge is too wonderful for me2 it is high2 ,i cannot attain unto it4 ,i will praise thee1 for ,i am fearfully and wonderfully made2 marvellous are thy works1 and that my soul knoweth right well4 ,search me1 ,o ,god1 and know my heart2 try me1 and know my thoughts2 ,and see if there be any wicked way in me1 and lead me in the way everlasting4 ,now unto the ,king1 eternal1 immortal1 invisible1 the only wise ,god1 be honour and glory now and forever4 ,amen4 ,next1 the children may be required to bring texts in reply to such questions as these3 ,who is ,jesus ,christ8 ,for what did he come into this world8 ,what is the character of ,jesus ,christ8 ,what has he done for us8 ,what does he require of us8 ,what is to be the condition of those who are wicked after death8 ,what is to be the condition of the good after death8 ,how are we to escape from the portion of the wicked after death8 ,how are we to gain the rewards of the good after death8 ,some such question can be given each morning2 and the children can be required to learn a text from the ,bible1 which will answer this question1 to repeat the next morning4 ,if they are too young to find it themselves1 they can be required to ask the aid of their companions who are older1 or of their friends at home4 ,the being1 character1 and works of ,god1 the feelings and duties owed to him1 and our relations and duties in reference to a future state1 are the topics which usually are classed as religious instruction4 ,moral training commonly is understood as relating to the duties we owe to ourselves and to our fellow-creatures4 ,in this department the following methods could be adopted3 ,each morning1 some one of such practical texts as the following could be given out for the children to reflect on through the day1 and in reference to which1 they can be required to seek from books1 or from their friends1 some cases in which this command of ,god is either obeyed or disobeyed4 8,thou shalt love thy neighbour as thyself40 8,whatsoever ye would that men should do to you1 do ye even so to them40 8,recompense to no one evil for evil40 8,forbear one another1 and forgive one another1 if any one have a quarrel2 as ,christ forgave you1 so also do ye40 8,bless them that curse you2 bless1 and curse not40 8,if thine enemy hunger1 feed him2 if he thirst1 give him drink40 8,put away lying1 and speak every one truth with his neighbour40 8,put on humbleness of mind1 meekness1 long suffering40 8,be followers of ,christ1 who did no sin1 neither was guile found in his mouth2 who hath left us an example1 that we should walk in his steps40 ,when such texts are given out1 their spirit and meaning should be illustrated by example1 and then the children should be required to learn the text1 and next morning to bring some case to illustrate the violation of1 or obedience to this rule4 ,but it is not sufficient to give children clear views of duty1 and store their memories with the precepts enforcing their duties4 ,the teachers should keep a strict watch over the children1 and whenever any conduct or disposition appears1 that violates these rules1 they should be pointedly applied4 ,a precept from the ,bible should be employed to counteract whatever bad disposition or bad conduct is observed4 ,for example1 if a child complains that a companion has defaced his booklet the faulty child be called up1 and made to repeat the command of ,god which he has violated3 such as1 8,whatsoever ye would that men should do to you1 do ye even so to them40 ,if a child has taken a pen from his companion without leave1 take occasion1 on reprimanding him1 to set before the school the evil and danger of pilfering4 ,enlarge on the nobleness of strict honesty and uprightness4 ,show that the evil is not so much the loss of property by the owner as the bad habit induced in the pilferer1 which may lead at last to the dungeon and the gallows4 ,again1 if a child is found to be prevaricating1 or using any kind of deceit1 require him to repeat the commands of ,god1 8,thou shalt not bear false witness40 8,lie not at all40 8,lying lips are an abomination to the ,lord1 but they that deal truly are his delight40 ,then set forth lying before the school1 as what should be held in universal abhorrence2 show the importance of truth1 as indispensable to the existence of society and the happiness of all beings2 show how any kind of attempts at deceit weakens the habit of truthfulness1 and certainly will lead1 at last1 to lying4 ,when it is needful to punish1 endeavour to select a penalty that will have a good effect on the school1 instead of one that will awaken sympathy for the offender4 ,when a child is whipped1 in many cases1 his cries excite pity and sympathy1 and often indignation at the teacher4 ,but if1 when a child has broken the laws of ,god1 the teacher sets forth the evil of the sin1 and then takes some such precept as this1 8,withdraw thyself from every brother that walketh disorderly10 as his directory in requiring all the school to be separate from him1 shutting him out from the play-ground1 and depriving him of the usual period of recess until the delinquent appears penitent and anxious to do well2 then the teacher appears to the school as acting by ,divine authority1 and for the good of the whole4 ,there are many sins against such commands of ,god as these3 8,let all things be done decently and in order40 8,whatsoever things are lovely and of good report1 think of these things40 8,be ye courteous40 ,the violations of the rules of politeness1 of neatness1 and of order1 come under these precepts1 and school is the place1 above all others1 where such faults should be checked4 ,throwing down hats and caps1 abusing clothes1 tearing books1 defiling desks with ink1 cutting the benches1 marking the walls1 are faults which ought to be noticed as disobedience to these rules4 ,so1 also1 rude language1 calling nicknames1 teasing and frightening companions1 mocking the aged1 or deformed1 or lame1 cruel treatment of birds and other animals1 injuring trees1 and many similar practices1 should be checked by appeals to the ,word of ,god4 ,in addition to this1 let the benefits of refined taste and good breeding be set forth by specific examples4 ,show the consequences where the children of a community are rude in the streets1 abuse and injure fences1 milestones1 graveyards1 and fruit-trees1 and then set forth the advantages of street politeness1 of the care of our neighbours' property1 and of all that belongs to the public4 ,in all efforts to lead children to benevolent feelings and conduct1 it is very important to set before them the example of ,jesus ,christ1 appealing to their feelings of gratitude and love4 ,if a child frets at being obliged to serve another1 let him be reminded that ,jesus ,christ has done far more for him1 and that he came into this world to set us an example1 that we should walk in his steps4 ,while it is indispensable to notice and reprove faults1 it is no less important to notice and approve whatever is commendable in children4 ,and much care should be taken to observe whatever is right1 for it is much easier and much better to govern by motives of pleasure rather than those of pain4 ,whenever1 therefore1 any cases are observed of kindness1 firmness1 patience1 truth1 and faithfulness1 let them be spoken of1 not in such a way as to awaken vanity1 but simply with approbation as right1 and worthy of imitation4 ,for example1 if a child gives up some gratification in order to relieve some poor companion1 or furnish a destitute schoolmate with clothes or books2 if a child has aided or defended a companion when laughed at1 or ill-treated2 if another has found some tempting article1 and1 instead of secreting it1 has sought out the owner and returned it2 if1 when insulted and provoked1 another has refrained from angry words and all retaliation2 if another has refused to believe evil of a companion1 and endeavoured to stop an injurious report2 if another has taken care to preserve his own premises from filth and disorder1 and protected the schoolhouse and play-ground from abuse2 let all such actions be presented to the school as good1 and worthy of imitation4 ,commendation not only encourages and animates those who do well1 but inspires the desire to imitate in others4 ,in cases where a teacher assumes the care of a school where there are many children who have formed bad habits1 it is very important that he should imitate ,christ in his feelings and deportment towards sinners4 ,in such a case1 it is very important to convince his pupils that1 however bad they are1 he is still their friend1 and ever ready to do them good4 ,he should state to them that he is aware that they have formed bad habits1 and that the labour of curing them is great and difficult4 ,he should carefully notice all attempts to do better1 and where there are efforts made to improve1 occasional failures should be spoken of with words of kindness1 sympathy1 and encouragement4 ,and all teachers need to be careful not to be so frequent in finding fault1 and so severe in manner as to produce the feeling of hopelessness in efforts to please and satisfy4 ,when a child feels that1 however earnestly he may try to do right1 he has such bad habits already formed that he shall not succeed so as to please his teacher1 all motive for exertion ceases1 and he becomes reckless and hardened4 ,the great art of curing faults is1 so to secure the affection and confidence of a child1 that he shall be a cheerful co-worker with his teacher1 assured of approbation in success1 and of forbearance and sympathy in any failure4 ,in cases where the morals of a school are very bad1 it will be wise for a teacher to let many things pass unnoticed that in a better community he would reprove4 ,some one1 two1 or three rules of duty can be presented at a time1 and diligent efforts be made to remedy habits which violate these rules4 ,when some gain has been made on these points1 then one or two more can be added1 and thus a gradual advance will secure far more success than attempting everything at once4 ,there are many ways of rendering the ,bible interesting to children1 which should1 if possible1 be introduced into common schools4 ,some of these will be mentioned4 ,when reading the historical parts of the ,old or ,new ,testament1 a large map of ,palestine and the other countries spoken of in the ,bible1 should be suspended before the school1 and all the places mentioned be pointed out4 ,there are large maps of this kind to be obtained of the ,sunday-school ,union4 ,there is also a cheap chart of history prepared by a ,mr4 ,lyman1 which is most excellent for aiding in the study both of sacred and profane history4 ,it is so made that it can be hung conveniently around the wall of a schoolroom1 and is so large1 that children can read the names and events while sitting in their seats4 ,besides these articles1 there are large drawings to be obtained of the tabernacle and all the articles spoken of in the ,pentateuch1 and others1 also1 that illustrate the manners and customs1 dress1 furniture1 and dwellings of the ,israelites1 and the scenery of ,palestine4 ,these pictures1 employed to illustrate the history of the ,bible1 would give wonderful interest to the exercise of reading it4 ,it is hoped that1 ere long1 gentlemen of wealth will begin to endow common schools with such useful apparatus1 instead of confining their benefactions exclusively to higher seminaries4 ,in reading the ,bible in schools1 the following method will be found to be both useful and interesting3 ,let the teacher1 by the aid of ,townsend's ,bible1 arrange a regular course of ,bible history chronologically1 selecting only such chapters as will carry on a connected and complete history4 ,this can be read aloud by the children in portions each morning2 and by the aid of the maps1 pictures1 and charts1 a vivid interest can be imparted to the exercise1 while1 at the same time1 opportunities will be given to the teacher to notice incidents that convey moral instruction4 ,after this course is completed1 then the teacher can prepare a course of biographical reading1 arranged in chronological order1 and use this opportunity also to point out the moral instruction to be found in these histories of individuals4 ,next1 he might arrange a course embracing the didactic portions of the ,bible1 combining in one course of reading all the moral precepts2 and while this is going on1 he can collect anecdotes to relate to the school illustrating these precepts4 ,lastly1 he might make a selection of the poetry and other rhetorical beauties of the ,bible1 and1 while this is being read1 point out the inimitable sublimity and beauty of the ideas and the style4 ,the ,introduction to the ,study of the ,bible by ,horne1 the larger edition1 and ,lowth on ,hebrew poetry1 are works which would greatly aid a teacher in such a course of ,biblical instruction4#b ,in this course of moral training1 it will be seen that there is nothing sectarian1 and nothing which would be objected to by any but those opposed to the use of the ,bible in schools1 and to all religious and moral training4 ,in such cases1 it would be proper to adopt the following course3 ,it could be stated to the objector1 that in this country it is the majority that must decide every question not already settled by the ,constitutions of the state or nation4 ,that1 in regard to the question of moral and religious training in the schools1 the people are free to use their own judgment4 ,that where the majority wish to have such training a part of school exercises1 they have a right to require it4 ,but in cases where persons object to having their children so trained1 the majority have no right to insist on it4 ,in order to avoid this1 in every case where a parent requests it1 his children can be allowed to leave the schoolroom while these exercises are going on1 to study1 or to perform some other school duty4 ,or if this is inconvenient1 they can be allowed to come half an hour later1 and then remain half an hour longer1 after the others are dismissed4 ,no man could object to such an arrangement without violating the first principle of our democracy1 by demanding that the minority1 and not the majority1 shall be accommodated in this matter4 ,now is it not practicable for every woman1 who attempts to promote the proper education of ,american children1 to use whatever influence she may have with parents1 or teachers to secure such a course of moral training in the schools in her own vicinity1 as is here indicated8 ,let every woman try what she can do to promote this important object4 ,american woman1 whose eye may be resting on this page1 are you willing to commence an effort to aid in saving your country from the perils of ignorance8 ,are you not spending more time in adorning your person1 your children1 or your residence1 or in social enjoyments1 or in providing for the gratification of the palate1 than you have yet given to this cause8 ,can you continue this unchristian1 unpatriotic apportionment of time1 without an upbraiding conscience8 ,do you say that already you have more to do than you can properly perform8 ,but1 in the list of your pursuits1 are there not some that are of far inferior consequence to this1 which it would do no harm to curtail1 and thus gain time for this8 ,do you not spend time and money for articles of dress1 or ornaments1 or in social intercourse1 or for needless luxuries1 that you might1 without any evil1 give up to this object8 ,do you say that you can do but little1 and relieve yourself from obligation because it is so little8 ,suppose each drop of rain should urge this plea1 and thus delay to refresh the fields8 ,is not every great and good work accomplished by a union of many little influences1 and as much so in the moral as in the natural world8 ,are you dwelling in those parts of our land where most is done for education1 and comforting yourself that at least you and yours shall escape in safety8 ,but how can you tell that in five or ten years either you1 or those you love best1 will not be the other side of the ,alleghany1 and in the most destitute portion of the nation8 ,the changes of fortune1 the pursuit of wealth1 the mutations of matrimonial connexions1 utterly forbid any reliance on permanency of residence4 ,and how can one portion of this nation suffer and the other escape8 ,is not the vast ,river ,valley1 whatever may be the character of its millions1 to hold the controlling power of our nation8 ,if any portion of the fair ,west be tortured with civil commotion and lawless rage1 will not every groan re-echo from the maternal heart of ,new-,england and ,new-,york1 whose sons and daughters are dwelling on every prairie and in every valley of our land8 ,mother1 whose hands are so busy in ornamenting your darling child2 ,sister1 whose fingers fly so swiftly over the canvass or lace2 ,daughter1 so earnestly engaged in preparing your elegant habiliments1 look back to that beautiful daughter of emperors1 that sister of kings1 that mother of princes1 brought to her palace-home amid a nation's transports1 the welcome bride of the nation's heir4 ,again1 on the birth of her first-born1 hear the triumphant pan re-echoed across the ocean1 sung by the very children in our streets1 and in the memory of many now on the stage3 8,a ,dauphin's born6 let cannon loud ,with echoes rend the sky2 ,all hail to ,gallia's ,king6 ,columbia's great ally60 ,and thus the great ,english orator of that day describes her3 8,it is now sixteen or seventeen years since ,i saw the ,queen of ,france1 then the ,dauphiness1 at ,versailles3 and surely never lighted on this orb1 which she scarcely seemed to touch1 a more delightful vision6 ,i saw her1 just above the horizon1 decorating and cheering the elevated sphere she just began to move in1 glittering like the morning star1 full of life1 and splendour1 and joy4 ,little did ,i dream ,i should have lived to see such disasters fall upon her1 in a nation of gallant men1 in a nation of men of honour and of cavaliers4 ,i thought ten thousand swords would have leaped from their scabbards to avenge even a look that threatened her with insult40 ,look1 now1 through those prison bars4 ,there1 pale and mournful1 upon a pallet of straw1 rests one for whom the splendours of ,versailles scarcely seemed enough4 ,her once bright locks1 even in youth1 are gray with fear and sorrow4 ,she is in solitude2 her husband in one cell1 and her weeping children1 torn from her and placed with brutal keepers1 in another4 ,and now her husband is borne forth to a bloody death4 ,again her prison doors unclose1 and she comes forth1 seated on the fatal car1 her hands tied behind her back1 surrounded by thousands1 who shout with malignant joy as the fatal guillotine terminates her woes4 ,see that last and most innocent sufferer1 the poor little ,dauphin1 every tender feeling crushed1 deliberately instructed in vice1 doomed to disgusting and degrading services1 and1 ere long1 cruelly starved to death6 ,american mother1 wife1 sister1 daughter1 the same earthquake is trembling under your feet6 ,if such an awful period agitates any portion of this land1 it will be those raised by wealth and station as the objects of popular envy1 who must first meet the storm4 ,you sit now in peace and plenty2 you spend your time in elegant pleasures1 and1 while absorbed in selfish enjoyment1 you forget the young and destitute growing up around you4 ,and as you embroider the flower1 and twine the silk1 and fold the riband1 they are learning to sharpen the dagger1 and twine the cord1 and plant the cannon4 ,within a stone's throw of that smiling child with golden locks1 who now absorbs a mother's thoughts1 may be growing up1 in the darkness of ignorance and vice1 the very hand that1 at some awful crisis1 will grasp those locks in rage1 and plant the dagger in that happy bosom4 ,and when1 in some after hour of terror and distress1 when the roar of musketry is heard1 shooting down father and husband1 and brother and friend2 when the bells are tolling1 and the drums beating1 and the wife1 mother1 and daughter behold those they love best girding to meet the violators of law2 when they catch the parting expression of flushed excitement1 or stern determination1 or serious foreboding1 as the loved one departs1 perhaps to be returned a breathless corse--then1 in the hour of anxious solitude1 will the solemn inquest be made for those ruffian minds1 ruined by neglect2 and the voice of the ,lord ,god will be heard1 walking in the trees of the garden1 demanding1 8,where is thy brother80 ,and the trembling response1 8,am ,i my brother's keeper80 will meet the stern rebuke1 8,what hast thou done8 the voice of thy brother's blood crieth unto me from the ground40 ,but why appeal to motives of fear and danger8 ,alas6 those thousands and millions of neglected little ones in our land1 they know not their wants or their danger1 or they would raise their supplicating hands4 ,is there anything more appropriate than that gentle woman should be invoked to their aid8 ,is there anything more beautiful1 more heavenly1 than that she should spend her time1 and thoughts1 and means to rescue them8 ,what is it that you would enjoy the most in after days1 gazing at the fading beauties you have wrought in canvass1 muslin1 or lace1 or looking around on the intelligent1 useful1 happy minds you have been instrumental in training1 and who will rise up and call you blessed8 ,true1 you cannot gain this rich reward without some self-denying toil and persevering effort4 ,but is it not worth the labour8 ,and when your eye is closing on earth1 and the memories of the past are hovering around your pillow1 who do you wish should meet your dying eye1 the haggard faces of those ruined by your neglect1 or the grateful smiles of those you have toiled to bless1 who will bear you in their love and prayers1 like seraph's wings1 to the opening gates of heaven2 who will shine forever as stars in your crown of rejoicing8 ,and into that world of perfected benevolence and joy1 who is it that shall enter and go no more out8 ,it is those who1 in this world1 have followed the footsteps of ,jesus ,christ2 who have lived1 not for themselves1 but for others2 who1 like him1 have denied themselves daily to promote the salvation of the lost4 ,is not ,jesus ,christ presented as the bright and perfect example of self-denying benevolence1 and is it not written1 8,if any man have not the spirit of ,christ1 he is none of his80 ,oh1 ye who are appointed by ,him1 who toiled for your salvation1 to go forth and rescue these little ones1 what saith your great ,exemplar8 8,ye are the light of the world2 and if the light in you be darkness1 how great is that darkness60 ,where1 then1 are your golden lamps8 ,whom will you guide to the light and liberty of his presence8 ,awake1 from the dream of thoughtless pleasure6 ,awake from the reveries of selfish care1 and save yourselves and your country1 ere it be forever too late6 ,a ,,plan ,,proposed4 ,it is the object of what follows1 to enable every woman1 who wishes to do something for the cause of education and her country1 to act immediately1 before the interest awakened is absorbed by other pursuits4 ,the thing to be aimed at is1 the employment of female talent and benevolence in educating ignorant and neglected ,american children4 ,in order to give an idea of what needs to be done1 and of what can be done1 some facts will be stated of which the writer of this volume has personal knowledge4 ,there are1 in all parts of this country1 women of education and benevolence1 and some of them possessing wealth1 who are longing for something to do1 which is more worthy of their cultivated energies than the ordinary pursuits of women of leisure4 ,there is a still greater multitude of women of good sense and benevolence1 who1 if educated1 would make admirable teachers1 but who now have no resource but the needle and the manufactory4 ,it is melancholy to see1 in all mechanical trades where woman's labour is available1 how many thousands are following pursuits1 many of them injurious to health and to morals1 and none of them qualifying a woman1 in any respect1 for future domestic duties4 ,in the schoolroom1 or at domestic service1 a woman is learning to train children1 and to perform domestic duties properly1 but in the workshop and manufactory1 she follows a monotonous toil1 useful neither to body nor mind1 often injurious to both1 and forming habits and tastes disqualifying her for future domestic duties4#c ,on the other hand1 in all parts of our country1 especially at the ,west1 there are multitudes of flourishing towns and villages willing and anxious to have good schools1 and able and ready to support them1 but unwilling to do anything to sustain the miserable apology for teachers within their reach4 ,and still broader regions are to be found1 in every direction1 not only without good teachers1 but in many cases without any desire for schools of any kind4 ,our two million destitute children are an appalling proof of this destitution and apathy4 ,now1 there are hundreds and thousands of enterprising1 benevolent1 and1 many of them1 well educated women1 who would rejoice to go forth as missionary teachers to these destitute children4 ,such women1 by their influence1 not only in their schools1 but in the village around them1 could do almost as much as a missionary1 and at far less expense4 ,for a woman needs support only for herself1 a man requires support for himself and a family4 ,and there are multitudes of such women1 sighing over our destitute country and wishing to be sent forth on such a service1 and yet they know of no way to secure the object of their wishes4 ,in the ,catholic ,church1 a wisdom is shown on this subject1 which ,protestants as yet have not exhibited4 ,in that ,church1 if a lady of wealth and family is led to devote herself to benevolent enterprises1 a post is immediately found for her as ,lady ,abbess1 or ,lady ,patroness1 or ,lady ,superior1 where she secures the power1 consideration1 and rank1 which even ambition might covet4 ,there is now a ,catholic institution in one of our principal western cities1 known to the writer1 which is superintended by a lady of rank and family from ,belgium1 and which is only a branch of a still larger institution in ,belgium1 over which another titled lady presides4 ,and there are several other ladies of family and fortune from ,europe1 who are spending their time and wealth in gathering ,american children into the ,catholic ,church4 ,meantime1 all women of humbler station have places provided1 as ,nuns or ,sisters of ,charity1 where they can spend their benevolent energies in honoured activity4 ,the clergy1 having no families to occupy their time1 devote their whole attention to the extension of their faith by schools as well as by planting churches4 ,to these instrumentalities are added the ,jesuit establishment in this country1 expressly devoted to the interests of education1 with the head ,jesuit for the ,west stationed in ,cincinnati1 to supervise and promote all plans for education4 ,he is a man of winning manners1 great policy1 untiring industry1 and1 so far as human eye can see1 honestly and sincerely devoted to the cause he has espoused4 ,under his watchful eye1 no energy1 or benevolence1 or skill is ever lost1 but all is husbanded and skilfully directed4 ,but among ,protestants there is no system or organization instituted1 thus to secure and employ the benevolent energies of the female sex in the cause of education4 ,if a woman finds it in her heart to turn missionary and go away from her country to instruct the heathen1 in most cases1 every facility is provided1 and public sentiment urges and encourages her efforts1 and she knows to whom to apply for support and encouragement4 ,but let a woman become interested in her own country1 and earnestly desire to labour for destitute ,american children1 and no such means1 or facilities exist as make it suitable1 or practicable to undertake4 ,among ,catholics1 let a woman of family and fortune talk of going to the ,west to teach1 and she instantly is lauded as a saint2 bishops1 priests1 and ,jesuits are at her side to encourage and aid1 and honour in life and canonization at death are her sure reward4 ,but let a ,protestant woman of wealth and high standing express a wish and intention to go to the ,west to teach1 and it would be regarded by most of her friends and associates as a mark of oddity--a deficiency of good sense4 ,family friends would oppose1 acquaintances would sneer1 a few would faintly approve1 no individual and no body of men could be found1 whose appropriate business it is to aid1 and so many obstacles would oppose1 that1 in most cases1 it would really be ,quixotic to encounter them4 ,and women in humbler circumstances find almost as insurmountable obstacles2 they know of no place where they can go1 it is the business of no one to aid them1 they know of no one to whom to apply for assistance1 and thus it is that hundreds and hundreds of women1 abundantly competent to act as missionary teachers1 are pining in secret over wasted energies1 which they are longing to spend in the most appropriate duty of women1 the training of young minds for usefulness and for ,heaven4 ,it may be replied1 that in the ,catholic ,church women take vows of celibacy1 which alone can enable them thus to act for the cause of education1 and that no such efficient action for education can be anticipated from ,protestant women1 whose religious faith opposes rather than encourages this sequestration from domestic alliances4 ,a few facts will serve to show the fallacy of this impression4 ,a lady of ,new-,england1 who for a number of years conducted a large female institution1 furnishes this as the result of her experience4 ,during nine years1 four hundred teachers went out from this institution4 ,of these1 eighty-eight went to the ,west and ,south4 ,at the end of these nine years1 of the eighty-eight who went to the ,west and ,south1 sixty-four 7which is more than three fourths7 continued as teachers4 ,twelve of these continued teachers after marriage4 ,during three years of this time1 a society connected with this institution was in operation to aid young women in educating themselves to be teachers4 ,this assistance was in the form of a loan1 which at no time was to exceed two hundred dollars to any one individual1 and this loan was to be returned whenever it was practicable4 ,the society remitted the debt in cases where it was not4 ,means were also provided for the appropriate protection and location of these teachers4 ,the number who in three years received aid was forty-three1 and the sum of #dcdj1jj was loaned for this purpose4 ,twenty-four of these1 in the space of eight years from the first loans1 refunded from their own earnings all that was loaned4 ,eight refunded in part4 ,the remainder did not refund within the eight years1 but all who were not sick or dead were expecting and aiming so to do4 ,a clergyman1 who for a number of years was a travelling agent for one of our benevolent institutions1 and who felt an interest in discovering the results of the above effort1 stated it as his conviction1 that no college in our country had1 in the same period1 done more for the cause of education and religion in our land than this institution had done by sending forth its female teachers4 ,many other similar facts could be stated1 showing that there is even a greater chance of permanent results in employing a given sum for the education of female teachers1 than for the education of young men for the ministry4 ,the lady who conducted this institution1 and furnished these facts1 also stated1 that at all times the number of those desirous of qualifying themselves for teachers1 and who would gladly have obtained loans for this end1 was far beyond the means the society could command1 while the demands sent on to this institution for teachers1 from the ,south and ,west1 was altogether more than could be supplied2 thus showing that there were places demanding teachers1 and teachers seeking for places1 and no adequate instrumentality in existence for meeting these reciprocal demands4 ,in the ,eastern ,states1 it is the testimony of school committees1 and others employed in selecting teachers1 that crowds of female applicants are constantly turned aside1 not because they are not qualified1 but because the number of applicants greatly exceeds that of the vacancies4 ,another lady1 who had conducted a large female institution in ,new-,england1 made an attempt to aid women of education and benevolence1 who were anxious to act as teachers1 and wished for aid in finding a proper location4 ,the failure of health interrupted her efforts1 yet1 with a very limited inquiry1 more than a hundred women of appropriate spirit and qualifications were immediately found1 anxious to avail themselves of such aid2 while the rumour of such an effort1 for two or three years1 brought letters to her from all parts of the country1 asking assistance1 some of them in the most moving terms4 ,by the census1 it appears that the excess of female population in ,new-,england over that of the other sex is more than #ad1jjj4 ,from extensive inquiries and consultation1 the writer believes that one fourth of these women would gladly engage as teachers2 that a large part are already qualified1 and that the others could be fitted for these duties at an average expense of two hundred dollars each4 ,another fact will be mentioned to show the waste of female talent and benevolence for want of some organized agency which secures men whose business it is to attend to the interests of education4 ,a lady1 who had conducted a large female institution in ,new-,england1 removed to one of the largest western cities1 and1 in connexion with several other ladies of experience and reputation1 established an institution1 which they designed1 eventually1 should become an institution for the preparation and location of female teachers1 with a school connected with it1 supported by the citizens1 which should serve as a model school4 ,it was hoped that1 when the teachers had gained public confidence at the ,west1 as they had done at the ,east1 funds would be furnished1 both at the ,east and ,west1 which would enable these ladies to say to hundreds of their countrywomen interested in the effort1 8,here is a resort for you1 where you may qualify yourselves to be first-rate teachers1 and be aided in finding a location in the many flourishing but destitute towns and villages of the ,west40 ,the school was abundantly patronised1 and successfully conducted4 ,the ladies then applied for a fund of some #cj1jjj1 given for purposes of education1 by a gentleman of that city2 and not specifically devoted to any particular object4 ,the trustees of this fund voted to devote it to this enterprise1 if the citizens would raise #ae1jjj for a building4 ,the citizens manifested all appropriate interest1 so far as kind words and liberal offers were concerned4 ,two gentlemen subscribed a thousand dollars each1 and several five hundred each1 and nothing was needed but a person properly qualified1 who should devote himself to the enterprise4 ,the ladies conducting the school1 with failing health and many cares1 could not carry forward such an effort1 and no man could be found to devote himself to it4 ,the result was1 that the ,catholic bishop bought the building occupied by this school for a ,catholic female institution4 ,no other suitable building could be hired4 ,the hard times came on1 and funds could not be raised to build one2 and thus1 with tears of bitter disappointment1 the school was given up1 and the whole enterprise failed1 and simply because it was the business of no person to attend to the general interests of education4 ,had these ladies turned ,catholics1 bishops1 priests1 ,jesuits1 and all their subordinates1 would have been devoted to their cause1 and rich funds from foreign lands would have been laid at their feet4 ,as it was1 in a wealthy and most liberal ,protestant city1 where four of the largest establishments in its bounds have been purchased for ,catholic institutions of education1 and two of them for females1 a ,protestant institution1 conducted by four female teachers of established reputation1 passed away for want of suitable accommodations4 ,meantime1 in that same city1 the agents of various benevolent societies took up liberal contributions for the heathen1 for slaves1 for drunkards1 for sailors1 for convicts1 for colleges 7both in and out of the city71 for the education of young men1 for the distribution of ,bibles and tracts1 and for many other objects2 because men are supported1 by voluntary contribution1 to give their whole time to these objects4 ,there is no just foundation for the remark not unfrequently made1 that the ,catholic ,church contains more self-denying benevolence than other communions1 while sisters of charity and nuns are pointed out as illustrations4 ,there are hundreds and thousands of women in this ,protestant land1 who1 without the mistaken principles1 possess all the self-denying benevolence which1 in ,catholic communities1 leads to cloistered vows4 ,the writer1 after extensive inquiries in almost all the free states1 believes it would be far within the bounds of moderation to assert that1 if any responsible persons would pledge the pecuniary means and appropriate protection1 five hundred benevolent women could be found in less than one month1 with all appropriate qualifications for missionary teachers4 ,some of these are possessed of wealth1 and still more command a pleasant home1 with all the comforts of competence and the best society2 yet they would joyfully encounter the privations of missionary life in efforts to save their country1 could any appropriate method be devised4 ,these allusions to the aid and encouragement offered to benevolent women in the ,catholic ,church are not designed to be invidious4 ,whatever class of religionists conscientiously hold1 that there is no safety from eternal ruin but in their church1 not only ,christian benevolence1 but common humanity should impel them to all possible efforts1 to gather every human being into their communion4 ,and it is feared that ,protestants do not always make sufficient allowance for this consideration4 ,the wrong lamented is1 not that ,catholics act consistently with their faith1 but that ,protestants do not offer the same aid and encouragement to benevolent ,protestant women1 who are so earnest in their desires to devote time and talents1 and1 in some cases1 wealth1 to the salvation of the children of our country4 ,in view of these facts1 it is now proposed to attempt to raise means for educating destitute ,american children1 by the agency of women of education and benevolence1 who wish to engage in the work2 and for supporting at least one gentleman of suitable character and influence1 whose time shall be wholly devoted to this enterprise4 ,the first thing which will be attempted will be to select1 from those who are desirous to engage in such a service1 a certain number of those who are best qualified by education1 energy1 discretion1 and self-denying benevolence1 and who are willing to be stationed1 under the protection of some adjacent clergyman1 in places where there are neither churches or schools1 assured of nothing more than is allowed to home and foreign missionaries1 namely1 a proper mode of conveyance and location1 and a simple support1 secured by some responsible persons4 ,a small beginning will be made1 under the supervision of a committee of six gentlemen1 one from each of six different ,protestant denominations4 ,the following gentlemen have consented to act as such a committee until more permanent arrangements can be made4 ,rev4 ,dr4 ,,elliot1 ,cincinnati4 ,rev4 ,dr4 ,,lynd1 ditto4 ,rev4 ,,james ,h4 ,,perkins1 ditto4 ,rev4 ,dr4 ,m',,guffey1 ditto4 ,rev4 ,dr4 ,,stowe1 ditto4 ,rev4 ,bishop ,,smith1 ,louisville1 ,kentucky4 ,as soon as means are raised sufficient to support a gentleman who shall devote himself to this object1 the above committee will endeavour to organize a ,board of ,managers1 consisting of an equal number of gentlemen from each of the principal ,protestant denominations1 who are resident in different sections of the country1 and possess general confidence4 ,this board will then appoint an ,executive ,committee1 ,treasurer1 and ,secretary1 to superintend and perform all the business connected with this enterprise1 who shall be located either in ,new-,york or ,cincinnati4 ,in order to aid in raising funds for this object1 a method is proposed1 which will enable every woman who feels an interest in the effort1 to contribute1 at least a small sum1 to promote it4 ,two works are now issued by the largest publishing house in the country1 which1 it is believed1 will prove useful and interesting to every ,american woman4 ,an account of these works and the terms of the contract will be found at the close of this volume4#d ,it will be seen that these terms are very favourable1 and involve no hazard of loss4 ,these works will be put into the market and be sold at ordinary prices4 ,half the profits 7after paying a moderate compensation to the author for the time and labour of preparing them1 the amount to be decided by the above gentlemen7 will be devoted to this object1 and as the works are of a kind that will always be useful1 a large sale would secure both a present and future income4 ,any woman1 then1 who is desirous to aid in promoting this enterprise1 can do so by requesting some bookseller in her vicinity to send for these works1 and then purchasing them herself and using her influence to induce her friends to do the same4 ,still more will be effected by securing notices of these works in newspapers and other periodicals4 ,should means be obtained sufficient1 to secure the services of a suitable gentleman1 the following measures are suggested as what might be attempted4 ,in the first place1 an effort could be made to secure committees of ladies1 of each denomination1 in all our principal cities1 who shall agree to act simultaneously1 on some uniform plan1 and1 if need be1 keep up a correspondence in order to secure this result4 ,such committees might exert themselves in one1 or all of the following ways3 ,they could1 firstly1 aim to secure the aid and co-operation of the conductors of the periodical press1 literary1 political1 and religious4 ,the gentleman who engages in this enterprise1 could write1 or cause others to write1 articles calculated to arouse the public mind in regard to popular education4 ,these articles could be transmitted to all the affiliated committees in every part of our land1 and by their influence1 be inserted in most of the newspapers1 or other periodicals within their reach4 ,thus a steady and most powerful influence would be brought to bear on the public mind4 ,the people would be aroused1 and through the people1 the legislatures might be led to energetic and appropriate action4 ,and then1 as fast as schools are formed1 female teachers will be in demand4 ,these committees1 if it is deemed proper1 might also address private letters to clergymen of their several denominations1 asking aid and advice4 ,next to the press1 the pulpit is the most effective engine of moral power1 and1 happily1 the clergy of this nation have ever been among the most ardent and active friends of education1 and the warm supporters of almost every benevolent enterprise4 ,an appeal to them for aid must secure happy results4 ,another method1 which such committees could adopt1 would be1 to make personal appeals1 both to ladies of large means and to those1 also1 of smaller ability1 for subscriptions to aid in educating and locating female missionary teachers4 ,such subscriptions1 however1 cannot be successfully sought until some body is organized1 consisting of gentlemen of various denominations1 who possess public confidence1 and who shall be properly authorized to receive and appropriate subscriptions4 ,another and most important measure could be prosecuted by these committees4 ,at the ,east1 where there is a superabundance of teachers1 and of women who could speedily be qualified to teach1 such committees could act in selecting the most suitable women of their own denomination to receive the aid provided2 and the number might be regulated by the relative amount of subscriptions in each denomination4 ,at the ,west1 such committees could aid in providing schools for those sent out1 a suitable escort1 a proper home1 and the advice1 sympathy1 and aid that would be needed by a stranger in a strange land4 ,were such committees known to be in existence at the ,east1 they speedily would be addressed by multitudes of intelligent and benevolent women1 seeking aid in their efforts to gain opportunities to impart knowledge and salvation to the perishing heathen children in our own land4 ,were such committees in existence at the ,west1 and their eyes directed to the desolate regions of ignorance around them1 they would soon find their warmest energies enlisted in gathering outcast lambs into the fold of safety1 to be trained and guided to heaven4 ,to impart a more vivid idea of the wants which are to be met1 and of one of the first objects to be aimed at1 in the efforts proposed1 some incidents in the experience of the writer will be narrated4 ,in a small village1 less than thirty miles from one of the largest cities of the ,west1 the writer once stopped to dine4 ,several children were playing about1 when the following conversation took place3 8,is there any school in this place60 8,no1 madam2 it is a good while since we have had one4 ,miss ,l4 came and taught here nearly a year2 but she went home1 and we have had no school since40 8,how many children are there here who would go to a school if there were one80 8,i should think there are as many as forty or fifty40 8,do you suppose the parents would like to have a school1 and would pay the teacher well80 8,oh1 yes6 ,if we could get a good teacher1 she would be well paid for her trouble2 but none of us know where to get one1 and the men folks are too busy to go and look for one40 8,have you any clergyman in the place80 8,no1 madam40 8,do the people here ever go to any church80 8,yes1 madam2 they sometimes go off a good piece to ,w41 where there is preaching sometimes40 ,it was in another village of the ,west1 and one as destitute as this1 that a young lady from ,new-,england1 who came out under the care of a clergyman1 stationed herself to rear up a school4 ,she agreed to teach for a small sum1 and to board around with the parents of her pupils4 ,most of these parents were from the ,south1 where they were unaccustomed to the notions of comfort and thrift which the young lady possessed4 ,she not only taught the children at school1 but1 in each family where she boarded1 taught the housekeeper how to make good yeast and good bread4 ,she also taught the young women how to cut dresses and how to braid straw for bonnets4 ,her instructions in the day-school and in the ,sunday-school1 and her influence in the families1 were unbounded1 and almost transforming4 ,no minister1 however well qualified1 could have wrought such favourable changes in so short a time4 ,in another case1 known to the writer1 a young lady went into such a destitute village4 ,there was no church1 and no minister of any sect4 ,she taught the children through the week1 and also instituted a ,sunday-school4 ,in this she conducted religious worship herself4 ,gradually the mothers came to attend1 then the fathers1 until1 at last1 she found herself in the office both of teacher and clergyman4 ,the last portion of her duties she resigned to a minister1 who1 by her instrumentality1 was settled there4 ,the writer might mention several other similar cases which have come to her knowledge4 ,there are hundreds of such destitute places in our land1 where a prudent1 self-denying1 and energetic woman might be instrumental in leading a whole community 8out of darkness into marvellous light10 and there are hundreds of such women wishing to go to them4 ,the writer1 when returning to the ,east1 has often been met by young friends with such representations as these3 8,i have nothing to employ my time which satisfies my conscience4 ,i have education1 leisure1 and means2 can you find me a sphere of usefulness which ,i can reach with propriety8 ,i cannot go off alone2 for1 even if ,i thought it proper1 my friends would not consent40 ,again1 another friend says1 8,why cannot you find something for ,miss ,g4 to do8 ,she is well educated1 rich1 benevolent1 and really is suffering for want of something to do4 ,she has thought of going on a foreign mission1 but surely there is enough for her to do in her own country40 ,yes1 surely1 there is enough to do in our own country4 ,when will the wise1 and the influential1 and the benevolent awake to this subject1 and devise the proper mode of meeting such wants8 ,those who are interested in the project presented in this work by no means assume that this is the best way4 ,they only feel that something ought to be attempted2 and that1 if this effort does no other good1 it may put in train influences that will develop a better way4 ,the writer of this volume also presents this enterprise1 not as the plan of an individual1 but as a project devised1 by consultation1 among many ladies of influence and benevolence1 who are interested in securing its success4 ,and if it is effected1 it is hoped that it will be by such simultaneous interest and efforts1 that no one will be conspicuous1 either as originator or leader in the enterprise4 ,the views presented in this work are those held in common by a large number of intelligent ladies in all parts of our land2 and1 though one has been selected and requested to write this work1 it should be regarded1 not as the opinions of an individual1 but as a wreath of benevolence1 woven1 indeed1 by one hand1 but gathered from many noble and benevolent minds4 ,the following extracts from letters received from gentlemen of high standing in various parts of our nation1 will serve to corroborate the views expressed in the preceding pages3 ,from the ,hon4 ,thomas ,burrowes1 late ,secretary of ,state in ,pennsylvania4 ,i have long been of opinion that the great deficiency of our age and country1 in reference to the sound instruction of the coming generation1 is the want of teachers4 ,i am now fully convinced that this want must be supplied before any other step can be safely or usefully taken4 ,nay1 ,i believe that1 until this indispensable preliminary measure is accomplished1 money1 and effort1 and legislation will be1 as they have been1 money1 and effort1 and legislation nearly thrown away4 ,since #ahcd1 this state has expended more than five millions for the support of her common schools1 and1 at the end of ten years1 ,i see but little improvement4 ,in this immense expenditure1 not a dollar has been spent to secure this great prerequisite--good teachers2 and hence the system has not only failed to obtain general favour1 but is in danger of becoming more and more unacceptable the longer it is tried4 ,it is sad to think that we have thus wasted five millions of dollars1 and ten years of time1 to say nothing of the labour expended and obloquy encountered1 and must now re-commence from the foundation2 but so it is4 ,i know of no cause which so much needs a general movement as this4 ,let not its friends shrink from the undertaking because they may not be able to operate in all1 or even in many of the states4 ,let it be remembered that if a commencement is made in one state1 and a report of results sent forth1 it will serve to start the good work in all the rest4 ,the necessities1 the crying necessities of this cause1 are far and away before those of the ,temperance ,reform1 or of ,colleges1 or of ,foreign ,missions4 ,he who1 being fit1 should devote himself to this cause1 would confer a greater benefit on his fellow-man than he could possibly do by any other use of his time and talents4 ,the missionary to a heathen land opens the ,book of ,life to his fellow-man2 the missionary in this cause opens the mind of his fellow-citizens1 not only to the ,book of ,life1 but to a knowledge of all those rights and duties1 without which our free institutions cannot stand to encourage and reform the world4 ,if my gifts and domestic relations permitted1 ,i should devote myself to a mission in this and other states for the purpose of impressing on ,legislatures1 philanthropists1 and teachers1 the necessity of ,teachers' ,seminaries4 ,a gentleman1 supported to operate in this cause1 might be employed in this way4 ,he could visit different states one after another1 and address the citizens of each county in the county town1 after long and full notice4 ,besides addressing the people publicly1 he could appeal to leading individuals privately1 and engage them to act with him for this object4 ,meantime1 he could be obtaining educational statistics for future use1 and ere long he could make such a report as would set the people to work in earnest1 and for their own sakes4 ,while thus proceeding1 he could also obtain the promise of one or more intelligent persons in each county1 to write on the subject every week in each of the county newspapers4 ,articles thus addressed to the reason1 the patriotism1 and the economy of the people1 would have a powerful effect1 and cost nothing4 ,if funds could be provided from private benevolence to establish proper ,teachers' ,institutions in two or three states1 they would set the matter far ahead in a few years4 ,they would serve as models and inducements to the public1 and would not long continue to need the support of private philanthropy4 ,they would really be normal1 or pattern establishments4 ,beyond a doubt1 the plan ought to embrace institutions for the preparation of female teachers4 ,the gentleness1 self-devotion1 and untiring humanity of women eminently qualify them to be the instructers of the more youthful pupils of both sexes1 and of their own of all ages4 ,there is not a show of any reason why male teachers only should be provided for at the public charge1 when female teachers are as necessary1 as useful1 and as much confided in by the public4 ,from the ,rev4 ,mr4 ,sturtevant1 ,president of ,illinois ,college4 8,in regard to some voluntary organization to secure popular education1 if it were worked with a truly liberal and ,christian spirit1 it could1 and would1 do us great good in this state3 first1 by collecting statistics of our wants1 and calling attention 7by the press1 and by public lectures all over the state7 to these wants1 and to what has been accomplished in other states and countries4 #b4 ,by supporting1 at least in part1 model schools in different parts of the state1 to show1 by example1 what good schools are4 #c4 ,by bringing public sentiment to bear on the ,legislature1 especially in reference to our school fund4 ,it is now nearly two millions1 and is yearly increasing4 ,now1 its whole management is left to the unregulated action of the ,legislature1 without a single mind devoted to acquiring and disseminating knowledge as to the proper mode of using it4 ,whether1 any one year1 there shall be even one intelligent friend of education in our ,legislature1 is a matter of chance4 ,if some plan be not devised for leading the ,legislature to wise views1 the object of this fund will be lost4 ,it will a little diminish the expense for each child1 but add nothing towards getting better schools40 ,president ,sturtevant's account of the deplorable state of their schools1 and of the public apathy on the subject1 is mournful4 ,from the ,rev4 ,henry ,beecher1 of ,indianapolis1 ,indiana4 ,much can be done in ,indiana1 much ought to be done1 and speedily2 for1 #a4 ,it will be a more densely-populated state than ,ohio or ,illinois1 because its land is uniformly good4 #b4 ,it has been grievously neglected4 ,its settlers were originally from ,kentucky1 ,north ,carolina1 and ,pennsylvania4 ,such do better for flocks and farms than for mental and moral improvement4 #c4 ,we have a good system of common school education1 which1 for purposes of ,church and ,state ambition1 some sectarians are disposed to break down2 and they are of the dominant sect in the state4 ,those sects that foster education are in the minority1 and struggling up through many embarrassments4 #d4 ,we have a school fund of more than two millions1 which is in such neglect as threatens its entire loss4 ,an agent should be supported to lecture through the state1 in every county town1 to secure workers to defend our school system1 to protect our school fund from depredators1 to secure an annual ,education ,convention1 and otherwise exert influence4 ,the right man for such an agent ,i know4 ,it is a ,dr4 ,cornett1 of ,versailles1 ,ripley ,co41 ,ia4 ,he is a member of our ,senate1 and chairman of their ,committee on ,education3 a man prudent1 cool1 sagacious1 interested in the cause1 and of great weight in the community4 ,the following is extracted from a letter from the ,dr4 ,cornett spoken of above4 ,strange it is1 that while the benevolent among our people are exerting themselves so much at home and abroad1 that the thousands and millions in our own country who cannot so much as read one word in the ,book of ,life1 should be overlooked1 and no organization effected in their behalf4 ,it is absurd to think of a ,republic being long sustained without the people generally being educated4 ,to talk of their maintaining their rights when denied the means of knowing what their rights are1 is to talk nonsense4 ,if our whole people could be educated by the right sort of teachers1 there would be little need of temperance societies1 and temperance newspapers1 and lectures1 and other means now so properly employed for moral reformation4 ,our children would enter on the practical duties of life with pure minds1 well fortified against vice in all shapes4 ,in ,indiana we are in deplorable want of good teachers for our common schools4 ,why cannot some plan be devised for educating intelligent boys and girls for these duties1 and then finding them situations8 ,in reference to the school fund1 he says1 ,many of our state legislators seem more disposed to favour the borrowing of school money than to promote education4 ,if competent lecturers were sent among the people1 urging the value of education1 both in a pecuniary and political view1 these same demagogues would find it for their interest to become clamorous for the cause4 ,i have been at the head of the ,senate's ,committee on ,education1 and have had great difficulty in sustaining the integrity of our school fund4 ,the term of my services has expired1 and ,i cannot resume them4 ,from what ,i know of our ,legislature1 ,i believe there is great need of a stir being made among the people in reference to this matter and the cause in general4 ,my isolated condition1 laborious profession1 and poor health forbid my following my feelings in going forth as a voluntary lecturer2 but let some organization be effected1 and numerous and efficient lecturers would rise up to do gratuitous work4 ,the following is from ,judge ,lane1 of the ,supreme ,court of ,ohio4 ,i believe our ,legislature1 if left to itself1 would permit the ,common ,schools to sink and perish in their hands4 ,that body possesses at all times individuals of great worth1 but the larger part have very little intelligence1 and their motives of action are entirely different from those which would subserve this cause4 ,i believe that an association of gentlemen in this state is the only mode of leading the ,legislature into the necessary measures1 and that1 through them1 this might be accomplished by the press and by public lectures 7if the right man and measures are employed74 ,i believe that a change of public opinion on this subject cannot be secured1 indirectly1 through the elevation of the minds of a few1 nor by the dissemination of good principles by the circulation of ,bibles and tracts1 or the settlement of ministers1 or the cultivation of young men in colleges1 or in any other speedy mode except that of an association acting on a specific plan1 and pursuing it with perseverance1 and by expedient means4 ,i deem the employment of some agent indispensable to give form and intensity to such an association2 and a man for this work would require a rare combination of qualities4 ,the following is from one of the leading ,lawyers of ,ohio4 ,the more ,i think of this subject of national education1 the more ,i feel anxious to be up and doing4 ,i do not think that any other field of labour now presents itself in which so much good can be done1 and it is not the least important consideration1 certainly1 that while thus engaged in doing good to others1 we shall be1 in the highest sense1 educating ourselves4 ,all that ,i can do1 ,i feel anxious to do in this great work2 and as soon as any plan is definitely arranged1 ,i will go to work1 and if ,i can get time in no other way1 will diminish my business for the purpose4 ,the following is from ,e4 ,c4 ,delavan1 ,esq41 who has devoted so much of his time for several years to the cause of ,temperance4 ,the importance of the question of national education cannot be overrated4 ,in a selfish point of view1 the old states could well afford to be taxed a million a year to enlighten the new1 but they will not see it or feel it1 ,i fear1 until it is too late2 yet much can be done4 ,when leading minds are suitably impressed1 the mass will be4 ,under ,god1 the press is the great instrument that must be used1 and a long time before the mass will move4 ,it appears to me that the first step to be taken is to interest men in all parts of the ,union to feed the political and religious press4 ,then1 when the public mind is aroused1 talents and means will be found to take hold practically4 ,the following is from a ,lawyer in ,cincinnati4 ,our city and vicinity would furnish room for a dozen labourers in this cause instead of one2 and one of the most effectual modes of operation would be to enlist a dozen others in the cause4 ,a man devoted to this cause would be welcomed among us as an angel of light by all classes and all sects1 and would be sure to enjoy the good wishes of all1 the positive aid of many1 and the useful counsel of not a few4 ,the spirit of education is largely abroad among us1 and only wants an efficient leader to enable it to breathe a new existence into the whole moral1 social1 political1 and religious being of our community here1 and1 by necessary consequence1 into the whole valley of the ,west4 ,we have the best tools to work with1 the best materials to work upon1 and we only want1 and this we sadly want1 some person to influence us to use the one and act upon the other1 by commencing an example4 ,i should hail the commencement of such an enterprise as the dawning of a new light upon the ,west1 and would not only give what little aid ,i might1 but would use all my little influence to make it work effectually in its onward progress4 ,these extracts will suffice to show the vast field of labour open to a man of talents1 supported for the object aimed at4 ,the following extract from an address of ,prof4 ,stowe1 delivered at ,portland in #ahdd1 corroborates the views expressed by the author on the subject of moral training4 ,but in this country1 in consequence of our unbounded religious freedom1 the subdivisions of sect are almost innumerable2 it is impossible1 in a system of public instruction1 to provide separately for them all2 and1 unless religious instruction can be given without sectarianism1 it must be abandoned4 8,in this country the rights of all sects are the same1 and any denomination that would have its own rights respected must respect the rights of others4 8,the time which can be devoted to religious instruction in schools is necessarily very limited2 and if there be an honest and sincere desire to do right1 the whole of this time certainly can be occupied1 with efficiency and profit1 without encroaching on the conscience of any sect which really has a conscience4 8,facts show plainly that1 notwithstanding the diversity of sects1 there is common ground on which the sincerely pious of all sects substantially agree4 ,for example1 the most acceptable books of practical piety1 which are oftenest read by ,christians of all denominations1 have proceeded from about all the different sects into which ,christendom is divided1 and are read by all with scarcely a recognition of the difference of sect4 ,such are the writings of ,thomas ,kempis and ,fenelon1 who were ,roman ,catholics2 of ,jeremy ,taylor and ,bishop ,hall1 who were ,churchmen2 of ,baxter1 ,watts1 and ,doddridge1 who were ,presbyterians or ,congregationalists2 of ,bunyan and ,andrew ,fuller1 who were ,baptists2 of ,fletcher and ,charles ,wesley1 who were ,methodists4 ,this fact alone shows that there is common ground1 and enough of it too1 to employ all the time which can properly be devoted to religious instruction in our public institutions4 8,all ,christian sects1 without exception1 recognise the ,bible as the text-book of their religion4 ,they all acknowledge it to be a book given of ,god1 and replete with the most excellent sentiments1 moral and religious4 ,none will admit that it is unfavourable to their peculiar views1 but1 on the contrary1 all claim that it promotes them4 ,to the use of the ,bible1 then1 as the text-book of religious instruction in our schools1 there can be no serious objection on the part of ,christians of any sect2 and even unbelievers very generally admit it to be a very good and useful book4 8,but shall it be the whole ,bible8 or only the ,new ,testament8 or selections made from one or both8 8,a book of mere selection would be very apt to awaken jealousy2 and the exclusion of any part of the ,scriptures would1 to my mind1 be painful4 ,let every scholar1 then1 have a whole ,bible4 ,the book can now be obtained so cheap1 that the expense can be no objection4 8,but how can the teacher instruct in the ,bible without coming on to sectarian ground8 ,he can teach a great deal in regard to its geography and antiquities1 and can largely illustrate its narrations1 and its moral1 and even religious1 beauties4 ,an honest1 intelligent teacher can find1 in this way1 abundant employment for all his time1 if he be himself a lover and student of the ,bible1 without ever passing into sectarian peculiarities1 or giving any reasonable ground of offence4 8,but1 apart from all this1 the chief business of instruction in this department may be the committing to memory of portions of the ,divine ,word4 ,the most rigidly orthodox will not object to this1 for they believe every portion of the ,bible to be the word of ,god which liveth and abideth forever1 and that all ,scripture is profitable for doctrine1 reproof1 correction1 and instruction in righteousness2 and the liberal1 though they may not sympathize in the high orthodox view of the divine excellence of the ,word1 yet regard it as1 on the whole1 the best of books1 and the more of it their children have treasured up in their minds1 the better it must be for them4 ,if the parent chooses1 he can always himself select the portions to be committed by his child1 or he may leave it to the discretion of the teacher1 or he may give general directions1 as selections from the ,gospels1 the ,proverbs1 the ,psalms1 c4 ,it is not at all essential that all the children of the same school1 or even of the same class1 should recite the same passages4 ,each child may be called upon1 in turn1 to recite what each one has committed1 and the recitation may or may not be accompanied by remarks from the teacher1 as circumstances may seem to justify or require4 8,but there is another difficulty4 ,the ,roman ,catholics1 it is said1 do not desire that their children should be instructed in the ,scriptures2 they receive the apocryphal book as a part of ,scripture1 and contend that we have not the whole ,bible unless we include the ,apocrypha2 and they object to our common ,english translation4 8,in reply to this1 ,i remark1 in the first place1 there are many parts of our land where there are no ,roman ,catholics1 and1 of course1 the difficulty will not occur in those places4 8,secondly1 if ,roman ,catholics choose to exclude their children from a knowledge of the ,bible1 they have a perfectly legal right to do so1 and we have no legal right to prevent it2 nor should we desire any such legal right1 for the moment we desire any such legal right1 we abandon the ,protestant principle and adopt the ,papal4 ,catholic parents are perfectly competent to demand that their children should be excused from the ,bible recitation1 and this demand1 if made1 should be complied with2 but they have no right to demand that the ,bible should be withheld from the schools because they do not like it1 nor do their objections render it necessary or excusable for ,protestants to discard the ,bible from schools4 8,again1 if ,roman ,catholics desire that their children take their ,bibles into the schools1 and recite from them1 by all means let them do so2 and so of ,jews1 let them recite from the ,old ,testament1 if they choose1 to the exclusion of the ,new4 ,we allow to others equal rights with ourselves2 but we claim for ourselves1 and shall insist upon having1 equal rights with all4 ,i am perfectly willing to give to the ,roman ,catholics all they can justly claim1 but ,i am not willing to encroach on any one's rights1 or the rights of any ,protestant denomination1 for the sake of accommodating the ,roman ,catholics4 ,nor do ,i suppose that the ,romanists have a claim to any special accommodation1 for they have never yet manifested any particular disposition to accommodate others4 ,let them have the same privileges that our ,protestant sects have--that is enough2 and they have no right to demand1 our legislators have no right to grant1 any more2 and we ,protestants will be perfectly satisfied when ,protestants can enjoy as great privileges in ,italy as ,roman ,catholics now enjoy in the ,united ,states4 ,in judicious practice1 ,i am persuaded there will seldom be any great difficulty1 especially if there be excited generally in the community anything like a whole-hearted honesty and enlightened sincerity in the cause of public instruction4 8,it is all right for people to suit their own taste and convictions in respect to sect2 and by fair means and at proper times1 to teach their children and those under their influence to prefer the denominations which they prefer2 but farther than this no one has any right to go4 ,it is all wrong to hazard the well-being of the soul1 to jeopardize great public interests for the sake of advancing the interests of a sect4 ,people must learn to practise some self-denial1 on ,christian principles1 in respect to their denominational preferences1 as well as in respect to other things1 before pure religion can ever gain a complete victory over every form of human selfishness4 8,happily1 there are places where religious instruction that is purely denominational can be freely given1 so that there is no need whatever of introducing it into our public schools4 ,the family and the ,sunday school are the appropriate places for such instruction2 and there let each denomination train its own children in its own peculiar way1 with none to molest or to find fault4 ,it is their right1 it is their duty4 8,as to the objection1 that the use of the ,bible in schools makes it too common1 and subjects it to contempt1 as well might it be objected that the sun becomes contemptible because he shines every day and illumines the beggar's hovel as well as the bishop's palace4 ,where is the ,bible most respected1 in ,scotland and ,new-,england1 or in ,italy and ,austria8 ,the works of man1 the robed monarch1 may make themselves contemptible by being too often seen2 but never the works of ,god4 ,the children may1 and ought to be1 taught to treat the book with all possible reverence1 and to preserve it as nice and unsullied as the ,catholic preserves his crucifix2 and in this way1 ,i am sure1 on all the principles of human nature with which ,i am acquainted1 that the ,bible will be no more likely to suffer from the habit of daily familiarity than the crucifix4 8,let no one say that the religious instruction here proposed for schools is jejune and unprofitable4 ,i do not so view the words of ,god4 ,in any view1 if the child faithfully commit to memory so much as the single ,gospel of ,matthew1 or the first twenty-five ,psalms1 or the first ten chapters of ,proverbs1 or portions of the book of ,genesis1 those divine sentences will be in his mind forever after1 ready to be called up to check him when any temptation assails his heart1 to cheer him when any sorrow oppresses his soul1 to be a lamp to his feet and a light to his path2 to be in all respects of more real and permanent value to him than any creed1 or catechism1 or system of theology1 or rules of ethics1 of merely human origin1 ever can be4 8,why should we prevent so great a good by claiming what we have no right to claim8 ,are we not willing to trust the ,word of ,god to cut its own way8 ,or can we claim to be ,christians at all1 while we consent to have the ,word of ,god and all ,christian teaching banished from our institutions of public instruction8 ,let not infidel coldness1 jesuitical intolerance1 or sectarian jealousy1 rob our schools of their greatest ornament and most precious treasure1 the ,bible of our fathers4 ,let not denominational feeling so far prevail as to lead us to destroy the greatest good while attempting to secure the less1 as has so often been done in the ,christian world heretofore4 ,we are willing to give up much for the sake of peace and united effort2 but the ,bible1 the word of ,god1 the palladium of our freedom1 the foundation of all our most precious hopes1 we never can1 we never will give up4 ,let all who love the ,bible unite to defend it1 to hold on upon it forever40 ,,footnotes #a ,the following is the mode of obtaining the facts stated above3 ,in the census1 #eej1jjj is the number of those who have confessed their inability to read and write4 ,that many have claimed to be able to read and write1 who are not1 is thus established4 ,in ,virginia1 every man1 on applying for marriage license1 must sign his name or make his mark4 ,an examination was made in ninety-three out of #abc1 the whole number of the county courts giving license1 and one quarter1 and in many cases one third1 of the applicants could not write their names4 ,their wives could not be any better educated4 ,this indicates that certainly as many as one quarter of the white adults in the state cannot sign their names4 ,one quarter of #cbi1iei1 which is the adult population of ,virginia1 is #hb1dhi4 ,but the census1 instead of that number1 gives only #eh1ghi who cannot read and write1 a difference of forty per cent4 ,take1 then1 the #eej1jjj who have confessed their ignorance1 and add forty per cent4 for inaccuracy1 and the number is #ggj1jjj4 ,to these1 add the increase since the census was taken1 and those also who1 by neglect1 have lost all ability to read and write1 and one million is a very moderate calculation for adult ignorance in this nation4 ,of these1 at least #age1jjj are voters4 ,general ,harrison's majority1 in #ahdj1 was #adf1jjj1 or #bd1jjj less than the number of voters who cannot read and write4--7,see ,mr4 ,mann's #dth of ,july ,oration47 ,the census also records more children as attending school than is the truth4 ,thus1 in ,massachusetts1 the state records1 presented to the ,legislature1 are very accurate1 and these make the number several thousands less than the census4 ,in #ahdj1 our population was fourteen millions4 ,one fourth of these are between four and sixteen1 making #c1fde1chh of an age to go to school4 ,but the census1 although exaggerating the number1 shows only #a1hde1bdd as attending schools4 ,this1 deducted from the number of those of age to go to school1 leaves #a1hjj1add1 or nearly one half1 who do not attend school4 ,to these1 add the increase since the census1 and more than half the children of this nation are without schools6 ,the census also shows #dgej in penitentiaries1 and their average time of confinement is four years4 ,an equal number were in jails for crime1 and their average time of imprisonment is six months4 ,supposing them to live1 on an average1 eight years after their release1 and we have #he1ejj criminals as voters4 ,in #ahcf1 ,mr4 ,van ,buren's majority was #be1jjj4 ,thus it is shown1 that the majority which elects our ,president is far outnumbered by the criminals who are allowed to vote4 #b ,see note ,a4 #c ,see note ,b1 p4 #aec4 #d ,see ,note ,b4 ,,note ,a4 ,the writer1 in the preceding part1 has presented a mode of religious training adapted to schools composed of children whose parents are of different sects4 ,there is one modification of this mode1 which the writer wishes to present to that class of parents who not only believe in the ,supreme ,divinity of ,jesus ,christ1 but are in a habit of addressing their worship to ,him distinctively2 believing that this is the way in which we have access to ,god the ,father1 who is worshipped as dwelling in ,jesus ,christ4 ,such suppose that the ,bible sanctions alike the mode of addressing ,jesus ,christ distinctively1 and also the ,father distinctively1 and that we can pray in either mode with acceptance4 ,it is believed that parents who hold this view will find great aid in the religious training of their children by adopting this method4 ,in commencing instructions from the ,bible1 let the first lesson consist of such texts as the following3 8,jesus ,christ came into the world to save sinners40 8,and his name is called the ,word of ,god40 8,all things were made by ,him1 and without ,him was not anything made that is made40 8,in whom we have redemption through his blood1 even the forgiveness of sins40 8,by ,him were all things created that are in heaven and that are on earth1 visible and invisible1 whether they be thrones1 or dominions1 or principalities1 or powers2 all things were created by ,him and for ,him1 and ,he is before all things1 and by ,him all things consist4 ,every house is builded by some man1 but ,he that built all things is ,god40 ,having thus fixed in the child's mind that the ,creator of the world is ,jesus ,christ1 and that the terms ,jesus ,christ1 ,god1 ,jehovah1 and the ,lord1 are different names for the same person1 then let all the ,bible history in the ,old ,testament be read with the understanding that the being spoken of through the whole of it is ,jesus ,christ4 ,if any one has doubts on this point1 let him read ,president ,edwards's work on the ,history of ,redemption1 and let him also collate all the passages in which ,god appeared to the ancient patriarchs and prophets1 and it will be clear that there was a ,jehovah who sent1 and a ,jehovah who was the messenger1 and that this last was ,jesus ,christ1 and the one who always appeared to the patriarchs4 ,the advantage of this mode of commencing religious instructions is1 that it presents to the mind of a child a ,being who can be clearly conceived of1 and a character which is drawn out in all those tender and endearing exhibitions that a child can understand and appreciate4 ,it thus is rendered easy for parents to obey the words of the ,saviour1 who1 when his mistaken disciples would have driven them afar off1 said1 8,suffer the little children to come unto me40 ,if a child is taught1 from the first1 to pray to ,jesus ,christ1 all that perplexity1 doubt1 and difficulty which many feel in regard to ,jesus ,christ and the place he is to hold in their devotions will be escaped4 ,then1 if they feel any doubts as to whether they understand correctly about the ,father1 and whether they are required to worship him distinctively1 these doubts will easily be removed by these words of ,christ4 8,he that hath seen me hath seen the ,father4 ,if ye had known me1 ye should have known my ,father4 ,i am in the ,father1 and the ,father in me4 ,the ,father dwelleth in me4 ,believe me1 ,i am in the ,father1 and the ,father in me4 ,and whatsoever ye ask in my name1 that will ,i do2 that the ,father may be glorified in the ,son4 ,if ye ask anything in my name1 ,i will do it40 ,the writer has seen a family of four children1 the youngest four and the eldest not nine1 where the mother1 who pursued this course1 remarked that these children seemed to be aided in overcoming faults1 and strengthened in doing right1 by love to the ,saviour1 just as true ,christians are2 and that if they continued their present habits of feeling and conduct1 she should not know where to date the time when they became pious4 ,there is also a mode of practical teaching in regard to right and wrong1 sin and holiness1 which tends much to aid a child's right apprehension of truth4 ,let the child be taught that ,jesus ,christ created all his creatures for the purpose of making them good and happy2 that it is not possible for any one to be perfectly good and happy1 unless he has such a character as ,jesus ,christ1 and that the nearer we come to possessing such a character1 the better and happier we are4 ,then set forth the character and example of ,christ1 as a perfectly benevolent and self-denying being1 living not to gratify himself1 but to do good to others4 ,show the child that he has not such a character1 that he is living to please himself1 and not to do good1 and that this is selfishness and sin4 ,set before him the misery to which selfishness leads1 and the consequences of it1 both here and hereafter4 ,teach the child that the great business of life1 to us all1 is1 by the aid of ,god's ,spirit1 to change our characters1 in order to become like ,christ2 that it is a difficult work1 and one that we can never accomplish without this aid from ,god4 ,show him that all the commands of ,christ are designed to keep us from doing what will injure ourselves or injure others1 and that these rules are so many and so strict1 that no one ever will1 in this life1 perfectly obey them all4 ,teach him that the true children of ,jesus ,christ are those who love him1 and who earnestly are striving to obey all his commands4 ,set before the child the command of ,christ1 8,deny thyself daily1 and take up thy cross and follow me10 and then teach and encourage him every day to practise some self-denial in doing good4 ,teach him that the more he practises this self-denial for the good of others1 the more he becomes like ,jesus ,christ1 and that the duty will become easier and pleasanter1 the more he practises it4 ,inquire daily1 especially at the close of the day1 whether the child has practised any self-denial in doing good during the day1 and express satisfaction at any success4 ,teach the child to pray for help to overcome selfishness1 and to give thanks for ,divine aid when he has performed any act of benevolent self-denial4 ,if any tendency to self-righteousness and self-complacency is discovered1 point out his various deficiencies1 or overt sins1 and teach him daily to observe and confess to ,god his faults4 ,teach him that heaven is a world where all are perfectly free from selfishness1 and that those1 who are selfish1 could not be happy there1 and will never find admittance until they become like ,jesus ,christ4 ,teach him that this life is designed as a world of trial and discipline1 to free us from selfishness1 and thus prepare us for heaven4 ,this mode1 in connexion with others suggested in the previous part1 if faithfully pursued1 would produce results such as seldom have been seen4 ,these views are presented1 not to oppose the views and opinions of others1 but simply to induce those who hold them to act consistently with their belief4 ,,note ,b4 ,of the two books referred to1 the first is ,a ,,treatise ,,on ,,domestic ,,economy1 ,,by ,,miss ,,catharine ,e4 ,,beecher1 which has been examined by a committee of the ,massachusetts ,board of ,education1 and deemed worthy of admission as a part of the ,massachusetts ,school ,library4 ,the following are the titles of the chapters3 #a4 ,the ,peculiar ,responsibilities of ,american ,women4 #b4 ,the ,difficulties peculiar to ,american ,women4 #c4 ,the ,remedies for the preceding ,difficulties4 #d4 ,on the ,study of ,domestic ,economy in ,female ,schools4 #e4 ,on the ,care of ,health4 #f4 ,on ,healthful ,food4 #g4 ,on ,healthful ,drinks4 #h4 ,on ,clothing4 #i4 ,on ,cleanliness4 #aj4 ,on ,early ,rising4 #aa4 ,on ,domestic ,exercise4 #ab4 ,on ,domestic ,manners4 #ac4 ,on the ,preservation of a ,good ,temper in a ,housekeeper4 #ad4 ,on ,habits of ,system and ,order4 #ae4 ,on giving in ,charity4 #af4 ,on ,economy of ,time and ,expense4 #ag4 ,on ,health of ,mind4 #ah4 ,on the ,care of ,domestics4 #ai4 ,on the ,care of ,infants4 #bj4 ,on the ,management of ,young ,children4 #ba4 ,on the ,care of the ,sick4 #bb4 ,on ,accidents and ,antidotes4 #bc4 ,on ,domestic ,amusements and ,social ,duties4 #bd4 ,on the ,economical and ,healthful ,construction of ,houses4 #be4 ,on ,fires and ,lights4 #bf4 ,on ,washing4 #bg4 ,on ,starching1 ,ironing1 and ,cleansing4 #bh4 ,on ,whitening1 ,cleansing1 and ,dyeing4 #bi4 ,on the ,care of ,parlours4 #cj4 ,on the ,care of ,breakfast and ,dining ,rooms4 #ca4 ,on the ,care of ,chambers4 #cb4 ,on the ,care of the ,kitchen1 ,cellar1 and ,store-room4 #cc4 ,on ,sewing1 ,cutting1 and ,mending4 #cd4 ,on the ,care of ,yards and ,gardens4 #ce4 ,on the ,propagation of ,plants4 #cf4 ,on the ,cultivation of ,fruit4 #cg4 ,miscellaneous ,directions4 ,the other work is called the ,american ,housekeeper's ,receipt ,book1 and the following is the ,preface and ,analysis of the ,work4 ,preface 7for the ,american ,housekeeper's ,receipt ,book47 ,the following objects are aimed at in this work3 ,first1 to furnish an original collection of receipts1 which shall embrace a great variety of simple and well-cooked dishes1 designed for every-day comfort and enjoyment4 ,second1 to include in the collection only such receipts as have been tested by superior housekeepers1 and warranted to be the best4 ,it is not a book made up in any department by copying from other books1 but entirely from the experience of the best practical housekeepers4 ,third1 to express every receipt in language which is short1 simple1 and perspicuous1 and yet to give all directions so minutely as that the book can be kept in the kitchen1 and be used by any domestic who can read1 as a guide in every one of her employments in the kitchen4 ,fourth1 to furnish such directions in regard to small dinner-parties and evening company as will enable any young housekeeper to perform her part1 on such occasions1 with ease1 comfort1 and success4 ,fifth1 to present a good supply of the rich and elegant dishes demanded at such entertainments1 and yet to set forth so large and tempting a variety of what is safe1 healthful1 and good1 in connexion with such warnings and suggestions as it is hoped may avail to promote a more healthful fashion in regard both to entertainments and to daily table supplies4 ,no book of this kind will sell without an adequate supply of the rich articles which custom requires1 and in furnishing them1 the writer has aimed to follow the example of ,providence1 which scatters profusely both good and ill1 and combines therewith the caution alike of experience1 revelation1 and conscience1 8choose ye that which is good1 that ye and your seed may live40 ,sixth1 in the work on ,domestic ,economy1 together with this1 to which it is a ,supplement1 the writer has attempted to secure1 in a cheap and popular form1 for ,american housekeepers1 a work similar to an ,english work which she has examined1 entitled the ,encyclopdia of ,domestic ,economy1 by ,thomas ,webster and ,mrs4 ,parkes1 containing over twelve hundred octavo pages of closely-printed matter1 treating on every department of ,domestic ,economy2 a work which will be found much more useful to ,english women1 who have a plenty of money and well-trained servants1 than to ,american housekeepers4 ,it is believed that most in that work which would be of any practical use to ,american housekeepers1 will be found in this work and the ,domestic ,economy4 ,lastly1 the writer has aimed to avoid the defects complained of by most housekeepers in regard to works of this description issued in this country1 or sent from ,england1 such as that1 in some cases1 the receipts are so rich as to be both expensive and unhealthful2 in others1 that they are so vaguely expressed as to be very imperfect guides2 in others1 that the processes are so elaborate and fussing as to make double the work that is needful2 and in others1 that the topics are so limited that some departments are entirely omitted1 and all are incomplete4 ,in accomplishing these objects1 the writer has received contributions of the pen1 and verbal communications1 from some of the most judicious and practical housekeepers1 in almost every section of this country1 so that the work is fairly entitled to the name it bears of the ,american ,housekeeper's ,receipt ,book4 ,the following embraces most of the topics contained in this work4 ,suggestions to young housekeepers in regard to style1 furniture1 and domestic arrangements4 ,suggestions in regard to different modes to be pursued both with foreign and ,american domestics4 ,on providing a proper supply of family stores1 on the economical care and use of them1 and on the furniture and arrangement of a store-closet4 ,on providing a proper supply of utensils to be used in cooking1 with drawings to illustrate4 ,on the proper construction of ovens1 and directions for heating and managing them4 ,directions for securing good yeast and good bread4 ,advice in regard to marketing1 the purchase of wood1 c4 ,receipts for breakfast dishes1 biscuits1 warm cakes1 tea cakes1 c4 ,receipts for puddings1 cakes1 pies1 preserves1 pickles1 sauces1 catsups1 and also for cooking all the various kinds of meats1 soups1 and vegetables4 ,the above receipts are arranged so that the more healthful and simple ones are put in one portion1 and the richer ones in another4 ,healthful and favourite articles of food for young children4 ,receipts for a variety of temperance drinks4 ,directions for making tea1 coffee1 chocolate1 and other warm drinks4 ,directions for cutting up meats1 and for salting down1 corning1 curing1 and smoking4 ,directions for making butter and cheese1 as furnished by a practical and scientific manufacturer of the same1 of ,goshen1 ,conn41 that land of rich butter and cheese4 ,a guide to a selection of a regular course of family dishes1 which will embrace a successive variety1 and unite convenience with good taste and comfortable living4 ,receipts for articles for the sick1 and drawings of conveniences for their comfort and relief4 ,receipts for articles for evening parties and dinner parties1 with drawings to show the proper manner of setting tables1 and of supplying and arranging dishes1 both on these and on ordinary occasions4 ,an outline of arrangements for a family in moderate circumstances1 embracing the systematic details of work for each domestic1 and the proper mode of doing it1 as furnished by an accomplished housekeeper4 ,remarks on the different nature of food and drinks1 and their relation to the laws of health4 ,suggestions to the domestics of a family1 designed to promote a proper appreciation of the dignity and importance of their station1 and a cheerful and faithful performance of their duties4 ,miscellaneous suggestions and receipts4 ,the following extract from the ,preface to the ,domestic ,economy will exhibit the origin of these two works1 and some of the objects aimed at by the writer3 8,the author of this work was led to attempt it1 by discovering1 in her extensive travels1 the deplorable sufferings of multitudes of young wives and mothers1 from the combined influence of poor health1 poor domestics1 and a defective domestic education4 ,the number of young women whose health is crushed1 ere the first few years of married life are past1 would seem incredible to one who has not investigated this subject1 and it would be vain to attempt to depict the sorrow1 discouragement1 and distress experienced in most families where the wife and mother is a perpetual invalid4 8,the writer became early convinced that this evil results mainly from the fact1 that young girls1 especially in the more wealthy classes1 are not trained for their profession4 ,in early life1 they go through a course of school training which results in great debility of constitution1 while1 at the same time1 their physical and domestic education is almost wholly neglected4 ,thus they enter on their most arduous and sacred duties so inexperienced and uninformed1 and with so little muscular and nervous strength1 that probably there is not one chance in ten1 that young women of the present day1 will pass through the first years of married life without such prostration of health and spirits as makes life a burden to themselves1 and1 it is to be feared1 such as seriously interrupts the confidence and happiness of married life4 8,the measure which1 more than any other1 would tend to remedy this evil1 would be to place domestic economy on an equality with the other sciences in female schools4 ,this should be done because it can be properly and systematically taught 7not practically1 but as a science71 as much so as political economy or moral science1 or any other branch of study2 because it embraces knowledge1 which will be needed1 by young women at all times and in all places2 because this science can never be properly taught until it is made a branch of study2 and because this method will secure a dignity and importance in the estimation of young girls1 which can never be accorded while they perceive their teachers and parents practically attaching more value to every other department of science than this4 ,when young ladies are taught the construction of their own bodies1 and all the causes in domestic life which tend to weaken the constitution2 when they are taught rightly to appreciate and learn the most convenient and economical modes of performing all family duties1 and of employing time and money2 and when they perceive the true estimate accorded to these things by teachers and friends1 the grand cause of this evil will be removed4 ,women will be trained to secure1 as of first importance1 a strong and healthy constitution1 and all those rules of thrift and economy that will make domestic duty easy and pleasant4 8,to promote this object1 the writer prepared this volume as a text-book for female schools4 ,it has been examined by the ,massachusetts ,board of ,education1 and been deemed worthy by them to be admitted as a part of the ,massachusetts ,school ,library4 8,it has also been adopted as a text-book in some of our largest and most popular female schools1 both at the ,east and ,west4 8,the following1 from the pen of ,mr4 ,george ,b4 ,emmerson1 one of the most popular and successful teachers in our country1 who has introduced this work as a text-book in his own school1 will exhibit the opinion of one who has formed his judgment from experience in the use of the work3 8#8,it may be objected that such things cannot be taught by books4 ,why not8 ,why may not the structure of the human body1 and the laws of health deduced therefrom1 be as well taught as the laws of natural philosophy8 ,why are not the application of these laws to the management of infants and young children as important to a woman as the application of the rules of arithmetic to the extraction of the cube root8 ,why may not the properties of the atmosphere be explained1 in reference to the proper ventilation of rooms1 or exercise in the open air1 as properly as to the burning of steel or sodium8 ,why is not the human skeleton as curious and interesting as the air-pump2 and the action of the brain1 as the action of a steam-engine8 ,why may not the healthiness of different kinds of food and drink1 the proper modes of cooking1 and the rules in reference to the modes and times of taking them1 be discussed as properly as rules of grammar1 or facts in history8 ,are not the principles that should regulate clothing1 the rules of cleanliness1 the advantages of early rising and domestic exercise1 as readily communicated as the principles of mineralogy1 or rules of syntax8 ,are not the rules of ,jesus ,christ1 applied to refine domestic manners and preserve a good temper1 as important as the abstract principles of ethics1 as taught by ,paley1 ,wayland1 or ,jouffroy8 ,may not the advantages of neatness1 system1 and order1 be as well illustrated in showing how they contribute to the happiness of a family1 as by showing how they add beauty to a copy-book1 or a portfolio of drawings8 ,would not a teacher be as well employed in teaching the rules of economy1 in regard to time and expenses1 or in regard to dispensing charity1 as in teaching double1 or single entry in book-keeping8 ,are not the principles that should guide in constructing a house1 and in warming or ventilating it properly1 as important to young girls as the principles of the ,athenian ,commonwealth1 or the rules of ,roman tactics8 ,is it not as important that children should be taught the dangers to the mental faculties1 when over-excited on the one hand1 or left unoccupied on the other1 as to teach them the conflicting theories of political economy1 or the speculations of metaphysicians8 ,for ourselves1 we have always found children1 especially girls1 peculiarly ready to listen to what they saw would prepare them for future duties4 ,the truth1 that education should be a preparation for actual1 real life1 has the greatest force with children4 ,the constantly-recurring inquiry1 8,what will be the use of this study80 is always satisfied by showing1 that it will prepare for any duty1 relation1 or office which1 in the natural course of things1 will be likely to come4 8#8,we think this book extremely well suited to be used as a text-book in schools for young ladies1 and many chapters are well adapted for a reading book for children of both sexes4'0 ,to this the writer would add the testimony of a lady who has used this work with several classes of young girls and young ladies4 ,she remarked that she had never known a school-book that awakened more interest1 and that some young girls would learn a lesson in this when they would study nothing else4 ,she remarked1 also1 that when reciting the chapter on the construction of houses1 they became greatly interested in inventing plans of their own1 which gave an opportunity to the teacher to point out difficulties and defects4 ,had this part of domestic economy been taught in schools1 our land would not be so defaced with awkward1 misshapen1 inconvenient1 and1 at the same time1 needlessly expensive houses1 as it now is4 ,the copyright interest in these two works is held by a board of gentlemen appointed for the purpose1 who1 after paying a moderate compensation to the author for the time and labour spent in preparing these works1 will employ all the remainder paid over by the publishers1 to aid in educating and locating such female teachers as wish to be employed in those portions of our country1 which are most destitute of schools4 ,the contract with the publisher provides that the publisher shall guaranty the sales1 and thus secure against losses from bad debts1 for which he shall receive five per cent4 ,he also shall charge twenty per cent4 for commissions paid to retailers1 and also the expenses for printing1 paper1 and binding1 and make no other charges4 ,the net profits thus determined shall be divided equally1 the publisher taking one half1 and paying the other half to the ,board above mentioned4 ,,valuable ,,theological ,,works ,,recently ,,published ,,by ,,harper ,,brothers1 ,,new-,,york4 ,i4 ,,the ,,works ,,of ,,rev4 ,,robert ,,hall4 ,comprising his ,essays1 ,sermons1 ,criticisms1 and other ,miscellanies1 which are ,prefixed a ,memoir of his ,life by ,dr4 ,gregory1 and ,observations on his ,character by ,john ,foster1 with ,additions by ,rev4 ,joseph ,belcher1 ,d4,d4 ,first complete ,edition4 #d vols4 #hvo4 ,sheep extra4 #f #jj4 ,,ii4 ,,complete ,,works ,,of ,,rev4 ,,william ,,jay4 ,from the ,author's recent ,revised and ,enlarged ,edition4 #c vols4 #hvo4 ,sheep4 #e #jj4 ,,iii4 ,,barnes',s ,,biblical ,,notes1 ,critical and ,practical3 including in the ,series1 the ,gospels1 the ,acts1 ,epistles to the ,romans1 the ,first and ,second to the ,corinthians1 the ,galatians1 the ,ephesians1 ,philippians1 ,colossians1 ,hebrews1 the ,thessalonians1 ,timothy1 ,titus1 and ,philemon1 c4 #i vols4 #abmo4 ,muslin4 #ge cents each4 ,questions to the above1 price #be cents each4 ,,iv4 ,,introduction ,,to ,,church ,,history ,being a new ,inquiry into the true ,dates of the ,birth and ,death of our ,lord and ,saviour ,jesus ,christ3 including an original ,harmony of the ,gospels1 now first arranged in the ,order of ,time4 ,,by ,,rev4 ,s4 ,f4 ,,jarvis1 ,d4,d41 ,,ll4,d4 #a vol4 #hvo4 #c #jj4 ,v4 ,,luther ,,and ,,the ,,lutheran ,,reformation4 ,,by ,,rev4 ,j4 ,,scott4 #b vols4 #ahmo4 #a #jj ,,vi4 ,,persecutions ,,of ,,popery4 ,being ,historical ,narratives of the most remarkable ,persecutions occasioned by the ,intolerance of the ,church of ,rome4 ,,by ,,frederic ,,shoberl4 #hvo4 #be cents4 ,,vii4 ,,the ,,early ,,english ,,reformation4 ,comprising the ,life of ,wiclif4 ,,by ,,charles ,,webb ,,le ,,bas1 ,m4,a4 #a vol4 #ahmo4 #ej cents4 ,,viii4 ,,consistency ,,of ,,the ,,scheme ,,of ,,revelation ,with ,itself1 and with ,human ,reason4 ,,by ,n4 ,p4 ,,shuttleworth1 ,d4,d4 #a vol4 #ahmo4 #ej cents4 ,,ix4 ,,neal',s ,,history ,,of ,,the ,,puritans1 ,or ,protestant ,nonconformists2 from the ,reformation in #aeag to the ,revolution in #afhh4 ,edited1 with ,notes1 ,,by ,,rev4 ,j4 ,o4 ,,choules1 ,a4,m4 ,new and enlarged ,edition4 #b vols4 #hvo4 #c #ej4 ,x4 ,,history ,,of ,,the ,,reformed ,,religion ,,in ,,france4 ,,by ,,rev4 ,,edward ,,smedley1 ,m4,a4 #c vols4 #ahmo4 #a #ej4 ,,xi4 ,,life ,,of ,,archbishop ,,cranmer4 ,,by ,c4 ,,webb ,,le ,,bas1 ,m4,a4 #b vols4 #ahmo4 #a #jj4 ,,xii4 ,,the ,,reformers ,,before ,,the ,,reformation4 ,john ,huss and the ,council of ,constance1 c4 ,from the ,french of ,,emile ,,de ,,bonnechose4 #hvo4 #ej cents4 ,,xiii4 ,,mosheim',s ,,ecclesiastical ,,history4 ,a new and ,improved ,translation4 ,,by ,,rev4 ,,james ,,murdock1 ,d4,d4 #c vols4 #hvo4 ,sheep4 #g #ej4 ,,the ,,same ,,work1 ,,edited ,,by ,,dr4 ,,maclaine1 ,brought down to #ahbf4 ,,by ,,charles ,,coote1 ,,ll4,d4 #b vols4 #hvo4 #c #ej4 ,,xiv4 ,,lives ,,of ,,the ,,apostles ,,and ,,early ,,martyrs ,of the ,church4 #a vol4 #ahmo4 ,plates4 #be cents4 ,,xv4 ,m',,ilvaine',s ,,evidences ,,of ,,christianity1 ,in their ,external or ,historical ,division4 #a vol4 #abmo4 ,muslin gilt4 #a #jj4 ,,xvi4 ,,keith',s ,,demonstration ,,of ,,the ,,christian ,,religion4 #a vol4 #abmo4 ,numerous ,illustrations4 #a #ch4 ,,xvii4 ,,keith',s ,,land ,,of ,,israel1 ,,according ,,to ,,the ,,covenant ,with ,abraham1 ,isaac1 and ,jacob4 #a vol4 #abmo4 ,with over #bj fine ,engravings4 #a #be4 ,,xviii4 ,,the ,,history ,,of ,,the ,,bible4 ,,by ,,rev4 ,g4 ,r4 ,,gleig4 #b vols4 #ahmo4 #hj cents4 ,,xix4 ,,milman',s ,,history ,,of ,,christianity4 ,from the ,birth of ,christ to the ,abolition of ,paganism in the ,roman ,empire4 #a vol4 #hvo4 ,muslin4 #a #ij4 ,,xx4 ,,milman',s ,,history ,,of ,,the ,,jews4 #c vols4 #ahmo4 ,cloth4 #a #bj4 ,,xxi4 ,,prideaux',s ,,connexion ,of the ,old and ,new ,testaments1 in the ,history of the ,jews and ,neighbouring ,nations1 c4 #b vols4 #hvo4 ,sheep4 #c #ge4 ,,xxii4 ,,waddington',s ,,church ,,history1 ,from the ,earliest ,ages to the ,reformation4 #a vol4 #hvo4 #a #ge4 ,,xxiii4 ,,hunter',s ,,sacred ,,biography1 ,or the ,history of the ,patriarchs1 of ,deborah1 ,hannah1 our ,saviour1 c4 #a vol4 #hvo4 ,muslin4 #a #ge4 ,,xxiv4 ,,turner',s ,,sacred ,,history ,,of ,,the ,,world ,philosophically ,considered1 in a ,series of ,letters1 c4 #c vols4 #ahmo4 #a #ce4 ,,xxv4 ,,saurin',s ,,sermons4 ,new and ,enlarged ,edition of his eloquent ,discourses1 edited by ,,george ,,burder1 ,a4,m4 #b vols4 #hvo4 ,sheep4 #c #ge4 ,,xxvi4 ,,brown',s ,,bible ,,dictionary4 ,a ,concordance to the ,holy ,scriptures4 #a vol4 #hvo4 ,sheep4 #a #ge4 ,,xxvii4 ,,dr4 ,,turner',s ,,essay ,on our ,lord's ,discourse at ,capernaum1 recorded in the #fth ,chapter of ,john4 #a vol4 #abmo4 #ge cents4 ,,xxviii4 ,,abercrombie',s ,,essays1 ,comprising the ,harmony of ,christian ,faith and ,christian ,character1 the ,culture and ,description of the ,man1 c4 #a vol4 #ahmo4 #ej cents4 ,,valuable ,,books ,,of ,,travel ,,in ,,press ,,or ,,just ,,published ,,by ,,harper ,,brothers1 ,,new-,,york4 ,i4 ,,travels ,,in ,,the ,,east4 ,,by ,,john ,p4 ,,durbin1 ,d4,d41 ,author of 8,observations in ,europe10 c4 ,in press4 ,,ii4 ,,the ,,travels ,,of ,,marco ,,polo4 ,with ,notes and ,illustrations4 ,,by ,,hugh ,,murray1 ,,esq4 ,in press4 ,,iii4 ,,voyages ,,round ,,the ,,world1 ,from the ,death of ,capt4 ,cook to the ,present ,time1 c4 ,,iv4 ,,stephens' ,,central ,,america4 ,comprising interesting ,sketches of the remarkable ,ruins of that ,country4 #b vols4 #hvo4 ,numerous ,plates4 ,v4 ,,stephens' ,,yucatan4 ,including copious ,details and ,illustrations of the ,stupendous ,architectural ,relics of the ,peninsula4 #b vols4 #hvo4 #abj fine ,engravings4 ,,vi4 ,,dr4 ,,fisk',s ,,travels ,,in ,,europe4 ,england1 ,ireland1 ,scotland1 ,france1 ,italy1 ,switzerland1 c4 ,with numerous ,engraved ,illustrations4 ,,vii4 ,,humboldt',s ,,travels4 ,being a condensed ,narrative of his ,explorations in ,central ,america1 ,asiatic ,russia1 c4 #a vol4 #ahmo4 ,with ,cuts4 ,,viii4 ,,roberts' ,,cochin-,,china1 ,,siam1 ,c4 ,an ,account of his ,embassy to those ,courts4 #a vol4 #hvo4 ,,ix4 ,,jacobs' ,,adventures ,,in ,,the ,,pacific4 ,comprising a ,narrative of ,scenes and ,incidents in the ,islands of the ,australasian ,seas1 c4 #a vol4 #abmo4 ,plates4 ,x4 ,,dr4 ,,humphrey',s ,,tour ,in ,great ,britain1 ,france1 and ,belgium1 c4 #b vols4 #abmo4 ,,xi4 ,,incidents ,,of ,,travel ,,in ,,greece1 ,turkey1 ,russia1 ,poland1 c4 ,,by ,,john ,l4 ,,stephens1 ,,esq4 #b vols4 #abmo4 ,plates4 ,,xii4 ,,stephens' ,,travels ,,in ,,egypt1 ,arabia ,petr1 and the ,holy ,land4 #b vols4 #abmo4 ,plates4 ,,xiii4 ,,researches ,,in ,,caffraria4 ,describing the ,customs1 ,character1 and ,moral ,condition of the ,tribes ,inhabiting the ,southern ,portions of ,africa4 ,,by ,,stephen ,,kay4 #abmo4 ,plates4 ,,xiv4 ,,exploring ,,expedition4 ,the ,pacific and ,indian ,oceans ,described1 c4 ,,by ,j4 ,n4 ,,reynolds4 ,,xv4 ,,santa ,f ,,expedition4 ,narrative of the ,texan ,santa ,f ,expedition1 including ,description of a ,tour across the ,prairies1 c4 ,,by ,g4 ,w4 ,,kendall4 #b vols4 #abmo4 ,with ,illustrations4 ,,xvi4 ,,new ,,orleans ,,as ,i ,,found ,,it4 ,,by ,,didimus4 ,,xvii4 ,a ,,pilgrimage ,,to ,,treves1 ,through the ,valley of the ,meuse and the ,forest of ,ardennes1 in the ,year #ahdd4 ,,xviii4 ,,dr4 ,,durbin',s ,,observations ,,in ,,europe1 ,principally in ,france and ,germany1 c4 #b vols4 #abmo4 ,with fine ,plates4 ,,xix4 ,,dr4 ,,mott',s ,,travels ,,in ,,the ,,east4 #a vol4 #hvo4 ,,xx4 ,,letters ,,from ,,the ,,gean4 ,,by ,,james ,,emerson4 ,,xxi4 ,,de ,,kay',s ,,turkey4 ,containing ,sketches of that ,country4 #a vol4 #hvo4 ,plates4 ,,xxii4 ,,american ,,adventure ,by ,land and ,sea1 including ,remarkable ,cases of ,enterprise and ,fortitude4 ,,by ,,epes ,,sargeant4 ,,xxiii4 ,,buckingham',s ,,america1 ,historical1 ,statistical1 and ,descriptive4 #b vols4 #hvo4 ,plates4 ,,xxiv4 ,,glory ,,and ,,shame ,,of ,,england4 ,,by ,c4 ,e4 ,,lester4 #b vols4 ,plates4 ,,xxv4 ,,random ,,shots ,,and ,,southern ,,breezes4 #b vols4 #abmo4 ,,xxvi4 ,,miss ,,sedgwick',s ,,letters ,from ,abroad to ,kindred at ,home4 #b vols4 #abmo4 ,,xxvii4 ,,mrs4 ,,haight',s ,,letters ,,from ,,the ,,old ,,world4 #b vols4 #abmo4 ,,xxviii4 ,,owen',s ,,voyages ,,to ,,the ,,african ,,coast4 #b vols4 #abmo4 ,,xxix4 ,,mutiny ,,of ,,the ,,bounty4 ,with a ,description of ,pitcairn's ,island and its ,inhabitants4 ,,xxx4 ,,parry',s ,,voyages ,,to ,,the ,,polar ,,seas4 #b vols4 #ahmo4 ,,xxxi4 ,,landers' ,,travels ,,to ,,the ,,niger4 ,an ,expedition to ,trace its ,source1 with other ,discoveries4 #b vols4 #ahmo4 ,,xxxii4 ,,pym',s ,,adventures4 ,comprising ,details of a ,mutiny in the ,south ,seas1 c4 #a vol4 #abmo4 ,,valuable ,,works ,,published ,,by ,,harper ,,brothers ,,no4 #hb ,,cliff-,,street1 ,,new-,,york4 ,the ,history of the ,decline and ,fall of the ,roman ,empire4 ,by ,edward ,gibbon1 ,esq4 ,complete in #d vols4 #hvo4 ,with ,maps and ,engravings4 ,the ,history of ,modern ,europe3 with a ,view of the ,progress of ,society1 from the ,rise of the ,modern ,kingdoms to the ,peace of ,paris1 in #agfc4 ,by ,william ,russel1 ,,ll4,d43 and a ,continuation of the ,history to the present ,time1 by ,william ,jones1 ,esq4 ,with ,annotations by an ,american4 ,in #c vols4 #hvo4 ,with ,engravings1 c4 ,the ,historical ,works of ,william ,robertson1 ,d4,d4 ,in #c vols4 #hvo4 ,with ,maps1 ,engravings1 c4 ,the ,history of the ,discovery and ,settlement of ,america4 ,by ,william ,robertson1 ,d4,d4 ,with an ,account of his ,life and ,writings4 ,to which are added1 ,questions for the ,examination of ,students ,by ,john ,frost1 ,a4,m4 ,in one volume1 #hvo4 ,with a ,portrait and ,engravings4 ,the ,history of the ,reign of the ,emperor ,charles ,v42 with a ,view of the ,progress of ,society in ,europe1 from the ,subversion of the ,roman ,empire to the ,beginning of the ,sixteenth ,century4 ,by ,william ,robertson1 ,d4,d4 ,to which are added ,questions for the ,examination of ,students4 ,by ,john ,frost1 ,a4,m4 ,in one volume1 #hvo4 ,with ,engravings4 ,the ,history of ,scotland1 during the ,reigns of ,queen ,mary and of ,king ,james ,,vi41 till his ,accession to the ,crown of ,england4 ,with a ,review of the ,scottish ,history previous to that ,period4 ,including the ,history of ,india4 ,the ,pilgrim's ,progress4 ,with a ,life of ,bunyan1 by ,robert ,southey1 ,,ll4,d4 ,new and beautiful ,edition splendidly illustrated with fifty ,engravings by ,adams1 and elegantly bound4 ,in one volume1 #abmo4 ,view of the ,state of ,europe during the ,middle ,ages4 ,by ,henry ,hallam4 ,from the ,sixth ,london ,edition4 ,complete in one volume1 #hvo4 ,rollin4--,the ,ancient ,history of the ,egyptians1 ,carthaginians1 ,assyrians1 ,babylonians1 ,medes and ,persians1 ,grecians and ,macedonians2 including the ,history of the ,arts and ,sciences of the ,ancients4 ,by ,charles ,rollin4 ,with a ,life of the ,author1 by ,james ,bell4 ,first complete ,american ,edition4 ,in #b vols4 #hvo4 ,embellished with nine ,engravings1 including three ,maps4 ,the ,dramatic ,works and ,poems of ,william ,shakspeare4 ,with ,notes1 original and selected1 and ,introductory ,remarks to each ,play1 by ,samuel ,weller ,singer1 ,f4,s4,a41 and a ,life of the ,poet1 by ,charles ,simmons1 ,d4,d4 ,complete in one volume1 #hvo4 ,with numerous ,engravings4 ,the ,dramatic ,works of ,william ,shakspeare1 with the ,corrections and ,illustrations of ,dr4 ,johnson1 ,g4 ,steevens1 and others4 ,revised by ,issac ,reed1 ,esq4 ,in #f vols4 crown #hvo4 ,with a ,portrait and other ,engravings4 ,prideaux's ,connexions2 or1 the ,old and ,new ,testaments connected1 in the ,history of the ,jews and neighbouring ,nations2 from the ,declension of the ,kingdoms of ,israel and ,judah to the ,time of ,christ4 ,by ,humphrey ,prideaux1 ,d4,d41 ,dean of ,norwich4 ,new ,edition4 ,to which is prefixed the ,life of the ,author1 containing some ,letters which he wrote in ,defence and ,illustration of certain ,parts of his ,connexions4 ,in #b vols4 #hvo4 ,with ,maps and ,engravings4 ,plutarch's ,lives4 ,translated from the original ,greek1 with ,notes1 critical and historical1 and a ,life of ,plutarch4 ,by ,john ,langhorne1 ,d4,d41 and ,william ,langhorne1 ,a4,m4 ,a new ,edition1 carefully revised and corrected4 ,in one volume1 #hvo4 ,with ,plates4 ,the same ,work in #d elegant #abmo4 volumes1 large type4 ,addison's ,works4 ,new and splendid ,edition4 ,in press4 ,the ,spectator4 ,new and splendid ,edition4 ,in press4 ,the ,works of ,henry ,mackenzie1 ,esq4 ,complete in one volume1 #abmo4 ,with a ,portrait4 ,the complete ,works of ,edmund ,burke ,with a ,memoir4 ,in #c vols4 #hvo4 ,with a ,portrait4 ,sermons of the ,rev4 ,james ,saurin1 late ,pastor of the ,french ,church at the ,hague4 ,from the ,french1 by the ,rev4 ,robert ,robinson1 ,rev4 ,henry ,hunter1 ,d4,d41 and ,rev4 ,joseph ,shutcliffe1 ,a4,m4 ,a new ,edition1 with additional ,sermons4 ,revised and corrected by the ,rev4 ,samuel ,burder1 ,a4,m4 ,with a ,likeness of the ,author1 and a general ,index4 ,from the last ,london ,edition4 ,with a ,preface1 by the ,rev4 ,j4 ,p4 ,k4 ,henshaw1 ,d4,d4 ,in #b vols4 #hvo4 ,the ,works of ,john ,dryden1 in ,verse and ,prose4 ,with a ,life1 by the ,rev4 ,john ,mitford4 ,in #b vols4 #hvo4 ,with a ,portrait4 ,the ,works of ,hannah ,more4 ,in #g vols4 #abmo4 ,illustrations to each volume4 ,the same ,work1 in #b vols4 royal #hvo41 with ,illustrations4 ,also an ,edition in two volumes1 royal #hvo4 ,with a ,portrait4 ,memoirs of the ,life and ,correspondence of ,mrs4 ,hannah ,more4 ,by ,william ,roberts1 ,esq4 ,with a ,portrait4 ,midwifery ,illustrated4 ,by ,j4 ,p4 ,maygrier1 ,m4,d4 ,translated from the ,french1 with ,notes4 ,by ,a4 ,sidney ,doane1 ,a ,m41 ,m4,d4 ,with #hb ,plates4 ,the ,study of ,medicine4 ,by ,john ,mason ,good1 ,m4,d41 ,f4,r4,s4 ,improved from the ,author's ,manuscripts1 and by ,reference to the latest ,advances in ,physiology1 ,pathology1 and ,practice4 ,by ,samuel ,cooper1 ,m4,d4 ,with ,notes1 by ,a4 ,sidney ,doane1 ,a4,m41 ,m4,d4 ,to which is prefixed1 a ,sketch of the ,history of ,medicine1 from its ,origin to the ,commencement of the ,nineteenth ,century4 ,by ,j4 ,bostock1 ,m4,d41 ,f4,r4,s4 ,in #b vols4 #hvo4 ,a ,treatise on ,topographical ,anatomy2 or1 the ,anatomy of the ,regions of the ,human ,body1 considered in its ,relations with ,surgery and operative ,medicine4 ,with an ,atlas of twelve ,plates4 ,by ,ph4 ,fred4 ,blandin1 ,professor of ,anatomy and ,operative ,medicine1 etc4 ,translated from the ,french1 by ,a4 ,sidney ,doane1 ,a4,m41 ,m4,d4 #hvo4 ,with additional ,matter and ,plates4 ,surgery ,illustrated4 ,compiled from the ,works of ,cutler1 ,hind1 ,velpeau1 and ,blasius4 ,by ,a4 ,sidney ,doane1 ,a4,m41 ,m4,d4 ,with #eb ,plates4 ,a ,manual of ,descriptive ,anatomy4 ,by ,j4 ,l4 ,bayle4 ,translated from the sixth ,french ,edition1 by ,a4 ,sidney ,doane1 ,a4,m41 ,m4,d4 #ahmo4 ,lexicon ,medicum2 or1 ,medical ,dictionary4 ,by ,r4 ,hooper1 ,m4,d4 ,with ,additions from ,american ,authors1 by ,samuel ,akerly1 ,m4,d4 #hvo4 ,a ,dictionary of ,practical ,surgery4 ,by ,s4 ,cooper1 ,m4,d4 ,with numerous ,notes and ,additions1 embracing all the principal ,american ,improvements4 ,by ,d4 ,m4 ,reese1 ,m4,d4 #hvo4 ,a ,treatise on ,epidemic ,cholera1 as observed in the ,duane-street ,cholera ,hospital1 ,new-,york1 during its ,prevalence there in #ahcd4 ,by ,floyd ,t4 ,ferris4 #hvo4 ,with ,plates4 ,a ,history of the ,church1 from the earliest ,ages to the ,reformation4 ,by the ,rev4 ,george ,waddington1 ,m4,a4 #hvo4 ,english ,synonymes4 ,with copious ,illustrations and ,explanations1 drawn from the best ,writers4 ,by ,george ,crabb1 ,m4,a4 #hvo4 ,letters and ,journals of ,lord ,byron4 ,with ,notices of his ,life4 ,by ,thomas ,moore1 ,esq4 ,in #b vols4 #hvo4 ,with a ,portrait4 ,voyage of the ,united ,states ,frigate ,potomac1 under the ,command of ,com4 ,john ,downes1 during the ,circumnavigation of the ,globe1 in the years #ahca1 #ahcb1 #ahcc1 and #ahcd2 including a particular ,account of the ,engagement at ,quallah ,battoo1 on the ,coast of ,sumatra2 with all the official ,documents relating to the same4 ,by ,j4 ,n4 ,reynolds4 #hvo4 ,illustrated with ten ,steel ,engravings4 ,the ,works of the ,rev4 ,robert ,hall1 ,a4,m4 ,with a brief ,memoir of his ,life1 by ,dr4 ,gregory1 and ,observations on his ,character as a ,preacher1 by the ,rev4 ,john ,foster4 ,edited by ,olinthus ,gregory1 ,,ll4,d4 ,in #b vols4 #hvo4 ,with a ,portrait4 ,the ,fairy ,book1 ,illustrated with #ha woodcuts by ,adams4 #afmo4 ,the ,percy ,anecdotes4 ,revised ,edition4 ,to which is added1 a valuable ,collection of ,american ,anecdotes1 original and selected4 #hvo4 ,with ,portraits4 ,the ,book of ,nature4 ,by ,john ,mason ,good ,m4,d41 ,f4,r4,s4 ,to which is now prefixed a ,sketch of the ,author's ,life4 #hvo4 ,essays on the ,principles of ,morality1 and on the ,private and ,political ,rights and ,obligations of ,mankind4 ,by ,jonathan ,dymond4 ,with a ,preface by the ,rev4 ,george ,bush1 ,m4,a4 #hvo4 ,a ,dictionary of the ,holy ,bible4 ,containing an ,historical ,account of the ,persons2 a ,geographical ,account of ,places2 a ,literal1 ,critical1 and ,systematic ,description of other ,objects1 whether ,natural1 ,artificial1 ,civil1 ,religious1 or ,military2 and an ,explanation of the ,appellative ,terms mentioned in the ,old and ,new ,testaments4 ,by the ,rev4 ,john ,brown1 of ,haddington4 ,with a ,life of the ,author1 and an ,essay on the ,evidences of ,christianity4 #hvo4 ,the ,life and ,surprising ,adventures of ,robinson ,crusoe1 of ,york1 ,mariner4 ,with a ,biographical ,account of ,de ,foe4 ,illustrated with fifty characteristic ,engravings by ,adams4 #abmo4 ,poems by ,william ,cullen ,bryant4 ,new ,edition1 enlarged4 #abmo4 ,with a ,vignette4 ,the same ,work1 fancy muslin1 gilt edges4 ,the same ,work1 bound in silk1 gilt edges4 ,sallust's ,jugurthine ,war and ,conspiracy of ,catiline1 with an ,english ,commentary1 and ,geographical and ,historical ,indexes4 ,by ,charles ,anthon1 ,,ll4,d4 ,sixth ,edition1 corrected and enlarged4 #abmo4 ,with a ,portrait4 ,select ,orations of ,cicero1 with an ,english ,commentary1 and ,historical1 ,geographical1 and ,legal ,indexes ,by ,charles ,anthon1 ,,ll4,d41 c4 #abmo4 ,a ,life of ,george ,washington4 ,in ,latin ,prose4 ,by ,francis ,glass1 ,a4,m41 of ,ohio4 ,edited by ,j4 ,n4 ,reynolds #abmo4 ,with a ,portrait4 ,initia ,latina1 or the ,rudiments of the ,latin ,tongue4 ,illustrated by ,progressive ,exercises4 ,by ,charles ,h ,lyon4 #abmo4 ,miniature ,lexicon of the ,english ,language4 ,by ,lyman ,cobb4 ,a ,year in ,spain4 ,by a ,young ,american4 ,in #c vols4 #abmo4 ,with ,vignette ,embellishments4 ,spain ,revisited4 ,by the ,author of 8,a ,year in ,spain40 ,in #b vols4 #abmo4 ,with ,engravings4 ,the ,american in ,england4 ,by the ,author of 8,a ,year in ,spain40 ,in #b vols4 #abmo4 ,polynesian ,researches1 during a ,residence of nearly ,eight ,years in the ,society and ,sandwich ,islands4 ,by ,william ,ellis4 ,in #d vols4 #abmo4 ,with ,maps1 c4 ,travels and ,researches in ,caffraria2 describing the ,character1 ,customs1 and ,moral ,condition of the ,tribes inhabiting that ,portion of ,southern ,africa4 ,by ,stephen ,kay #abmo4 ,with ,maps1 c4 ,england and the ,english4 ,by ,e4 ,l4 ,bulwer1 ,esq41 ,m4,p4 ,in #b vols4 #abmo4 ,evidence of the ,truth of the ,christian ,religion1 derived from the literal ,fulfilment of ,prophecy4 ,by the ,rev4 ,alexander ,keith4 #abmo4 ,the ,letters of the ,british ,spy4 ,by ,william ,wirt1 ,esq4 ,to which is prefixed1 a ,biographical ,sketch of the ,author4 #abmo4 ,with a ,portrait4 ,directions for ,invigorating and ,prolonging ,life1 or1 the ,invalid's ,oracle4 ,by ,william ,kitchiner1 ,m4,d4 ,improved by ,t4 ,s4 ,barrett1 ,m4,d4 #abmo4 ,the ,cook's ,oracle and ,housekeeper's ,manual4 ,containing ,receipts for ,cookery1 and ,directions for ,carving4 ,with a ,complete ,system of ,cookery for ,catholic ,families4 ,by ,william ,kitchiner1 ,m4,d4 #abmo4 ,the ,plays of ,philip ,massinger4 ,in #c vols4 #ahmo4 ,with a ,portrait4 ,the ,dramatic ,works of ,john ,ford4 ,with ,notes ,critical and ,explanatory4 ,in #b vols4 #ahmo4 ,wonderful ,characters2 ,comprising ,memoirs and ,anecdotes of the most ,remarkable ,persons of every ,age and ,nation4 ,by ,henry ,wilson4 #hvo4 ,with ,engravings4 ,paris and the ,parisians in #ahce4 ,by ,frances ,trollope4 #hvo4 ,with ,engravings4 ,a ,narrative of ,four ,voyages to the ,south ,sea1 ,north and ,south ,pacific ,ocean1 ,chinese ,sea1 ,ethiopic and ,southern ,atlantic ,ocean1 and ,antarctic ,ocean4 ,from the year #ahbb to #ahca4 ,comprising an ,account of some valuable ,discoveries1 including the ,massacre ,islands1 where thirteen of the ,author's ,crew were massacred and eaten by ,cannibals4 ,by ,captain ,benjamin ,morrell1 ,jun4 ,in one volume4 #hvo4 ,narrative of a ,voyage to the ,south ,seas1 in #ahbi-ahca4 ,by ,abby ,jane ,morrell1 who accompanied her husband1 ,captain ,benjamin ,morrell1 ,jun41 of the ,schooner ,antarctic4 #abmo4 ,traits of the ,tea-,party2 being a ,memoir of ,george ,r4 ,t4 ,hewes1 one of the ,last of its ,survivers4 ,with a ,history of that ,transaction2 ,reminiscences of the ,massacre1 and the ,siege1 and other ,stories of old ,times4 ,by a ,bostonian4 #ahmo4 ,with a ,portrait4 ,an ,elementary ,treatise on ,mechanics4 ,translated from the ,french of ,m4 ,boucharlat4 ,with ,additions and emendations1 designed to adapt it to the use of the ,cadets of the ,u4 ,s4 ,military ,academy4 ,by ,edward ,h4 ,courtenay4 #hvo4 ,the ,life of ,john ,jay3 with ,selections from his ,correspondence and ,miscellaneous ,papers4 ,by his ,son1 ,william ,jay4 ,in #b vols4 #hvo4 ,with a ,portrait4 ,annals of ,tryon ,county2 or1 the ,border ,warfare of ,new-,york1 during the ,revolution4 ,by ,w4 ,w4 ,campbell4 #hvo4 ,a ,narrative of ,events connected with the ,rise and ,progress of the ,protestant ,episcopal ,church in ,virginia4 ,to which is added an ,appendix1 containing the ,journals of the ,conventions in ,virginia from the ,commencement to the present ,time4 ,by ,francis ,l4 ,hawkes4 #hvo4 ,a ,memoir of the ,life of ,william ,livingston1 ,member of ,congress in #aggd1 #agge1 and #aggf2 ,delegate to the ,federal ,convention in #aghg1 and ,governor of the ,state of ,new-,jersey from #aggf to #agij4 ,with ,extracts from his ,correspondence1 and ,notices of various ,members of his ,family4 ,by ,theodore ,sedgwick1 ,jun4 #hvo4 ,with a ,portrait4 ,the ,writings of ,robert ,c4 ,sands1 in ,prose and ,verse4 ,with a ,memoir of the ,author4 ,in #b vols4 #hvo4 ,with a ,portrait4 ,narrative of an ,expedition through the ,upper ,mississippi to ,itasca ,lake1 the actual ,source of this ,river2 embracing an ,exploratory ,trip through the ,st4 ,croix and ,burntwood 7or ,brul7 ,rivers4 ,by ,henry ,schoolcraft4 #hvo4 ,with ,maps4 ,england and ,america4 ,a ,comparison of the ,social and ,political ,state of both ,nations4 #hvo4 ,sketches of ,turkey in #ahca and #ahcb4 ,by an ,american4 #hvo4 ,with ,engravings4 ,letters from the gean4 ,by ,james ,emerson1 ,esq4 #hvo4 ,records of my ,life4 ,by ,john ,taylor1 ,author of 8,monsieur ,tonson40 #hvo4 ,the ,history of the ,american ,theatre4 ,by ,william ,dunlap4 #hvo4 ,memoirs of the ,duchess d',abrantes1 7,madame ,junot47 #hvo4 ,with a ,portrait4 ,memoirs of ,lucien ,bonaparte1 7,prince of ,canino47 #abmo4 ,the ,life and ,remains of ,edward ,daniel ,clarke4 ,by the ,rev4 ,william ,otter1 ,a4,m41 ,f4,l4,s4 #hvo4 ,visits and ,sketches at ,home and ,abroad ,with ,tales and ,miscellanies now first collected1 and a new ,edition of the 8,diary of an ,ennuye40 ,by ,mrs4 ,jameson4 ,in #b vols4 #abmo4 ,public and ,private ,economy4 ,by ,theodore ,sedgwick4 ,part ,first4 #abmo4 ,the ,history of ,virgil ,a4 ,stewart1 and his ,adventures in ,capturing and ,exposing the ,great 8,western ,land ,pirate0 and his ,gang1 in ,connexion with the ,evidence1 also of the ,trials1 ,confessions1 and ,execution of a number of ,murrell's ,associates in the ,state of ,mississippi during the ,summer of #ahce1 and the ,execution of five ,professional ,gamblers by the ,citizens of ,vicksburgh1 on the #fth ,july #ahce4 ,compiled by ,h4 ,r4 ,howard4 ,in one volume1 #abmo4