Although original organization is the first condition of individual character, yet education, if begun early, has such an influence over its formation that it may be almost said to establish a second nature; for by giving a first direction to the faculties, it is capable, in a degree but too little appreciated, of calling the moral powers of the mind into activity, and of repressing those that are naturally vicious. It is with reference to this power that Solomon said, « Train up a child in the way he should go, and he will not depart therefrom. »> It is attested by all good men that to bring up a child according to the laws of God is a necessary duty; the character of the future man is laid in childhood; and we are taught, between seven and fourteen years old, those principles which fit us either for becoming good or bad members of society. But though this be admitted as a general principle, its application has hitherto been fearfully neglected by many wellmeaning instructors of youth. The immense power of example has not been duly appreciated, and children have been too frequently exposed to scenes which, without being considered, vicious, in themselves have exerted a most baneful influence on their character through life. As foreign secretary to the Animals' Friend Society, it has been my duty to inquire, on a large scale, into the general causes of that cruelty and those atrocious crimes which unfortunately fill the columns of newspapers even in wellregulated states. I have constantly found that the allowing children at an early period to witness scenes of cruelty to animals, such as those of slaughter houses, bullbaits, cockfights; nay, even following the chase, has roused in their young minds propensities to crimes which religion professes to repress, and at the future. development of which humanity shudders. Many of the worst criminals, who have finished their career on the scaffold, have confessed that they had received the first vicious impulse of their depraved ininds while witnessing scenes of cruelty in their childhood. It will perhaps be scarcely credited, in a country and in an age so distinguished as England is at present for public institutions of humanity, that many respectable persons actually suffer their children to go to the shambles or knackers yard for amusement. And yet I know of such instances, in which the results have been most calamitous. If we desire a virtuous population, we must begin by forming a humane youth. The laws of education, like the laws of phisiology, are determined in their nature and operation; and evil example, when exhibited early, acts with a fearful certainty on the future character, and secretly saps the foundation of virtue and humanity. Of this I could relate a great number of striking instances If we desire to form virtuous and humane characters, we should deny to our children even the use of playthings capable of conveying to their young minds the slightest notion of cruelty and injustice. A person begins by tormenting animals as a child, and ends his life at the gallows when a man. In my early practice a case occured illustrative of the permanency of early impressions, which ought not to be passed over in silence. A sailor fell from the boom of a vessel lying at anchor in the river, and produced concussion of the brain; when partially recovered he spoke of nothing but infantine scenes, and talked in Welch, the language of his youth; and it was only as he came too, that he recollected English, and was again capable of performing, though very imperfectly, the duties of his profession, which he had learnt in maturer life. It is on a similar principle that an old man retains the recollection of his infancy, and often resumes before death the religious impression of his early days, which he had neglected under the influence of his passions in the vigour of life. This subject, if duly considered, will place the arguments used by M. Montalembert, in France, on Christian education in so clear a point of view that it seems impossible that men of common sense should in future overlook them. Happily, the late speeches of Mr O'Connell and others have proved to the Continent that England participates in the sentiments of that illusstrious French orator. My only object in referring to a subject, which has been ably discussed by more qualified persons, has been to point out to the Catholic public the necessity of carrying out the principle of early educatien to a much greater extent than has hitherto been done. Nemo repente fiat turpissimus, says an illustrious poet, which the popular adage confirms Gutta cavat lapidem non vi sed saepe cadendo, Let us, therefore, remember that the smallest encouragement given to vicious propensities may by repetition occasion the greatest obduracy of heart. A child may learn to be a thief, from the habit of plundering birdsnests may lose the love of integrity by practising trifling acts of deception; and may become a murderer by attending executions, or habitually witnessing the destruction of animal life. Let not, therefore, therefore, the nursery, instead of preparing a child for the academy, the forum, or the church, as a worthy citizen and servant of God, fit him only for the hands of retributive justice, by instilling into his young mind such propensities as disqualify him for becoming a good member of society. Faith, hope, and charity, and, indeed, all the maxims which lay the foundation for the moral character, ought to be interwoven early in life with education. Enough has perhaps been said by theologians on this subject; but as a physiologist, I warn the public that any new fangled plan for separating human learning from the sound maxims of religion and morality, with which our wise forefathers united them, is nothing less than a total subversion of the first principles of education, betrays the greatest ignorance of the laws of the animal economy, and will tend to the utter subversion of the fabric of society. LETTER II. Schools considered. One of the first questions asked, when a child gets to be four or five years old is. Shall we send it to school, or educate at home? To this I unheasitatingly answer. Bring it up at home. There may be a few advantages in a public education; but they are overbalanced by those of residence under the kind parental roof. A relation of mine used to say that he hardly ever knew a lad who had had a good private education, turn ont badly. If a parent feels incompetent to educate his own children, let him get a tutor, or a governess, or else send them to a dayschool, of which there are many good ones, particularly on the continent, where in my opinion, health religion, morality and useful letters are all better attended to than in England. The following argument ought to prevail : Attachment is the result principally of habit; and if a child be sent away from its parents at the age in which impressions are the strongest, it is impossible that it should ever afterwards entertain that firm and permanent regard for its father and mother that it would do, if brought up with them. All the family ties all the best social affections are injured or destroyed by this idle custom of sending children to school instead of doing one's duty by them at home. This alone is consideration enough to make people act naturally. Other animals do not send their offspring away from them to be brought up by strangers: why therefore should man? The female bear or the she cat would not be happy if their young were educated out of their own den or stable. It is our species alone which is induced by refined selfishness to part with its progeny, under the specious pretence of furthering their interests: conscious of its being done, as really is, in order that parents may follow their own personal gratification with more ease, and pass that time in useless if not injurious amusements which ought to be devoted to giving to their children a sound moral and intellectual education; a thing which can never be done to the same advantage abroad as it can be at home: for it demands what at schools cannot be acquired, namely, |