rise on the unthankful and the evil: learn then what you must do if you would be like Him. Presume not to say the Lord's Prayer, unless you heartily forgive those who have trespassed against you. Our Saviour prayed on the cross for His murderers; and will you refuse to forgive the slight offence you may have received? In the person of any one who has offended you, behold God your Saviour, and you will soon find it easy to forgive."

Patriotism and the Love of all Mankind.

The patriotism to which we allude is not mere attachment to our native soil, but it is devotion to the good of the nation to which we belong. We have nothing to do, therefore, with that soft poetry which places the child's cradle near a purling stream, embedded in flowers, and at the foot of fertile trees laden with choice fruit, which they tender in rich clusters to his infant lips. This style of poetry delights also in recalling the first kiss of tenderness, the plays of childhood, and all that gilded the early days of life. These pastorals may charm young imaginations; but they cannot help to form that public spirit with which we seek to inspire our pupils, in opposition to the narrow views of selfish or family interest.

To this effect we shall introduce them into a new world, and familiarize them with relationships hitherto unknown to them. We shall thus extend their sphere of thought, and together with it the range of the social tendency. But the subject is so vast, that our course of language can only suffice for a slight sketch of it. It will, however, sow the good seed, and like the pious husbandman, will commit the care of it to Providence.

Patriotism, however noble in itself, is but too apt to degenerate into national pride and egotism; so continually is evil mixed up with what is good in us! And it will therefore be our duty to restrain it within due bounds, and to modify it by the general love of mankind. Thus shall we give to the social tendency its full extension; and to this end we shall call in the aid of the other natural

tendencies, so as to harmonize them all. Such is the sublime task of education!

Patriotism.

1. It is obvious that the phrases in our course of language can only give hints on this important subject; and teachers should annex to them a slight commentary, which should be borrowed, as much as possible, from the range of children's ideas, and from the facts with which their own experience has brought them acquainted.

To give the first idea of a people and of a state, our course of language will say to the pupils, that they are not only members of one family, but also of one nation, whose name they bear; and that as each family requires a head, so does each nation require a government, for without it all would be confusion; that the laws of the state prescribe to the citizens what they should do, or leave undone, for the public welfare; that difficulties often arise between men, and that, as no man can be judge in his own cause, tribunals are wanted to administer justice to all; that unfortunately wicked men are every where to be found, who are ready to attack the fortune, the reputation, and even the life of others; and that public authority is requisite in order to restrain them.

2. Gratitude attaches the child to his parents, and it is gratitude also which must attach the young citizen to his country. The means we shall employ to excite this feeling in him, will be to set before him the benefits which he derives from society, and which he not only has not yet learnt to appreciate, but he does not yet even perceive them. Example:-While my parents watched over my cradle, the state provided for their security, and encompassed them with its protection. If we sleep in safety, is it not to the government that we owe it?

How great is the advantage of the public post, which brings me letters from my friends, and conveys mine speedily and safely to them. It is very fortunate that there is a public authority to fix weights and measures, for otherwise the honest would continually be the dupe of

rogues. Governments coin money; and how great would be the embarrassment if there were not this means of exchange. In civilized countries like ours, orphans, the sick, and the aged, are provided for by the state, whilst in barbarous states they are left to their fate, &c.

All these thoughts appeal to the social tendency, and personal interest blends itself with that of the state. His country here appears to the child in the light of a benefactor, and must therefore inspire him with gratitude and attachment. But the advantages are not without their drawback.

3. The social state restrains the liberty of individuals; it exacts taxes for public expenditure; and on this account complaints and invectives are heard. The child listens, he believes, and his patriotism is impaired. It will then be the duty of our course of language to prevent or to correct such errors, and to inspire our pupils with just sentiments, by pointing out to them that no good can be obtained without some sacrifice, and that the amount of the latter in this case is small in proportion to the benefits received.

It will say to the pupils, that a family goes to ruin when each member of it is allowed to do as he pleases, and that so it is also in the state; that public welfare must depend on general submission to the laws which are enacted for the welfare of all; that good order is essential to society, and that confusion and anarchy must ensue, where all are free to follow unchecked their own caprice; that the government is obliged to incur heavy expenses, and that it is but just that all should contribute in proportion to their means; that if every man were left to tax himself, some would pay nothing, and others therefore have to pay all; that it is the height of injustice, to wish to enjoy the benefits of society without sharing its burdens, &c.

4. Hitherto we have only sought to inspire patriotism by means of the social tendency, and of the feelings of justice which are given to us together with reason and conscience; but we must also connect it with the religious feelings, in order to quicken and strengthen it. Nor shall we omit to

call in the aid of all that is most pure and elevated in the personal tendency, viz., that noble pride which disdains all that is mean and little, and aspires to all that is great and good; for our blessed Lord Himself did not overlook this spring of human action. The following are a few examples for our course of language :—

"By placing our cradle in the country of our birth, God has laid on us the obligation to serve it. We may, indeed, by subterfuge and cunning evade the burdens which our country imposes on her children, but we cannot escape from the Supreme Judge. Governments may, from ignorance or prejudice, overlook a citizen who has devoted himself to the service of his country; but let him be of good cheer, his name is written in heaven. Let us love our country as our blessed Lord loved His, or we cannot be His true disciples. He who enjoys the benefits of his country without making any return, is like the drones in the hive, and should be treated accordingly. How little and mean is it in a man only to have feeling for himself and his near relations, and none for the country in which God has given him birth. Whoever evades the charges of the state, lives at the expense of his fellowcitizens: he is therefore, in fact, a thief. It is not in the power of all to render brilliant services to their country; but every one may be useful to it in his station, and the Sovereign Judge estimates the act by the motive." &c.

To these general incentives to patriotism others may be added, which are derived from the particular circumstances of each nation, its greatness, its glory, its national character; but these are foreign to our course of language, which cannot enter into such details. While, however, we recommend such to teachers, we would beg them to be faithful to truth, and not to confound patriotism with national egotism. What follows will be a caution against this snare.

The Love of Mankind.

Since governments have set a bad example to people, nd writers have been base enough to praise them for it;

so patriotism has not only become exclusive, but hostile to neighbouring states, and even to those far removed. Thus patriotism has stifled humanity, just as egotism stifles patriotism.

The patriotism which will be praised in the hearing of children will not be free from this alloy; for it will too often express contempt, jealousy, envy, and even hatred towards other nations. Therefore, as our course of language has undertaken to stimulate patriotism in its pupils, it has incurred the sacred obligation of restraining it within due bounds, viz., those which are pointed out by the example and doctrine of our blessed Saviour, and, indeed, by reason and humanity.

It is true that by the cultivation it will bestow on the moral, religious, and social tendencies, it will guard against the extravagances of patriotism; but it is never prudent in education to leave childhood to make its own application of general rules, and to discern, unaided, truth from falsehood, right from wrong, use from abuse. We must give the right direction, as well as enable children to follow it; and this is all the more necessary in our days, because the public press is rarely exempt from blame in this matter, and its influence pervades every corner of our land.

1. Our course of language must insist on the principle of equality between all the people who live on the same earth and under the same sky, in the world which belongs to God, their universal Father. In order to develope this principle, it will say :—

"That a people, whether great or small, rich or poor, is an association of men of like nature and like dignity; that the same light of reason illuminates all the people upon earth; that they have the same law for their guidance, even that which has been written by the finger of God on their hearts; that all nations live in the house of their Heavenly Father, and inhabit that part of the globe which His Providence assigns to them; that the same sun lights and warms them all; that all feed from the same table, which is daily spread for them by Divine goodness; that our Saviour lived and died for the salvation of all."

2. We shall afterwards apply this great principle to