The moral instructor, and guide to virtue: being a compendium of moral philosophy, in eight parts

Front matter

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Part First. *ags

Chap* 1 . Essays on the general Diffusion of Knowledge* Sec. 1. Necessity and advantages of knowledge . . 13

2. A serious address to the rising generation of the United

States 18

Chap. 2; Essays on the Use of Intoxicating Liquors

Sec. 1. Public calamities produced by intemperance . . 21

2. The habitual use of spirituous liquors a violation of

duty 28

3. Speech of the Little Turtle, an Indian Chief, on the

ravages of whiskey among the Indians ... 29 Chap. 3. Essays on Political and Domestic Economy. Sec. 1. Observations on the use of tea, coffee, sugar, and tobacco ........ 30

2. Observations on extravagance, fashion, causes of poverty, war, &e. . . . . . . .35

Part Second

Chap. 1. Selections from the Old Testament . 41

Chap. 2. Extracts from the Wisdom of Jesus .... 44 Chap. 3. Selections from the New Testament.

Sec. 1. Instructions of Jesus Christ ..... 45

2. Instructions of Paul the Apostle .... 49

3. Extracts from the Epistles of James, Peter, and John 51

Chap.

Chap.

6.

Chap. c .

Sec. 1.

2. 3. 4. 5.

9. 10. 11. 12. 13.

Part Third

Abridgment of the life and precepts of Confucius Abridgment of the life and moral discourses of Socrates.

Character of Socrates

Dialogue between Socrates and Glauco, on ambition Discourse of Socrates on the beneficence of God Accusation, defence, condemnation and death of Socrates ........

Discourses of Socrates on filial and fraternal affection Dialogue between Socrates and Critobulus, on friendship Abridgment of Seneca?s Morals.

Abridgment of Seneca's discourse on beneficence Abridgment of Seneca?s Treatise on a happy Life. On a happy fife, and wherein it consists Human happiness is founded upon wisdom and virtue There can be no happiness without virtue Philosophy is the guide of life .....

No felicity like peace of conscience

Contemplation of Providence, remedy of misfortunes

Of levity of mind, and other impediments to a happy

life

A sensual life is a miserable life ..... Avarice and ambition are insatiable and restless The blessings of temperance and moderation Constancy of mind makes a man happy, &c. Our happiness depends on our choice of company •

A2

56 59 61

63 66 68

71 73 74 76

79 81

86 87 88

VI

PAGE.

Sec. 14. The blessings of friendship .... 89

15. He that would be happy must take an account of time 90

16. Happy is the man that may choose his own business 91

17. On immoderate sorrow for the death of friends . 92

18. Mediocrity the best state of fortune ... 93 Abridgment of Seneca's Treatise on Anger.

19. Anger described : it is against nature . . . ib.

20. Anger is a short madness, and a deformed vice . 95

21. Anger is neither warrantable nor useful ... 96

22. Advice in cases of contumely and revenge . . 100

Part Fourth

Chap. 1. Abridgment of the Law of Nature.

Sec. 1. The law of nature defined and illustrated by examples

2. Characters of the law of nature ... *

3. Principles of the law of nature, as they relate to man ;

importance of instruction and self-government

4. Of the basis of morality ; of good, of evil, of crimes,

of vice and virtue

5. Of private virtues ; of knowledge, temperance, indus-

try, cleanliness

6. Of domestic virtues ; economy, parental affection, con-

jugal love, filial love, brotherly love

7. Of the social virtues ; of justice, charity, probity, sim-

plicity of manners, patriotism ....

Chap. 2. Abridgment of the Economy of Human Life. Sec. 1. Duties that relate to man as an individual

2. The Passions ; joy and grief, anger, pity

3. Woman

4. Duties of children and brothers ....

5. Wise and ignorant, rich and poor, masters and servants

6. Social duties ; benevolence, justice, charity, religion

7. Man considered in general

Part Fifth

Chap. 1. Abridgment of Penris Reflections and •Maxims relating to the conduct of Human Life ; and his advice to his children ........

Chap. 2. Abridgment of Paley's Moral Philosophy. Sec. 1. Definition and use of the science

Human happiness

Virtue

The Divine benevolence .

Promises : contracts of sale : of lending of money : of labor .......

Lies : revenge : duelling : slander Of the duty of parents. Education .

Chap. 3. Abridgment of Knigge's Practical Philosophy. $ec. 1. General rules for our conversation with men On the conversation with ourselves On the conversation with people of different tempers On the conversation with people of a different age On the conversation between parents and children

103 104

2. 3. 4. 5.

6. 7.

2. 3.

144 148 149

151 153 154

156 158 160 162 164

Vll

PAGE.

Sec. 6. On conversation between masters and servants . .165

7. Beneficence and gratitude : Instructors and pupils :

creditors and debtors . . . . . . 166

8. On our conduct towards others in peculiar situations 167

9. Principal causes of the want of domestic pleasures 169 10. On candor and tolerance in conversation . . .171

Part Sixth

Chap. 1. Selections from the Life of Franklin.

Sec. 1. His early diligence in improving' his mind, &c. . 173

2. His temperance and frugality while a journeyman, &c. 178

3. He resolves on the inflexible practice of truth, &c. . 181 Chap. 2. S elections from the continuation of the Life of Franklin,

icritten by himself

Sec. 1. Letters from Abel James, &c. to Dr. Franklin . 183

2. Continuation. He establishes a library in Philadelphia ;

his domestic habits 185

3. His project of arriving 1 at moral perfection : Art of

virtue 187

4. His project of raising a united party to virtue, &e. . 195 Chap. 3. Abridgment of Cicero's Discourse on old age.

Sec. 1. A well spent life essential to a happy old age . . 198 2. Moderation in exercise and diet ; science, &c. . .201

Chap. 4. Dialogues concerning Self -denial. Virtue, Pleasure

Sec. 1. Reasonable self-denial, necessary to happiness . . 205

2. Government of the passions ; doing good to others, &c. 209

Chap. 5. Franklin's Way to Wealth

Sec. 1. Industry: early rising : vigilance .... 213

2. Frugality, calamities of pride, extravagance, &c. . 216

3. Advice to a young tradesman .... 220

4. The way to make money plenty in every man's pocket 222 Chap. 6. Selections from the Moral Essays and Letters of Dr.

Franklin.

Sec. 1. The handsome and deformed leg .... 223

2. The art of procuring pleasant dreams . . . 224

3. On luxury, idleness, and industry .... 227

4. Extract of a Letter to George Whitefield, on practical

religion 228

Part Seventh

Chap. 1. Selections from Washington's farewell address . 230 Chap. 2. Miscellaneous articles on Education, &c.

Sec. 1. Sunday schools ; education of the poor, &c. . . . 234

2. The Spectator, on the benefit of labor and exercise 237

3. The Spectator, on the advantages of temperance . 239

4. Belknap's address to the people of N. Hampshire • 242

5. Dialogue on female education .... 245

6. Speech of Mr. White, in Congress, on education . 248

7. Extracts from Mr. Madison's letter on education . 251

8. Prospects of America, — from the Address of J. Roberts,

Esq. to the Pennsylvania Agricultural Society • 252 vm

PAGE.

Sec. 9. Persuasive to early piety and moral rectitude, — from Dr. Beasley's Address to the senior class of the students of the University of Pennsylvania .... 255

10. General establishment of free schools : — inhumanity of

imprisonment for debt ; from Gov. Thomas' Message

to the Legislature of Delaware .... 258

11. Early rising conducive to health and long life . 262

Chap. 1. Pope's Essay on Man, #c

Epist. 1. Of the nature and state of man with respect to the

universe 263

2. On the nature and state of man with respect to himself,

as an individual .268

3. Of the nature and state of man with respect to society 274

4. Of the nature and state of man with respect to happi-

ness 279

5. The universal prayer . . . . . . 288

Chap. 2. Fragments from Thomson's Seasons

Sec. 1. Early rising; — Address to the Sun .... 290

3. Primeval Innocence ...... ib.

4. Barbarity of hunting and shooting merely for sport 292

5. Address to Philosophy ; Advantages of Science, Arts,

and Civilization 293

6. Domestic Happiness 294

Chap. 3. Miscellaneous Articles

Sec. 1. Happiness; — by Miss Ann Candler . * . 296

2. Cruelty to inferior animals censured .... 297

3. Mischievous Amusements of schoolboys . . . 298

Appendix

An economical Project for the expeditious and universal diffusion

of knowledge * 299

RECOMMENDATIONS-

From John Van Ness Yates, Esq. Secretary of the State of New-York, and Superintendent of Common Schools, ex officio

Dr. Jesse Torrey, Jtjx,

Dear Sir,

I have perused, with much pleasure, the volume lately published by you, entitled " The Moral Instructor, and Guide to Virtue" and I have no hesitation in giving it my most decided and unqualified approbation. The selections it contains are well adapted to promote the great purposes it has in view: and I think it ought to be in the hands of every Parent, Guardian, and Instructor, as a manual which will essentially benefit the rising generation. — The original pieces in the work, are highly creditable to your head and heart, and worthy 01 perusal and patronage.

I sincerely wish you success in this work, and that every seminary of education and virtue may both be profited and delighted by your labours. I am, respectfully, your most obedient servant,

JOHN VAN NESS YATES.

Albany, June 4, 1819.

From the Hon. Samuel Youn^, Member of the Senate of the State of N ew-York.

I have perused a book compiled by Dr. Jesse Torrey, entitled " The Moral Instructor" and am satisfied that it is well calculated to instruct youth in correct moral sentiments; and that its introduction into Common Schools would be highly useful.

SAMUEL YOUNG, Ballston, June 1, 1819.

From the Hon. Estes Howe.

Albany, June 4, 1819.

Sir, I have been much gratified in the examination of your "Moral Instructor" and do not know of any Book of Morals more useful, or better calculated to be put into the hands of our youth.

I do therefore, cheerfully recommend it to the use of our Schools and Academies.

Very respectfully, yours, &c.

ESTES HOWE.

Dr. J. Torrey,

Extract of a note from the Hon. Thomas Jefferson, late President of the Uni-- ted States, dated Monticello, Jan- 5, 1822. "I thank you, Sir, for the copy of you* i Moral Instructor.' I had read the first edition with great satisfaction, and encouraged its reading in my family."

Extracts of a Letter from the Hon. James Madison, late President of the United States, dated Montpelier, Jan. 30, 1822. " Sir,

* I have received your letter of the 15th, with a copy of the * Moral Instructor.'"

" I have looked enough into your little volume to be satisfied, that both the original and selected parts contain information and instruction which may be useful, not only to juvenile, but most other readers."

" Your plan of free libraries, to be spread through the community, does credit to your benevolent zeal. The trial of them, in behalf of apprentices, seems to have been justly approved, and to have had an encouraging success-"

"A tree of useful knowledge, planted in every neighborhood, would lielp to make a paradise— as that of forbidden use, occasioned the loss of one- And I wish you success in propagating the fruitful blessing.

" With friendly respects,

JAMES MADISON."

Dr. Torrey.

Extracts of Letters from the Hon- John Adams, late President of the United States, dated Montezillo, Feb- 8. and March 13, 1820.

Sir,

a I thank you for your * Moral Instructor •' I have read the table of contents, and turned over the leaves, and have found nothing but such excellent maxims of wisdom and virtue, which cannot be too plentifully scattered among the people, nor presented in too great a variety of forms. The compilation and composition of this work must have cost you much labor of research, and of thought, which merits well of the public."

" As I am a friend to all rational measures for propagating knowledge among all classes of people, I wish success to your project of free libraries. " A republican government, without knowledge and virtue, is a body without a soul — a 5 of corruption and putrefaction — food for worms. " I am, Sir, your obliged and obedient humble servant,

JOHN ADAMS."

From Frederick Beasley, Provost of the University of Pennsylvania. I have examined Mr- Torrey 's work, entitled, " The Moral Instructor" and think that he has condensed into it as much useful information as I have ever seen collected into so small a compass, and moreover, consider it as one of the best books of the kind to be read by young persons, either in our schools or out of them, that has been compiled-

FREDERICK BEASLEY- June 26, 1828.

From Roberts Vaux, President of the Controllers of the Public Schools in

Philadelphia.

" The Moral Instmictor " is a valuable compilation. It appears to be well adapted for elementary schools; and it will give me pleasure to learn that the lessons which it contains are furnished for the improvement of our youth generally.

Respectfully,

ROBERTS VAUX.

Philadelphia, 5th mo. 8, 1823.

From teachers of Schools and Academies- The subscribers, having carefully examined " The Moral Instructor and Guide to Virtue and Happiness," freely give our opinion that it contains a condensed body of valuable moral and philosophical instruction, which ought to be in possession of every individual — As a compendium of moral knowledge, we consider it an essential book for every family library and seminary of education. JOSIAH J. UNDERHILL, teacher of Lancaster school, Hudson- ENOCH HAIGHT, teacher, Nine Partners' boarding school. A. G- THOMPSON, English teacher in the academy at Poughkeepsie. T. W. NORTON, teacher of a select school, Albany. R. O. K. BENNETT, teacher in Troy.

NICHOLAS MORRIS, Principal of Wesleyan Seminary, New- York. AARON MERCHANT, Principal of Union Academy, New- York. HALLO WAY W- HUNT, Jr. Principal of Trenton Academy. M. SMITH, Principal of Elizabethtown Academy. ANDREW SMITH, Principal of Newark Academy. SAMUEL BLOOD, Preceptor of Franklin Academy, Chambersburg, Pa-

XI

From Teachers in Washington City.

Central Academy, Washington, D> C. April 10, 1828. We have carefully examined " The Moral Instructor and Guide to Virtue" published by Dr. J. Torrey, and consider it one of the best books for the use of schools, that we have ever seen. It is a work well calculated to enlighten the minds, and improve the habits of youth, and to impress them with the advantages of knowledge and virtue-

We have adopted it as a class book in the seminary under our care; and think its universal introduction into American academies and schools and private families would be of great public utility.

JOHN M'LEOD, Principal.

ROBERT KIRKWOOD.

Having carefully perused " The Moral Instructor," I concur in the above mentioned sentiments, and have introduced it into the school under my care.

HENRY OULD, Teacher of Washington Lancasterian school for the first District April 10, 1823.

From Mr. Salem Town, Principal of Granville Academy, N- Y. I have carefully examined " The Moral Instructor ;" and am satisfied, that the work is well calculated to enlighten the understanding, and improve the heart; to form the moral taste of our youth, in accordance with the sound principles of morality and virtue. SALEM TOWN-*

Granville, Jan- 8, 1820.

I concur in the opinion of the above gentleman.

JOSEPH HOXIE, Principal of Philom. Academy. New-York, Feb. 20, 1820.

From Teachers of Academies and Schools in Baltimore and Philadelphia- Having examined " The Moral Instructor," and being satisfied that it is a work well adapted for the higher classes of scholars in Academies and Schools, we have concluded to adopt it as a class book in the seminaries under our care; and cheerfully recommend it to the public as a valuable repository of moral information, — interesting to all classes of society, but particularly deserving the attentive and repeated perusal of young persons of both sexes, from ten years to maturity of age- In giving publicity to our high estimation of the merits of the Moral Instructor, we consider ourselves as rendering a service to society, (if the work should, in consequence, be more known and circulated) as well as justice to the author, who, in our opinion, is entitled to the gratitude of the rising generation, and the thanks and patronage of parents and teachers.

JAMES F- GOULD,

ALEXANDER M'CAINE,

D. & J. M'INTIRE,

F. FENNER,

J. WALKER, Jun.

WM- KESLEY,

JOHN WRIGHT,

R. P. STROUD,

F. SPENCER,

Baltimore, April, 1823.

J. WALKER, & SON,

A- CLARK,

A. B. CLEAVELAND,

IRA HILL,

R. M. JONES,

MICHAEL POWER,

L. H- GIRARDIN, Principal of Bal^

timore College, PATRICK O'KELLY, German St.

JOHN OWEN, (JOSEPH WOOD,

W B. TAPPAN & S. M'L- STA- DANIEL L. PECK, Teacher of the

PLES, Congregational School, of the 2<i

GEORGE DENISON, College Ave- Presbyterian Church,

nue, • i

* Now Preceptor of the Academy at Athens, Georgia.,

Xll

THOMAS T. SMILEY, 29 Church

Alley, CHARLES BARRINGTON, 129

Lombard street, SHEPHERD A. REEVE, Professor of Mathematics, N atural Philosophy, &c. and Principal of Franklin Academy.

Philadelphia, May, 1823.

JOSEPH R. CHANDLER, 164 N

Third street, BENJAMIN MAYO, WILLIAM DUNCAN, J LEWIS & R. FISH, J. WARREN, 6 North Eighth etreet JOHN HANCE.

Extract of a letter from John Hamer, teacher of English, Mathematics, &c. Dear Sir,

I have perused " The Moral Instructor" more than once, with increased satisfaction, and have pleasure in giving it my unqualified approbation. I have no hesitation to say, that the compilation is, in my estimation, much the best that has appeared in the English language.

Respectfully yours,

JOHN HAMER.

Old College, N- 4th st- Philad- October 30th, 1823.

Extracts from the Columbian- "THE MORAL INSTRUCTOR."

" I have occasionally dipped into Dr. Torrey's Moral Instructor, first from curiosity, and then more paiticu^arly to ascertain the drift or tenor of the work, and the manner in which it is executed. Having known the author and compiler for several years, I could expect nothing but sound morality, correct philosophy and useful instruction from this book- It is an Essay to do Good, like Cotton Mather's, and cannot be read without benefit. 1 ' " I find nothing in it to offend the strictest sectarian in religion or politics, and consider myself discharging a duty and rendering a benefit to society in recommending so cheap and valuable a compend to public notice, as a very excellent and proper work for the use of schools, as well as private families and individuals. C H.

From the Maryland Herald.

" Having examined a copy of the second edition of the Moral Instructor, we think it highly deserving or the respectable and empliatical commendations which it has received- It ought to have a universal circulation. The wise maxims and precepts with which it abounds, are interesting to people of all classes and conditions, and we think it is the best compilation for the m« ntal and moral improvement of youth, that we have seen, foreign or domestic-"

From Edward P. Livingston, Esq- late Senator in Congress, from the State of New- York.

Having perused the " Moral Instructor" compiled by Dr. Torrey, I concur in opinion with those gentlemen who have recommended it as a work which may be ueetully introduced into Academies and Common Schools.

EDWARD P. LIVINGSTON.

THE MORAL INSTRUCTOR,

AND

GUIDE TO VIRTUE.

Part First

ORIGINAL ESSAYS ON THE DIFFUSION OF KNOWLEDGE, MORAL REFORMATION, &c.

ESSAYS ON THE GENERAL DIFFUSION OF KNOWLEDGE, SECTION I.

Necessity and advantages of Knowledge.

14 Man's general ignorance, old as the flood, " For ages on ages has steep'd him in blood."

1 KNOWLEDGE is essentially necessary to the well being and happiness of every member of the human family, whether male or female, rich or poor. To ignorance may be traced the origin of most of the vices, crimes, errors and follies, that distract and destroy mankind. It is the mother of misery — a mazy labyrinth of perpetual night.

2 Besides the intellectual pleasure derived from the acquisition and possession of useful knowledge, the well-informed man (of whatever occupation) being acquainted with moral and physical causes and effects, has an eminent advantage over the ignorant man, in the capacity of providing for his welfare. General instruction, therefore, is the harbinger of national virtue, prosperity and happiness.

3 The public or private provision for elementary education in common schools, has, of late, become very general in the United States. But the education of youth should not cease with the expiration of. their attendance on public schools. Legislators and parents indulge themselves in a pernicious mistake, if they suppose that the primary arts of spelling, reading, writing, grammar, and arithmetic, the principal branches taught ia common schools, will qualify our youth for the various social, moral, and political duties of life. Those indispensable arts are the keys — but libraries are the chests of knowledge.

4 Although it is an axiom, generally admitted, that interest and happiness are identified with the practice of virtue and moral rectitude, yet, so powerful is the influence of example and the habits of society, that much reading and much reflection are generally requisite (and they sometimes fail) to produce a firm resolution to adopt the principle of virtue and moral rectitude as an inflexible rule of conduct.

5 Much the greater proportion of our youth are dismissed from the primary schools, and arrive to maturity, with very little or no acquaintance with the precepts and works of the most eminent moral teachers, whose names are preserved from oblivion.

6 The printing press is the main engine, and books are the rapid vehicles for the general distribution of instruction. The discovery of the art of printing, and of manufacturing paper, gives us a vast ascendency over our ancestors in the facility of propagating knowledge ; yet, notwithstanding the immense difference between the cost of books within the last four hundred years, and the whole anterior space of time, but few, comparatively speaking, can sustain the expense of private libraries.

7 Most people would probably become readers, if furnished with suitable books at a proper time of life. It is only necessary to offer instruction to the voluntary acceptance of youth, in a proper manner, to produce an ardent appetite for it. It will be found, by computing the leisureof every youth, at two hours daily, from the age of ten to twenty-one years, that it is sufficient for reading seven hundred volumes 12mo. of three hundred pages.

8 The long preparatory period of youth, designed by our beneficent Creator, for the acquirement of knowledge, and laying the foundation for a useful and happy life, to the greatest portion of mankind, is almost entirely lost, and often worse than lost, except as to the attainment of corporeal maturity.

9 The countless hordes of savages, composing an immense majority of the human race, as well as millions of people classed among civilized nations, may be said to grow up and march successively through the journey of life, in a state of mental childhood. Hence it is no mystery, that they remain, perpetually, in a state of delusion and depravity.

10 Intellectual cultivation is the basis of virtue a«id happiness. As mental improvement advances, vice and crimes recede. That desirable happy era, when the spirit of peace and benevolence shall pervade all the nations which inhabit the earth ; when national, personal, and mental slavery r , shall be exterminated ; when nations and individuals shall cease to hunt and destroy each other's lives and property ; when the science and implements of human preservation and felicity, shall be substituted for those of slaughter and wo, will commence, precisely at the moment when the rays of useful knowledge, wisdom and virtue, shall have been extended to the whole human family.

1 1 By useful knowledge, I mean not only an acquaintance with valuable arts and sciences, but also, an understanding of our various moral and religious duties, in relation to our Creator, to our neighbour, and to ourselves.

12 By wisdom, I mean that kind of sagacity, which influences us to regulate our passions and conduct, in conformity to the precepts of knowledge, reason and religion. Until an approach towards such a state of things is effected, the names of peace, liberty and security, on this earth, will differ but little from an ignis fatuus, either to monarchs or their vassals.

13 At present, violence assumes almost universal sway ; and ignorance is the magic spell which sustains its sceptre. Therefore, what more glorious achievement, what greater aggregate and ultimate good, can be produced to mankind, by the application of the power of governments and the surplus wealth of individuals, than by reclaiming man from the chains of ignorance, vice, oppression and misery, and thereby, elevating poor degraded human nature to that scale of dignity in the creation, to which it was evidently destined, by the Supreme Parent of the Universe.

14 In our own country, particularly, instruction ought to be universal. For virtue only, can sustain and perpetuate our political organization. As every citizen, therefore, is vitally interested in the universal dissemination of knowledge and virtue, let all classes combine their influence and means, in promoting the general welfare.

15 In addition to the motives of patriotism and benevolence, the wealthier classes of society, are interested in a pecuniary point of view, in the universal intellectual and moral improvement of youth. For, as intemperance and indolence are the invariable, and almost only causes of pauperism, Dimes, voluntarily applied to the instruction of

Jouth, will prevent the compulsory expenditure of as many dollars, in partially relieving the miseries of pauperism, and the premature diseases of self-immolated victims of vice.

16 It is very seldom that men of intelligence, who have been educated to habits of virtue and industry, and who delight to employ their leisure hours in the acquirement of useful knowledge, by reading or otherwise, will deliriously and idolatrously sacrifice their reputations, their estates and lives, their wives and children, in a word, their happiness, to the voracious, unmerciful, and barbarous god of intemperance.

1 7 Let American legislators, both national and sectional, perform their duty to their country and its posterity ; and to mankind, by listening to the wise counsels of many illustrious living sages, and pursue, without delay, the inestimable "parting advice" of George Washington, Benjamin Rush, Samuel Adams, and other departed friends and patrons of man ; and establish public schools, and judiciously selected free circulating libraries, in every part of the Republic

18 Let moral virtue constitute an essential branch of instruction in every school ; so that our youth may be carefully taught the art of acting correctly, as well as of speaking, reading, and writing correctly.

1 9 Dr. Rush, in his Oration, " On the Influence of Physi- *\al causes upon the Moral Faculty," makes an earnest appeal in favour of universal knowledge : — "Illustrious Counsellors and Senators of Pennsylvania!" he exclaims, "I anticipate your candid reception of this feeble effort to increase the quantity of virtue in the republic.

20 " Nothing can be politically right, that is morally wrong ; and no necessity can sanctify a law, that is contrary to equity. Virtue is the soul of the Republic. There is but one method of preventing crimes, and of rendering a republican form of government durable, and that is, by disseminating the seeds of virtue and knowledge, through every part of the state, by means of proper places and modes of education, and this can be done effectually only by the interference and aid of the Legislature.

21 a I am so deeply impressed with the truth of this opinion, that were this evening to be the last of my life, I would not only say to the asylum of my ancestors, and my beloved country, with the patriot of Venice, ' Esto perpetua,' [Be thou perpetual] but I would add, as the last proof of my

17 affection for her, my parting advice to the guardians of her liberties, no establish PUBLIC SCHOOLS in every part of the State/

22 " Promote, then, as an object of primary importance, institutions for the general diffusion of kncrwledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened." Washington.

23 "To secure the perpetuation of our Republican form of Government to future generations, let Divines and Philosophers, Statesmen and Patriots, unite their endeavours to renovate the age, by impressing the minds of the people with the importance of educating their little boys and girls."

S. Jldams.

24 " A Republican Government, without knowledge and virtue, is a body without a soul — a mass of corruption and putrefaction — food for worms." J. Adams.

25 "I know no safe depository of the ultimate powers of society, but the people themselves : and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is, not to take it from them, but to inform their discretion by education." Jefferson.

26 "Without knowledge, the blessings of liberty cannot be fully enjoyed, or long preserved." Madison.

27 "Ignorance is every where such an infallible instrument of despotism, that there can be no hope of continuing even our present forms of government, either federal or state, much less that spirit of equal liberty and justice, in which they were founded, but by diffusing universally among the people that portion of instruction which is sufficient to teach them their duties and their rights. " Barlow.