denominational can be freely given, so that there is no need whatever of
introducing it into our public schools. The family and the Sunday school
are the appropriate places for such instruction; and there let each
denomination train its own children in its own peculiar way, with none to
molest or to find fault. It is their right, it is their duty.
“As to the objection, that the use of the Bible in schools makes it too
common, and subjects it to contempt, 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 palace. Where is the Bible
most respected, in Scotland and New-England, or in Italy and Austria?
The works of man, the robed monarch, may make themselves contemptible by
being too often seen; but never the works of God. The children may, and
ought to be, taught to treat the book with all possible reverence, and to
preserve it as nice and unsullied as the Catholic preserves his crucifix;
and in this way, I am sure, on all the principles of human nature with
which I am acquainted, that the Bible will be no more likely to suffer
from the habit of daily familiarity than the crucifix.
“Let no one say that the religious instruction here proposed for schools
is jejune and unprofitable. I do not so view the words of God. In any
view, if the child faithfully commit to memory so much as the single
Gospel of Matthew, or the first twenty-five Psalms, or the first ten
chapters of Proverbs, or portions of the book of Genesis, those divine
sentences will be in his mind forever after, ready to be called up to
check him when any temptation assails his heart, to cheer him when any
sorrow oppresses his soul, to be a lamp to his feet and a light to his
path; to be in all respects of more real and permanent value to him than
any creed, or catechism, or system of theology, or rules of ethics, of
merely human origin, ever can be.
“Why should we prevent so great a good by claiming what we have no right
to claim? Are we not willing to trust the Word of God to cut its own way?
Or can we claim to be Christians at all, while we consent to have the
Word of God and all Christian teaching banished from our institutions of
public instruction? Let not _infidel coldness_, _jesuitical intolerance_,
or _sectarian jealousy_, rob our schools of their greatest ornament and
most precious treasure, the Bible of our fathers. Let not denominational
feeling so far prevail as to lead us to destroy the greatest good while
attempting to secure the less, as has so often been done in the Christian
world heretofore. We are willing to give up much for the sake of peace
and united effort; but the Bible, the word of God, the palladium of our
freedom, the foundation of all our most precious hopes, we never can, we
never will give up. Let all who love the Bible unite to defend it, to
hold on upon it forever.”
FOOTNOTES
[1] The following is the mode of obtaining the facts stated above:
In the census, 550,000 is the number of those who have _confessed_ their
inability to read and write. That many have claimed to be able to read
and write, who are not, is thus established. In Virginia, every man,
on applying for marriage license, must sign his name or make his mark.
An examination was made in _ninety-three_ out of 123, the whole number
of the county courts giving license, and _one quarter_, and in many
cases _one third_, of the applicants could not write their names. Their
wives could not be any better educated. This indicates that certainly
as many as _one quarter_ of the white adults in the state cannot sign
their names. One quarter of 329,959, which is the adult population of
Virginia, is 82,489. But the census, instead of that number, gives only
58,789 who cannot read and write, a difference of _forty per cent._ Take,
then, the 550,000 who have confessed their ignorance, and add _forty
per cent._ for inaccuracy, and the number is 770,000. To these, add the
increase since the census was taken, and those also who, by neglect,
have lost all ability to read and write, and _one million_ is a very
moderate calculation for adult ignorance in this nation. Of these, at
least 175,000 are voters. General Harrison’s majority, in 1840, was
146,000, or 24,000 _less_ than the number of _voters_ who cannot read and
write.--(_See Mr. Mann’s 4th of July Oration._)
The census also records more children as attending school than is
the truth. Thus, in Massachusetts, the state records, presented
to the Legislature, are very accurate, and these make the number
several thousands _less_ than the census. In 1840, our population was
fourteen millions. _One fourth_ of these are between four and sixteen,
making 3,645,388 of an age to go to school. But the census, although
exaggerating the number, shows only 1,845,244 as attending schools.
This, deducted from the number of those of age to go to school, leaves
1,800,144, or _nearly one half_, who do not attend school. To these, add
the increase since the census, and _more than half_ the children of this
nation are without schools!
The census also shows 4750 in penitentiaries, and their average time of
confinement is _four_ years. An equal number were in jails for _crime_,
and their average time of imprisonment is six months. Supposing them to
live, on an average, eight years after their release, and we have 85,500
_criminals_ as voters.
In 1836, Mr. Van Buren’s majority was 25,000. Thus it is shown, that the
majority which elects our President is far outnumbered by the _criminals_
who are allowed to vote.
[2] See note A.
[3] See note B, p. 153.
[4] See Note B.
NOTE A.
The writer, in the preceding part, has presented a mode of religious
training adapted to schools composed of children whose parents are of
different sects.
There is one modification of this mode, which the writer wishes to
present to that class of parents who not only believe in the Supreme
Divinity of Jesus Christ, but are in a habit of addressing their worship
to Him distinctively; believing that this is the way in which we have
access to God the Father, who is worshipped as dwelling in Jesus Christ.
Such suppose that the Bible sanctions alike the mode of addressing Jesus
Christ distinctively, and also the Father distinctively, and that we can
pray in either mode with acceptance.
It is believed that parents who hold this view will find great aid in
the religious training of their children by adopting this method.
In commencing instructions from the Bible, let the first lesson consist
of such texts as the following:
“Jesus Christ came into the world to save sinners.”
“And his name is called the _Word of God_.”
“All things were made by Him, and without Him was not anything made that
is made.”
“In whom we have redemption through his blood, even the forgiveness of
sins.”
“By Him were all things created that are in heaven and that are on
earth, visible and invisible, whether they be thrones, or dominions, or
principalities, or powers; all things were created by Him and for Him,
and He is before all things, and by Him all things consist. Every house
is builded by some man, but He that built all things is God.”
Having thus fixed in the child’s mind that the Creator of the world is
Jesus Christ, and that the terms Jesus Christ, God, Jehovah, and the
Lord, are different names for the same person, 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 Christ. If any one
has doubts on this point, let him read President Edwards’s work on the
History of Redemption, and let him also collate all the passages in
which God appeared to the ancient patriarchs and prophets, and it will
be clear that there was a Jehovah who _sent_, and a Jehovah who was the
_messenger_, and that this last was Jesus Christ, and the one who always
appeared to the patriarchs.
The advantage of this mode of commencing religious instructions is, that
it presents to the mind of a child a Being who can be clearly conceived
of, and a character which is drawn out in all those tender and endearing
exhibitions that a child can understand and appreciate. It thus is
rendered easy for parents to obey the words of the Saviour, who, when his
mistaken disciples would have driven them afar off, said, “Suffer _the
little children_ to come unto me.”
If a child is taught, from the first, to pray to Jesus Christ, all
that perplexity, doubt, and difficulty which many feel in regard to
Jesus Christ and the place he is to hold in their devotions will be
escaped. Then, if they feel any doubts as to whether they understand
correctly about the Father, and whether they are required to worship him
distinctively, these doubts will easily be removed by these words of
Christ.
“He that hath seen me hath seen the Father. If ye had known me, ye should
have known my Father. I am in the Father, and the Father in me. The
Father dwelleth in me. Believe me, I am in the Father, and the Father in
me. And whatsoever ye ask in my name, _that will I do_; that the Father
may be glorified in the Son. If ye ask anything in my name, I will do it.”
The writer has seen a family of four children, the youngest four and the
eldest not nine, where the mother, who pursued this course, remarked that
these children seemed to be aided in overcoming faults, and strengthened
in doing right, by love to the Saviour, just as true Christians are; and
that if they continued their present habits of feeling and conduct, she
should not know where to date the time when they became pious.
There is also a mode of practical teaching in regard to _right_ and
_wrong_, _sin_ and _holiness_, which tends much to aid a child’s right
apprehension of truth.
Let the child be taught that Jesus Christ created all his creatures for
the purpose of making them _good_ and _happy_; that it is not possible
for any one to be perfectly good and happy, unless he has such a
character as Jesus Christ, and that the nearer we come to possessing such
a character, the better and happier we are. Then set forth the character
and example of Christ, as a _perfectly benevolent and self-denying
being_, living not to gratify himself, but to do good to others. Show
the child that he _has not_ such a character, that he is living to
please himself, and not to do good, and that this is _selfishness_ and
_sin_. Set before him the misery to which selfishness leads, and the
consequences of it, both here and hereafter.
Teach the child that the great business of life, to us all, is, by the
aid of God’s Spirit, _to change our characters_, in order to become like
Christ; that it is a difficult work, and one that we can never accomplish
without this aid from God.
Show him that all the commands of Christ are designed to keep us from
doing what will injure ourselves or injure others, and that these
rules are so many and so strict, that no one ever will, in this life,
_perfectly_ obey them _all_.
Teach him that the _true_ children of Jesus Christ are those who love
him, and who _earnestly are striving_ to obey _all_ his commands.
Set before the child the command of Christ, “Deny thyself daily, and take
up thy cross and follow me,” and then teach and encourage him every day
to practise some _self-denial_ in _doing good_.
Teach him that the more he practises this self-denial for the good of
others, the more he becomes like Jesus Christ, and that the duty will
become easier and pleasanter, the more he practises it.
Inquire daily, especially at the close of the day, whether the child
has practised any self-denial in doing good during the day, and express
satisfaction at any success.
Teach the child to pray for help to overcome selfishness, and to give
thanks for Divine aid when he has performed any act of benevolent
self-denial.
If any tendency to self-righteousness and self-complacency is discovered,
point out his various deficiencies, or overt sins, and teach him daily to
observe and confess to God his faults.
Teach him that heaven is a world where all are perfectly free from
selfishness, and that those, who are selfish, could not be happy there,
and will never find admittance until they become like Jesus Christ. Teach
him that this life is designed as a world of trial and discipline, to
free us from selfishness, and thus prepare us for heaven.
This mode, in connexion with others suggested in the previous part, if
faithfully pursued, would produce results such as seldom have been seen.
These views are presented, not to oppose the views and opinions of
others, but simply to induce those who hold them to act consistently with
their belief.
NOTE B.
Of the two books referred to, the first is A TREATISE ON DOMESTIC
ECONOMY, BY MISS CATHARINE E. BEECHER, which has been examined by a
committee of the Massachusetts Board of Education, and deemed worthy of
admission as a part of the Massachusetts School Library. The following
are the titles of the chapters:
1. The Peculiar Responsibilities of American Women. 2. The Difficulties
peculiar to American Women. 3. The Remedies for the preceding
Difficulties. 4. On the Study of Domestic Economy in Female Schools. 5.
On the Care of Health. 6. On Healthful Food. 7. On Healthful Drinks. 8.
On Clothing. 9. On Cleanliness. 10. On Early Rising. 11. On Domestic
Exercise. 12. On Domestic Manners. 13. On the Preservation of a Good
Temper in a Housekeeper. 14. On Habits of System and Order. 15. On
giving in Charity. 16. On Economy of Time and Expense. 17. On Health of
Mind. 18. On the Care of Domestics. 19. On the Care of Infants. 20. On
the Management of Young Children. 21. On the Care of the Sick. 22. On
Accidents and Antidotes. 23. On Domestic Amusements and Social Duties.
24. On the Economical and Healthful Construction of Houses. 25. On Fires
and Lights. 26. On Washing. 27. On Starching, Ironing, and Cleansing. 28.
On Whitening, Cleansing, and Dyeing. 29. On the Care of Parlours. 30.
On the Care of Breakfast and Dining Rooms. 31. On the Care of Chambers.
32. On the Care of the Kitchen, Cellar, and Store-room. 33. On Sewing,
Cutting, and Mending. 34. On the Care of Yards and Gardens. 35. On the
Propagation of Plants. 36. On the Cultivation of Fruit. 37. Miscellaneous
Directions.
The other work is called the _American Housekeeper’s Receipt Book_, and
the following is the Preface and Analysis of the Work.
_Preface (for the American Housekeeper’s Receipt Book.)_
The following objects are aimed at in this work:
_First_, to furnish an _original_ collection of receipts, which shall
embrace a great variety of simple and well-cooked dishes, designed for
every-day comfort and enjoyment.
_Second_, to include in the collection only such receipts as have been
tested by superior housekeepers, and warranted to be _the best_. It is
not a book made up in _any_ department by copying from other books, but
entirely from the experience of the best practical housekeepers.
_Third_, to express every receipt in language which is short, simple,
and perspicuous, and yet to give all directions so minutely as that the
book can be kept in the kitchen, and be used by any domestic who can
read, as a guide in _every one_ of her employments in the kitchen.
_Fourth_, to furnish such directions in regard to small dinner-parties
and evening company as will enable any young housekeeper to perform her
part, on such occasions, with ease, comfort, and success.
_Fifth_, to present a good supply of the rich and elegant dishes demanded
at such entertainments, and yet to set forth so large and tempting a
variety of what is safe, healthful, and good, 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
supplies. No book of this kind will sell without an adequate supply of
the rich articles which custom requires, and in furnishing them, the
writer has aimed to follow the example of Providence, which scatters
profusely both good and ill, and combines therewith the caution alike of
experience, revelation, and conscience, “choose ye that which is good,
that ye and your seed may live.”
_Sixth_, in the work on Domestic Economy, together with this, to which
it is a Supplement, the writer has attempted to secure, in a cheap and
popular form, for American housekeepers, a work similar to an English
work which she has examined, entitled the _Encyclopædia of Domestic
Economy, by Thomas Webster and Mrs. Parkes_, containing over twelve
hundred octavo pages of closely-printed matter, treating on every
department of Domestic Economy; a work which will be found much more
useful to English women, who have a plenty of money and well-trained
servants, than to American housekeepers. It is believed that most in that
work which would be of any practical use to American housekeepers, will
be found in this work and the Domestic Economy.
_Lastly_, the writer has aimed to avoid the defects complained of by
most housekeepers in regard to works of this description issued in this
country, or sent from England, such as that, in some cases, the receipts
are so rich as to be both expensive and unhealthful; in others, that they
are so vaguely expressed as to be very imperfect guides; in others, that
the processes are so elaborate and _fussing_ as to make double the work
that is needful; and in others, that the topics are so limited that some
departments are entirely omitted, and all are incomplete.
In accomplishing these objects, the writer has received contributions
of the pen, and verbal communications, from some of the most judicious
and practical housekeepers, in almost every section of this country, so
that the work is fairly entitled to the name it bears of the _American_
Housekeeper’s Receipt Book.
The following embraces most of the topics contained in this work.
Suggestions to young housekeepers in regard to style, furniture,
and domestic arrangements.
Suggestions in regard to different modes to be pursued both with
foreign and American domestics.
On providing a proper supply of family stores, on the economical
care and use of them, and on the furniture and arrangement of a
store-closet.
On providing a proper supply of utensils to be used in cooking,
with drawings to illustrate.
On the proper construction of ovens, and directions for heating and
managing them.
Directions for securing good yeast and good bread.
Advice in regard to marketing, the purchase of wood, &c.
Receipts for breakfast dishes, biscuits, warm cakes, tea cakes, &c.
Receipts for puddings, cakes, pies, preserves, pickles, sauces,
catsups, and also for cooking all the various kinds of meats,
soups, and vegetables.
The above receipts are arranged so that the more healthful and
simple ones are put in one portion, and the richer ones in another.
Healthful and favourite articles of food for young children.
Receipts for a variety of temperance drinks.
Directions for making tea, coffee, chocolate, and other warm drinks.
Directions for cutting up meats, and for salting down, corning,
curing, and smoking.
Directions for making butter and cheese, as furnished by a
practical and scientific manufacturer of the same, of Goshen,
Conn., that land of rich butter and cheese.
A guide to a selection of a regular course of family dishes, which
will embrace _a successive variety_, and unite convenience with
good taste and comfortable living.
Receipts for articles for the sick, and drawings of conveniences
for their comfort and relief.
Receipts for articles for evening parties and dinner parties,
with drawings to show the proper manner of setting tables, and
of supplying and arranging dishes, both on these and on ordinary
occasions.
An outline of arrangements for a family in moderate circumstances,
embracing the systematic details of work for each domestic, and
the proper mode of doing it, as furnished by an accomplished
housekeeper.
Remarks on the different nature of food and drinks, and their
relation to the laws of health.
Suggestions to the domestics of a family, designed to promote a
proper appreciation of the dignity and importance of their station,
and a cheerful and faithful performance of their duties.
Miscellaneous suggestions and receipts.
The following extract from the Preface to the Domestic Economy will
exhibit the origin of these two works, and some of the objects aimed at
by the writer:
“The author of this work was led to attempt it, by discovering, in her
extensive travels, the deplorable sufferings of multitudes of young
wives and mothers, from the combined influence of _poor health, poor
domestics, and a defective domestic education_. The number of young women
whose health is crushed, ere the first few years of married life are
past, would seem incredible to one who has not investigated this subject,
and it would be vain to attempt to depict the sorrow, discouragement,
and distress experienced in most families where the wife and mother is a
perpetual invalid.
“The writer became early convinced that this evil results mainly from the
fact, that young girls, especially in the more wealthy classes, _are not
trained for their profession_. In early life, they go through a course
of school training which results in great debility of constitution,
while, at the same time, their physical and domestic education is almost
wholly neglected. Thus they enter on their most arduous and sacred
duties so inexperienced and uninformed, and with so little muscular and
nervous strength, that probably there is not _one chance in ten_, that
young women of the present day, will pass through the first years of
married life without such prostration of health and spirits as makes
life a burden to themselves, and, it is to be feared, such as seriously
interrupts the confidence and happiness of married life.
“The measure which, more than any other, would tend to remedy this
evil, would be to place _domestic economy_ on an equality with the
other sciences in female schools. This should be done because it _can_
be properly and systematically taught (not _practically_, but as a
_science_), as much so as _political economy_ or _moral science_, or
any other branch of study; because it embraces knowledge, which will
be needed, by young women at all times and in all places; because this
science can never be _properly_ taught until it is made a branch of
_study_; and because this method will secure a dignity and importance in
the estimation of young girls, which can never be accorded while they
perceive their teachers and parents practically attaching more value to
every other department of science than this. When young ladies are taught
the construction of their own bodies, and all the causes in domestic
life which tend to weaken the constitution; when they are taught rightly
to appreciate and learn the most convenient and economical modes of
performing all family duties, and of employing time and money; and when
they perceive the true estimate accorded to these things by teachers
and friends, the grand cause of this evil will be removed. Women will
be trained to secure, as of first importance, a strong and healthy
constitution, and all those rules of thrift and economy that will make
domestic duty easy and pleasant.
“To promote this object, the writer prepared this volume as a _text-book_
for female schools. It has been examined by the Massachusetts Board of
Education, and been deemed worthy by them to be admitted as a part of the
Massachusetts School Library.
“It has also been adopted as a text-book in some of our largest and most
popular female schools, both at the East and West.
“The following, from the pen of Mr. George B. Emmerson, one of the most
popular and successful teachers in our country, who has introduced this
work as a text-book in his own school, will exhibit the opinion of one
who has formed his judgment from experience in the use of the work: