For Me .Afhaasas Banner.

 PILOT IIiLL, March 18th lS4
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.Nr. Editor-Will you allow me to give through your extensively circulated Journal a brief sketch of my views on Education IL is a subject on which hundreds of writers have treated, with degree of ability and suc- cess, I cannot pretend to; but, at this juncture. simple remarks will not be einappropr for, as the authorities of this State are about to legislate on system of public Education. and funds are to be expended for that purpose. 1 1t must be replete with interest to every teach CT. parent, and well -Wisher of his fellow-man Education, in it's true and phlosophic sense, comprehends all those influences which, from birth, contribute to form and modify the hu- man character-to develop the intellectual and reasoning faculties, with which we are endowed, and to harmonize, by their means, the more turbulent passions to which ignor- ance is invariably a prey. This must be accomplished through the medium of the as sociations of childhood with the home of civil lization, the spirit of the age in which we live, all acquaintance with the scenes and pheno- mena of external nature, and the more formal agency of the scholastic institutions. It was by due combination of these, and a deep knowledge of the human mind, that the inn mortal Pestalozzi made such vast improve ments in the previously neglected science of educatlon It was by these means, that the renowned Fettenberg acheived such wonders in his educational establishments at Ilowfroit, Switzerland. Of school instructions, tbemg the most important of the influences of which l have spoke propose to treat alone in the present article Iu school education, mere lesson learning, the course altogether dPpen- ded upon at present, is of little avail, unless accompanied and enforced, as it were, by eX- ercise of a more intellectual and philosophic character, and more suited to the youthful mind. Developments the chief object to be aimed at, and this can only be secured by ex- citing the independent action of the learners own powers, and keeping them in constant and vigorous play. But this result can never be reached by the mechanical repetition of tasks committed to memory, however well that labour may be performed The constant application, by the pupil himself, of the eIe- mentary principles of literature, or science, under the guidance of a practised and skill tal instructor, Is the onY means whereby the observing, relleeting, and combining powers ol the learner can be drawn forth, and trained, 10 systematic, and vigorous activity. It. is thus, alone, tbey can gradually acquire a complete mastery over the general principles of human knowledge, and become prepared Tor those original investigations, whereby new discoveries are broughtto light, new in- ventions originated, new principles evolved, and the human race set forward :n their great destiny, of universal liberty, and civilization This, then, is the difference, wide as that which sewers us from the skies, between the intellectual and mechanical modes of educa- ton. The one contenting itself with a fluent repetition of tasks, learned by note, the other enabling ihepupil to think and judge for him- sell, gradually producing sound, moral phy

 sical, and intellectual culture, slower perhaps, is fruits may be, than the superficial system above mentioned, but when they do come, they enter into the constitution, become a part of the being, and if they are lost, it is only by such conyertion, as tears reason from her throne!