Excerpt from A System of Modern Geography, for Schools, Academies, and Families, Designed to Answer the Two-Fold Purpose of a Correct Guide to the Student, and of a Geographical Reading Book: Containing Preliminary Explanations and Exercises on the Map, and Comprising Above 150 Descriptive Pieces or Lessons, Succeeded by Appropriate Questions

The science of Geography is one of increasing interest and importance. It is an essential branch of elementary education, and is calculated to awaken and cherish that spirit of curiosity and inquiry which is so natural to the ju venile mind, and which under due regulation, often leads to the noblest and happiest results. Nor is it an unworthy theme for mature and cultivated minds, nor beneath the attention of men of learning and taste, nor is it im portant merely as a source of mental diversion and entertainment; on the con traryit opens a wide field for improving and profitable contemplation, is in many respects connected with the general circle of the sciences, and contri butes more than is commonly sup sed, to the formation of the scholar, the man of business, the atriot, an the philanthropist. Geographical know ledge, more than any ot or branches, is in its natnre rogressive. The field it embraces is large, and has as yet been but superficia ly or partially surveyed. Of many parts of the world we are still extremely ignorant. They are yet to be explored. And as travellers and adventurers, from time to time, arebecom ing more numerous, intelligent, and faithful, new degrees of light are succes sively afl'orded, and fresh discoveries made and announced, so that a grow inginterest is felt on this subject. At no former period, perhaps, have studies and inquiries in this department, been more important than at the present. They have a direct bearing upon those various systems and enterprises of be nsvolence which mark the present age, and which call forth the wisdom and energies of great and good men. One grand reason why multitudes are found so contracted in their sentiments and sympathies, and little in their opera tions is, that their education has been very limited and defective. They have been accustomed to look only near at home, or upon their own gratification, interest, or party; instead of extending their intellectual and moral vision abroad, and considering their relation to the whole human family. Many of our youth would aspire and attain to greater and nobler achievements, if their minds, in due season, were cultivated and enlarged by an acquaintance with the history of past ages, and a liberal knowledge of the present state of the world, and of the diversified characters and conditions of its inhabitants.

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