, 1842-02-26

y The following Essay on Education was han
ded us by a friend a few days since for insertion,
purporting to have been written in compliance
with a request of the " Young Mems Lyceum"
of Buffalo Township. As we are always happy
to advance the interest of such institutions we
cheerfully give it, place in our columns.
FROM THE OLIVE BRANCH.
GENTLEMEN OF THE SocIETY:-In compli-
ance with a resolution past at our last meeting, l
shall attempt to write an essay on the advantages
of an education, and the Importance Of reading.
However, l may deviate from the subject pro-
posed, in some few particulars, for shall at
tempt to show, first, that it is important to adopt
a plan of study, and TO have a fixed object in view
in the attainment of knowledge: Secondly, that
it is necessary to improve our time and talents :
And lastly, that we should apply our knowledge
to the purposes of human life. Then, | say. it is
necessary that we should adopt a regular plan of
study, for it is a great advantage in education,
as we'll as in every other pursuit, TO have some
fixed general principle to which the mind may
at proper" intervals avert. Nothing is better cal
culated to preserve a unity of design, than to
have the attainment Of some important object in
view, when laying the foundation of our future
lives. The question of 4 choice of studies for
young persons is one which cannot be deemed
of secondary Importance; yet it is very generally
left to the decision of chance, with scarcely any
reference to the probable destiny of the pupil,
or the peculiar bearing of his mind. And hence,
young persons are frequently put to professions
which do not correspond with their dispositions,
or the peculiar bearing of their minds, and per-
haps entirely repugnant to their feelings. When
this is the case, they are sure to lead a monoto-
nous and disagreeable life. These considerations
may seem chimerical-nevertheles they are true,
and should not be treated with Indifference.
That the education OF youth should be accom-
modated to the station he is to fill in society, so
far as this can be foresen, is too obvious to re-
quire further illustration.
Then l will say some things of having a fixed
object in view in the attainment of knowledge
and the necessity of applying that knowledge to
the purposes of human life. Most of you,
doubt not, have seen young men whose entire
life comparatively, has been spent in the midst of
literary facilities, who read much, and lodged
much d~esultory knowledge in the memOry;-who
were esteemed brilliant and promising-who pass
on-move rapidly and gaily but finally, with all
their literary and intellectual wealth, fade away
like a passing star from the heavens, while 1t is
left for us only to point to the gloomy spot where
once they beautifully shone, but from whence
they have fallen to rise no more. And why p
they had no fixed general principle in the acquI-
sition of knowledge, and did not apply the know
ledge already acquired to any beneficial purpose.
But, on the other hand, have you not seen 9TH
ers, who have been favored by no such rich
clusters of literary facilities? They have, per-
haps, strove all the way against difficulties o,
some sort. Perhaps plagued at first with trea-
cherous memory, or an obtuseness of understan-
ding. Nevertheless, by dint of industry, rigid
economy, unceasing and patient application, they
pass up the rugged hill of science, and from the
mountain top rest in calm triumph. And subee-