The Columbian fountain., 1845-11-13

proper character, tells him he is man in
stead of brute, and therefore, should be
controlled and governed by manly princi-
Piles and the authority Of reason.
The will and affections, those main springs
and most potent sources of human action
are to be taught, trained and subdued, that
they may serve and readily obey the dicta-
ton of the understanding and judgment, not
control them. The passions, which in all
untutored men, possess savage wildness
and ferocity-education is intended to tame
and socialize. That man, whatever be his
pretensions to learning and science, who
cannot control his passions-but suffers
himself to get heated and intoxicated with
rage, at every mtoward and unexpected
incident, or trihing opposition from his lel-
lows, is not a well educated man. He may
have learned to master the most difficult
problems in mathematical science, and the
science of government-but he has not
learned to master himself. Be it known and
ever remembered that "he who ruleth his own
spirit is better'than he who taketh a city -
All the disgraceful broiIs and tumults among
men in high or low life, from the lofty halls
of Congress down through all the ntermc- :
diate grades of society to the abhorred fig
In dirty grog-shop, are caused either 4,
deficient, or total want Of education.
1t is education also that furnishes a cor
rect taste, "a most important NATTER chast-
ems the imagination and gives ability to think
long and closely on any given subject. 1t
commits to man the power to confne his
attention as he chooses, by which he can
gain knowledge to an indefinite extent.
Creation is before him, and intellectual edu-
cation will serve as the box of instruments
by which he who has it can measure its
length, breadth and depth, h,-he can weigh,
dissect and analyze at pleasure.
Moral education is the developement and
proper discipline of the moral faculties, than
which nothing can be more important to
men circumstanced as we are II is the
of moral principles, and con-
veying to the mind that instruction which
teaches us to know both the nature, and
how to discharge the various duties which
we owe to God and our fellows It defines
the difference between truth and error
virtue and vice-inspiring us with love
and admiration for the former, and hor-
ror and hatred to the latter. By it we are
taught, that as we are immortal, we are
therefore accountable beings-and that all
our words and works, thoughts and indul-
gencies, are reviewed by higher power,
who will call us to an account at future
period, for the manner in which we have
spent our time, and used our talents.
But will cease my definitions, and attend
to what is of far more importance to all
young persons-namely, a description Of the
way in which the intellectual and moral
powers may be duly developed. 1t is one
thing to show what is to be done, and an
other to point out the best and most ready
way of doing it. Both are necessary, but
not equally so, as we are naturally more apt
to know what is duty, than to perform it
when known. The necessity of mental ac-
quirement, must be apparent to every think
ing man at an early age. All must more or
less clearly see the distinction it invariably
makes between men otherwise similarly cir
This itself, one might sup
pose, would be sufficient spur to urge
every young man forward in the laborous
work of intellectual acquirement-sin it
invariably raises those who submit to it, to
some degree of eminence and consequent
Usefulness, and the neglect of it never fails
o be attended with merited disgrace.
should not fail, therefore, to admonish
you of fact with which you are doubtless
more or less acquainted, that the intellectual
acultes, like the physical, generally remain
stationary or dwindle away without exer-
else, dillgent, persevering and active. There
S no other known way in which the mind