, 1854-02-11
AlaENrs


4
stf. -
We beg to call the attention Of the read
er to the first of the thee propositions
given in our lpst-that d" the spiritual ele-
meuts Of mans nature-that in him which
establishes his relation to God, to spiritual
Beings, and in which his Immortality con-
sists-is the element inviting the most ear
nest and constant culture"
s The time is not come In this world when
4 win be an Importance to urge trusm I;
indeed so little advanced nrs we all in true
wisdom, that it is still the chief work and
the hardest tOiling Of our teachers, to press
upon us first principles the most common
and trite maxims that affect even our low
est mode Of existence. With the religion
Of our fathers penetrating every social re-
htiOn, it is part Of onr daily experience to
Ight upon it as a discovery, to be struck
with It's Importance, as with some startling
and momentous novelty, A sad experience
lhis, which jnstides journalist in Pausing
amidst the hurry Of urgent topics, and re-
ininding his readers to look inward-at the
soul. We confess VIC approach this propo-
siti0n with trembling, and would gladly
IdaEe Il to the divine; but the educational
Improvement We advocate appearssO imme-
diately to depend on the recognition Of this
principle for all its worth and success, that
we cannot, dare not shrink from stating
that which day by day Obtrhdes itself as the
most Important feature of our task
To oyerc, m, reluctance and face'the diff
acalty at once, we approach the PROPOSE
tion in the way Of hOrtation rather than
exposition, and remind the educator how
tbe spiritual being under his trimming
should be treated.
II We think first Of the reverence Of the
treatment. There is the distinct relation
between God and the soul, as revealed in
the scriptures, to be recognized; a relation
ship in no degree conjectural, however mys-
teriOw; but definite in the principles it
aevokes, the practice it enjOins, the responsi-
biIity, awful and klessed, which 1t involves.
+, 1t y in no rash spirit the educator can Ap-
PrOach work 50 delicate and grave as the
training Of being in whose nature this re-
ilatiOn Is not only an element, but an ele-
ment Of such Importance that all other adj
yantsges It may. possess become valueless,
and even sources Of incalculable misery, if
they be neglected affa1 ofsail I
There can Belno term more fitting than
The word rereyene to describe the emotion
.of rightly disposed mind, when.it contem-
plates what germ Of infinite glory or
yshame Is committed to its culture, at the
most helpless stage Of existence before the
power Of ToIition is developed when all de-
speRds on the surroundings in every pupil
huhder the edneatOrs care The economy
Of social life assigns to some men abOye
.Sotf4s the high Office Of spiritual instruc-
ton, vet reverence for the soul in the right
minded teachers breast viii not allow him
10 impxA his shsre of the responsibility; a
duty 20 sacred viii not be shunned, nor "a
privilege 50 great be foregOne.
ssiWe come to the benevOlence Of the treat
lnent-beneYoleD in its oOmmiseration and
activity. From the same source that dis
closes the relation between God and the
SOul we learn how that relation y all the
blessings Of voluntary intercourse has been
suspended; by what means it may be re
newed, and how perversely those means ore
.diregarded. All this the educator. #
qualified for his Office, viii have verified by
experience in himself and others Every
pupil he attempts to educate will increase
the store of his experience. However
yersed he may In in the sad consequences