Bradford reporter. [volume] (Towanda, Pa.) 1844-1884, 1858-09-23

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every one is expected to make known his prin.
clpes, and give a reason for his faith. 1t is
not mans privilege to base his creed upon the
"ipSe dixit" Of some one else and thereby es
cape the responsibility of the result; each must
investigate, act, and stand or fall for himself
| But the necessity of education is not confined
to men alone, aud my duty on this point were
| perhaps left unfinished should nothing be said
of the education of females. | cannot. dare
not, hold the idea that woman'S sphere of ac-
tion precludes the idea of their being intellect
uallv educated. Her nature and position NAV
require different education, but one not less
important Her influence, though exercised
in quiet unobServed manner. is not therefore
less mighty. She is the guide of our tender
years, from her we receive our first principles.
these which burn deep iuto the conscience and
make there an impression never to be effaced
\ Washington, Bonaparte and hosts of 9th
ers have paid noble tributes to her memory -
They have acknowledged their Indebtedness.
and blessed her influence.
Shall we say that an influence so potent.
bearing such mighty sway in every department
of human life, moulding Gods noblest work for
veal or woe through time and eternity, can we
say that such an influence should not be laid
in wisdom? | hold up both hands for the
education of females, for every thing that
tends TO make them better and wiser. and shall
rejoice when their acknowledged charms shall
be sound sense and good heart. 1t becomes
necessary then that all be prepared to obtain
correct views that their actions NAV be right.
! and the result joyous But these important
duties have not been placed upon man without
ample means being given for their discharge.
No obligation presents itself without a way
being provided in which it may be performed.
The field of knowledge has been snread out be-
fore him that G it he may employ all his pow
erS in seaching out its hidden treasures and
deep mysteries, finding ever something new and
valuable, add being continually the more con-
vinced of its boundless dimensions and d vine
authorship Here every faculty of the mind
may be cultivated and developed without limit
The greater the researches made the more is
brought within the scope OF our understanding
the greater becomes the field for research. and
the more extensive the boundaries of mystery
In earliest school DAYS We knew nothing be
yond our primary lessons, these opened to the
young mind other branches higher and more
numerous. each of these presented other and
still more numerous fields for investigation =
The more learned man becomes. the more
he sees TO learn. TIE little dim taper seems
almost unable to force out its feeble light, so
close upon it is the thick darkness but aS it
kindle> and brightens the dark walls recede
only to form larger circuit, and the more in
tense the light becomes, the greater becomes
the surrounding circle of darkness. As no
light can be so strong as 10 illuminate unlimi-
4 -,l So :,
bouCdleSs depths of knowledge Infinite as
their Creator are the means Of cultivation shat
have been given TO man. 1t wOnld be folly to
attempt TO present anything like an adequate
view of the various departments Of human ed
ucation, each Of itself presents theme worthy
anv occasion. We shall content ourselves
with bringing forward q few items. DR. Not,
one of the oldest aud most successful educa-
| tors of the age has laid down the broad prin-
! eiple that ITO be Interested is the first step
/ towards being instructed" The mind must be
walked up. deeply engaged in any undertaking
I from which we would derive benefit Severe
! 10 Dor then becomes delightful task We no
tice in many person 4 taste for some particu-
( lar business study or profession in this he is
ever interested. il forms the chief object Of his
thoughts. is introduced into all his associations.
+ in fact his life is boand up in it-improyemenr
even to superiority is sure 10 follow such in-
teresr Would Audubon have pursued the
study Of ornithOlOgv as far as he did from cold
reasoning that the feathered tribe was 80 nu-
merouS, and that their structure and habits
opened field of such vast research Would
. Euclid have pushed the study Of geometry to
. such lengths aS he did merely from the cOa-
I yictiou that the rules Of uen<uration could be
demonstrated! Would Hugh Miller have
studied his lite out in penetrating the bowels
I Of the earth. reading there the history of ages
I aud viewing the q" Footprints OF the Creator, =
simply from the fact that he believed it could
be done?
Would Elhu Burritt have studied for years
+ at his anvil. until he had mastered 6fty Ian
. guageS. merely because he knew those langua-
+ yes existed and that be could learn them We
answer emphaticalIy no. Influences 20 hfeeSs
could never have carried men through such
difficulties A powerful. innate, q given force
impelled them. An intense love for their par
;icuIar calling, constituting part OF their ma
ture, moved them on 20 overcome all obstacles.
The plain and simple lesson taught by this, i,
that genius should parsue the course nature has
placed before IL This is not plain alike in all
perSous-Some appear 10 have no particular
bent OF mind. bur such seldom become Of the
hrSt class in any business. ETery ORe has ob-
served in the workings of his own mind. with
what aViiitT some works are perused, even to
I the sacrifice Of ease and interest. while others
on the same subjects are dull aud WearisORe
This shows that EhsteVer would engage at
Ientioa must be put in an attractive form A:
the various representations that adorn the
child's primer give It az attractive ar 20 him
so figures Of speech aud flowers Of rhetoric
give beauty and interest 10 works for more ma
iure minds. An oynsmented graceful style in
sny production gives the sane interest 10 the
subject. that 6Re eOloriRg does to the land
scape. II IS 70 this sha, the writings Of Ab
bolt, Headley, MscaaleY and Mrs Stove oEs
Z fan.- a, - H.