, 1863-08-06
" Let all the ends thou afmest at be thy countv's
Thy Gods and Tfuth|a-'f

AS II be had suid. God, Society, and thy sonl'a
loyalty to truth; these are the grand and al con-
pretending aims Of life.
IL The aa q
earh. Let each ono irna1iue himsels above IN the
wo'ld. living hermit life s-cut of hom the soeie'
mary relations, physical mental aud estnetsc still
bind us to the world We ATe ini How mnch Of ed
ucation-of knowledge, and strength, and skill, Te
ase1 se .1 os s es saenu o.
'ns Bas ae now 1t mankind reappear and society," In
s saa nos oess s 'sa
new held OF relations and duties opaned around
him that an entire lew section is called Into ex.
ercise, and that new education fs needed to 1T
him to meet his new circumstances and dutfea !?
How wide the range OF activities and needs reveal
ed. how varied the new powers called into action,
and hos. Inadequate the education Of the hermit
Now. flally, 1si it Gedan His government appear
uEo1 the ne; TT rme be liuEed to eternity aud
mans % divine relations aud immortal desstntcs
providence and vast moral goyernmeut b
seen in wide aud resfstless play through
cut 9as. - The whole earth, and who
whole rsata OF relations and dutise, calling into
pewers and emottons:- at once fhssa comes the
ht us for this graader life. A diviner iearnln,-a
new and uoblrr education is needad to Ufs the
citizen Of society into the true servant and wor-
Thus. starting from the solitary soul In the
midst Of nature and truth, and moving upward By
successive stages to society and God, wa feel, at
demanding to be educated tn intelligence and
strength. And Just bccansr the Last step Leads I'd
up to the divine and the infinite, it closes tha
What q weight OF confirmation do these Vfews
borrow tom the words OF Roger Co1lard, whou,
Cousin prononncea "oae Of ths greatest patloso-
:. Human societies are born. live. and die upon
the esrth; there they accomplish their dsstiniss.
But they contain rot The whole man. After his
bin The nobler part Of Ills nature; those high fac-
n1ties b. which he elevates himself to Col, to a
fa.nss life. I'D to the unknown blessings Of an IN
Finally, i Is evident that although the develop
ment ofeach Of these three departments Of mans
natui admits Of separate study, yet they all en-
cation. In the full and hnaf solution Of this prob
lem no one Of these elements can BE- omitted, any
more than in the a1gcbraic operation from which
Of . problem Of three unknown quautttics-you
cannot obtain definite answer without 8 combined
consideration OF all the three equations. You may
etDdy each equation as q sepaEats statement OF
tion. but you mnst combine all, before the hna1
solution Will appear- As well build detached COL
lonadts for soine great temple without any refer.
ence to the aTchitectfs plnns or the hual uses OF
the structure, as to attempt to educate that great
ttmple.likr natprs OF man without regarding the
p'aus ofthe Divine Architect, or tho desttnies Of
destiny fs the limiting law OF Development. then
Whatever element God has put iEto human destiny
must and its place In hutn:ln education. In brief
for the purposes for which he was created.
1need not tafry here to denonstrate the vast I'M
pottance OF these great fundamental principlea- II
true, then truths are mi: hitter, or more full OF
meaning In all the realna Of educational science.
They sweep the entire field of educational phioso-
ply. 'eJ afford the unersiug test for the trial Of
discovery Of truth. They comprehend tho uniyes-
ea1 and n1yz1yiug laws or human cultura-stmple
ana sublime as the great law Of gravitatton In tue
physical universe, and Like that Of 1esLstless pow
tf and ~ eya1cnce-
Leaving, now, the direct discussion, LET us move
forward to the second division OF our work and cI
some of TIC tae iheo,ies So Of edneasion @ he1etofels
bIoached among men. II we tail to dcmolsh auy
errors in this ctiscism, shal at least test the
vnus Of or sso 1h
watching them in conflict with other opinions.
Most Of the so.calfed theories Of education are
merely Systems OF teaching, and concesn thena-
t1ou,not, at all, Of only By Implication, with the
grand ends and underlying philosophy Of educa-
tjon. AssuIoiog some proxtmate aims Of instruc-
irue, whose truth or error they do not choose
either to question OF to demonstsate, the Whole
problem to them ia simply So to the shortest roads
~ indee1 Sontemr III thGnchts ~ tns mi
icsnnhy ef edncaf1nn AZ n mere metanhvsfcat
i:esFa md nrfds thsr11selyes On tbeir nrsctcsi
and comman sensaT views OF the subject. Jnst
"a thnnrh there Tara m rrcar lava ~ mental
fcarinr thesa ai1fv eTnni-fciata 1vrsnn..3
10y - q euess stt Ga.PssiStats at WtaPpsa
N tae tn!ck naanles 9! tne1 1sel-GonlpsacenG5, Me
9afanee 70 Tue une o. flander soals Waoss cteaeer
insight secs mfsey LAVE undesIying all Pheno-
nena- and seeSs1 IN panosopoy TO learn the all
compfehending truth. NsWtG1ian spirits! thsir
rcry conjecturss honor God, while their discover