Year: 1865

IN our youth Tor the sequel oil our llvee.'
| Therefore, Education consists in everything


that pertains 10 gathering information, and


every thing that enlightens and inslructs the


intellectual faculties also teaches man the
duties he owes TO God and his fellow be-
ings, as well as the necessity of his taking


sufficient gymnaslic exercise, that he may


preserve athletic soundness and -gigor of


constitution because il is a fact of every


days observation, thsnan unhealthy body


cannot contain a healthy and vigorous mind;


Gas general thing-l have known a few


exceptions where the body was proslra;ed


by disease, but the mind still retained its


usual soundness) and those who have not


strong mind cannot secure strong and heal


Thy mental action !; therefore, Education


consists in developing all the powers Of


man.


Next we will show some OF the advan-


lages and effects of Education. Go with us


Gin imagination) to some of the barbarons


nations, and ask, wha: makes them hea-


ihsns and us civilized; and will not the


answer suggest itself al once 10 the mind OF
every thinking person, and say, because


we are educated and they are uneducsted


Why did The ancients view a comet, the


northern lights and like phenomena with
so much awe and terror, as token of war,
carnage and bloodshed? Simply, because
they did not know The cause of these phe-


nomena, and therefore, looked upon their
appearance as a token from God that some
thing terrible was going 10 happen them.


Bot let US examine the advantages of


having an education, that will enable man


to enter into, and be a successful competi-
tor in business. What says DR.. Franklin
"An Education, without any capital, is
worth more TO young man jnst entering
life, than thousands of dollars and no educa.
rionn therefore according to one amongst
the wisesl, and may we not say the wisest
man OF his and even our day there can be
no better way for young man TO invest
his capital, or earnings, than in giviOg him
self an Education.


But where there is DO Education, there is
no civilization, aud where intellectual dark
ness rsigns there can be uo;hing expected,
but that superstition will be The governing
element in all their doings, as they have
rome Of the advantages OF education 10
teach them the canses of natural occur
rences. But lei us draw the veil oil heaihen-
ish darkness aside, and allow The sun of
science, or even of good english educa-
ton TO shine in its ssad and superstition
Haf lie ~ xub
once looked upon with horror, is now view
eG with pleasure as the beautes of The Al
mighty's Universe; and the Creator is
adorned in the created.


As we are now living in al age when,
and country where Education is appreciated
and propaga,ed, | will only say, if we are
living in such an age and country, let us
not bs behind The age in which We are liv-
ing bu; cultivate and foster any desire in
the rising generation for knowledge by tell
iGg, showing and placing within their reach
facilities for gaining knowledge.


And lastly we will notice, when the de-
sire for knowledge firsi manifesis itself in
man. When children first are able to tod
die about, we may discover The desire form
ed in them for knowledge. We have, in
ali probability, noticed lille child Chamber
out OF It's couch, and turn the clothes up
side down, and perhaps, out upon the floor,
and did you never think that that child was
in search of knowledge And from one
pace to another we find that child as faith
iul al work searching into sequeslered
places, and doing its little missions oil mis-
chief (as the mothers denominate themJ
by displacing things and rumaging closet,
pantry and bedroom, as when they have
grown TO riper years and become students;
but in search OF knowledge 1--WE beIieve) as
much in the former case as in the latter.
Bot when they have grown somewhat older,
they will bring the object of their search,
and ask its pane, where il is made, and
perhaps many other questions. If this has
been the case with any Of US, did we tell
The child, and thereby foster the desire in
that child for knowledge! or did we drive
il from our presence as pest? If the lat
Ter, did we not see DISAPPOINTMENT depict !
ed in that chiId's eye ! but if the former,
we probably noticed with what animation,
sarnestness and attention, the child listened
10 catch every word, and gain all the in (
siruclion il could. But lei Us follow them
10 still more mature age, ard see them
come running in after the sun has been set.
ting, and say 81 have been watching the
sun 60 Down, and | would like if you would
IeR me where he goes in the evening and
comes from in the morning" Show large
is heV? sis there more suns than one"
Where are ihey"s | might multiply H.
Iusuations, bu. We think these sufficient to
show that the desire for knowledge does
not commence in manhood, or boyhood