Year: 1860

and inductive. The powsff ot-s.-.- -s..
should be early bestowed, and the pupils taught
to rely upon their own resources, to as great an
extent as possible. Positive instruction to be
communicated only when the immature facul-
ties of the young learner are inadequate to the
task of reaching, by strictly inductive process
the result aimed at


The perceptive and reasoning powers should
be carefully and systematically cultivated, in
such manner as to enable the pupil to attain
accurate ard correct conclusions in all those
subjects ofpublic and private, social and indi-
vldual interests which the varying exigencies
OF life may present, and the moral and religious
faculties SO disciplined and trained as to secure
the highest apd best result


Man is q compound being, possessing phys
ical, intellectual and moral nature E,ch de-
mands a careful, and all an equal development
If the education of the moral qualities of the
mind be neglected. and the laws of health be
disregarded, the child may grow up to be a gi-
ant in intellect, but physical and moral
dwarf


If the heart and mind be neglected, he may
become newer of wood and drawer OF
water, but he can never rise above the common
walks of life.


Without due education of the moral quail
ties, with the highest intellectual attainments
man would be more of a curse than blessing
to the world, containing the elements of his
own destruction.


To fit nan for his proper sphere in life, he
must be SO educated as to secure the highest
physical, moral and intellectual perfection
the hand should be taught to work, the heart to
feel, love and sympathize, and the head to think.
reason and understand.


Education, then Should embrace the culture
of the whole man, with all his faculties sui ect-
ing his senses, his understanding and his pas
sions TO reason, to conscience, and to the laws
of the Christian religion.


Man is to be educated because he is a man,
not because he is to be a farmer, merchant, me-
chanic or a professional man. He is not to be
regardedass a mere machine, capable of acting g
only as he is impeIIed by some external force,
but as self-forming being, possessed of a free
and undying spiritual power, who only begins
here the operations and evolutions which are
to continue throughout the endless cycle of
eternity.


Education comprehends ell that series of in
struction and discipline which is intended to
enlghten the understanding in art, science,
moral behavior correct the temper, and form
the manners and habits of youth, and fit them
for future usefulness.


Education does not consist merely in scient-
fc or intellectual intelligence it cultirates and

which the Author of nature has endowed US
with. 1t includes scientific, moral and rel-
gious instruction, given by the tongue, pen or
example. Every one commences his education
the moment he is capable of observati IN every
day Of his life he is in school, and every ina
preston made on any faculty of his mind is so
much Of his education.


Our school system has not yet been brought
to perfection. There is a vacuum in our ed
ucational system which ought to be filled. Our
system is fractional one. Wedo not take into
account the necessity of euitivating alike all
the faculties of the body, mind and heart, but
we select one or two, and spend all our ener-
gies upon these.


Our forefathers early turned their atteation
to two thngs-intelleetua aud religious cul-
ture-to the total neglect of physical, social
aad moral culture, As iu the beginning, SO it
has been ever since. From the day the Pill
grims landed at Plymouth until the present
moment, our school system Of education has