Year: 1878

BY intellectual education mean, "The cultivation
and development of the mental faculties" That man
is the subject of such education is obvious from the
state of the infant mind in infancy The infant pos
perfect system of mental faculties in an
bryO state, but these faculties are perfect blank,
devoid of all intelligence; and as necessary cOnse
quence, almost If not altogether unconscious OF It's
very being. Mental faculties by which knowledge
may be acquired and knowledge itself, are entirely
distinct and separate things. They may bear about
the same relation to each other as the mould to the
metal that may be cast into it, set of instruments
to the piece of machinism resulting from their opera
ton knowledge cannot be considered an innate
principle i'll the mind We might as we'll suppose an
effect without cause, an artist to form piece of
machinism without materials knowledge to exist
i'll the infant mind independent of instruction. Seeds
OF knowledge must first be sown by the hand OF in
structiOn.


The same fact will appear, if we compare the men,
tai powers of infant with the highest animal in
stncts Let us begin with the knowledge necessary
but few hours old with amazing sagacity, single out
and gather their proper nourishment from among a
| thousand useless, nOXiOus things. They instantly
distinguish between what is to be taken and what is


be left In this they receive no instructions-they
have nothing to guide them, save the instinct with
which they were born. But how different is it with
the infant? How many efforts must it make before it
can pick up single article, and then it cannot dis


crmnatc 1t puts indiferently to its mouth all that
| comes to its hand whether it be food poison


Nor is this the with infants Only-eVen adults
scarcely attain to the knowledge of the quantity
quality of the meat and drink necessary, or most


suitable for them. Hence our many mistakes, and
Suiierings because of it,


Let us further compare the mental powers of an in


FAINT, with the highest animal instincts TO EOWl-
edge of objects and places around them. And will


here observe that while man has everything to learn


the animal tribes need no instruction. The duck,


Matched by the hen in the barn-yard associates only


with companions that shun the water marches off to


the pool, and in spite of warming and remonsrance


from its guardian plungeS into the wave rides at its


case with perfect knowledge of the element though


it never saw it before The water fowl hatched on


the border of some northern lake stays for a short


time around its birth place, and then leaves for


warmer Cline more readily and certainly than q


mariner by the compass They fly with the directness
| 81 n


felt through a country they never knew to reiOin
of perpetual summer But how is it with man? What


does he know about objects around him, distances


or places? Nothing at all but as he is taught by eX
, perence, or acquires it from books.


Look at our occupations. Man must serve an ap


premiership for years to learn particular branch
; of business and with all the aids of masters tools
and patterns, seldom proves an ingenious artist. But


how is it with animals? Look at the untaught spider
weave his web? Look at uninsructed bees construct


their hOneycomb with the sricest order and beauty


See the red-head woOdpecker-hc is a natural car


penter He goes into the woods selects his piece o


mallet and chissel. builds his house and then Occu


pies it, The bittern that you wading in the ponC


is natural fisherman and SO apt is he in his profes


sion that he rarely thrusts in his spear that he doe


not catch a fish. need not further enlarge-thoSe
have named. are but specimens of the whole anima
2 creation. Each has its occupation and follows il
Now We inquire to what conclusion do all these DAHL


facts lead us? Why plainly this while instinct is tn
o law by which God designs to govern the anima
tribes education is the law by which he designs
I | govern man. for by this alone can his simplest am
u | cOmmOnest faculty be unfOlded. Man then is mad
I to be educated And in this he stands in contras


with every other living being 1t is true that som
animals have limited capacity for instruction. Ho
d may teach an elephant to bear burdens, I


plough horse to work in harness dog TO the chase


but in this training you do not confer on them an
s art which improves their condition. increases thei
n happiness eevates them above their fellow bruteS


but it is otherwise with man. Heaven has him I
l. pass from gradatiOn to another in the scale
n being and Observation-Disclosures and still higher; bI
a education is the only ladder by which this asCenso
- can be made We have spoken of the instinct
< animals, and of their wonderful works through il
II but what are they when compared to the works
- educated men? What is the village Of beaver con
u pared with human city? Compare Its shapele


mounds of sticks and stones with one of our larl
T. towns or splendid cities. With London, Paris, Ne


York, Philadelphia and many more, with their pave
e streets illuminated at night with gas. Look at the
,e lofty dwellings and public buildings embeshed wi


a thousand ingenious luXuries. Their diversified art
N their varied Institutions their libraries filled wi
lo cXhausteSS lore their commerce. their ships WhiC
y taught to tread fearlessy the paths of the dee
" Think if you can of what was placed on exhibition
st great American Centennial and now in Paris
,d the result of education Make the comparison, al


measure if you can the distance between animal al
n human nature, between the force of instinct and
ID power of education. Again, while instinct marks t
- animal race as limited in their capacity for improy
U ment, it also marks them as limited in their dun
lr tons They reach the perfection of their being n
le by gradual Development but at once and without
- aid OF single lesson Death then ends not only IL
ey but progress. They can go no farther; but educate
ri opens to man, not only boundless field of mproN


ment but shows he is destined for endless eXsten
" Death to him is but the stepping stone to new a.
be higher state of existence. where his faculties und
os | the same law of education will unfold themSelN


more and still more forever. Such then is man, a.
al physical and intellectual being whose nature can
ar unfolded and developed by education only. tt
\ | great truth God has written upon his very being,
u" that he who runs may read So distinctly that it ca
on not be mistaken or gainsayed. 70 every parent
of every nation, kindred tongue and people upon
VI face of this globe God says take this child tina
Ia have given thee educate it according to the laws
Or its nature, and will give thee thy wages Man th


is the subject of intellectual education. as by
ar power alone can its simplest faculty be unfoded
m WILLIAM URIE
no SMYRNA, DEL Nov sth 1873.


"S ITO be cOntnued.l