Year: 1876

Education develops all the natural
powers Of man, physical, intellectual and
moral Ii opens up all the mental facul-
ties Of his mind; il draws out tie ener-
gies Of his physical nature; it puts into
practice all his moral faculties, and in
short its office is to elevate, to prepare, 70
put into useful operation all the combin-
ed powers with which God has endowed
man.


Education as exemplifed to US in this
day and age Of the world, generally. does
not attain to that standard that is re-
quired OF il in point Of instruction. What
1 mean by this is, that men Of education
look upon the profession OF teaching as
below their standing making il too much
a stepping-stone TO something which
they fancy is beyond. Instead Of engag-
ing in the work with that earnestness
and ardor which should characterize ev-
cry true teacher, and with the zeal Of a
true philanthropist, they imagine 1t be
an intermediate position, adapted only
to prepare US for something yet TO come.
and profession too often followed, more
for the small remuneration, than for the
good Of the cause.


The highest quality Of the happiness
of mankind, is to extol the intellect, cd.
ucate the mind, and purify the heart, in
order that men may be worthy the OBJ
jects Of their ambition, and be qualified
and prepared for any emergency.


The moral powers OF man are his glory,
truth worthy our attention. They ally
to him natures pure, noble and elevating
they lift him above the sordid aud filthy
luere Of earth, and place him in a pure
atmosphere of moral excellence. Then
in view Of these facts how can an educa-
ton be considered complete without a
special regard TO moral sentiments. Nor
ality is essential in an education. lt is
of more consequence in community
than intellectual refinement. Our sue
cess in teaching depends TO a great ex.
tent upon our moral virtues, and our ad.
herence to the great truths OF morality
and IL we expect 10 move along and make
progress in the educational world with
| out a strict adherence to moral principles
we need not wonder IL our desires with
regard 10 success are not realized. Those
grand and noble truths which would
| seem in themselves to be inherent. must
claim the uppermost seats in our hearts
Nothing Is more true than the fact that
men may be learned and great and yet
not be good and useful We want learned
and refined men, we want great men but
much more do we want good men; men
not only of intellect, but men of princi
ple. men whose examples are worthy Ol
| imitation and who are not only calculat
ed to impart general knowledge, but
shall by example as well as by precep'
stamp upon the minds Of the youth the
great truth Of morality.


If we are to have an entire reformation
and improvement in our educational
pursuits. and in the higher paths Of lear.
ming and science; If the great book oi
knowledge is to be opened, and its litera
ture developed; if nature herself as vel
as the sciences is 10 be studied, and bet
deepest and most profound mysteries
searched out; IL the hundreds and thous
l.ands of our youth which are now upon
the stage Of action are TO be reared anc
educated, and to be made the instru


ments by which this grand and nobl'


work is to be carried on; II, therefore


we would have our pupils possess th,


qualifications with which we would hay


their characters adorned. we must a


teachers remember that not only frou


the fullness and fitness Of our own heart


and the thoroughness Of our own charaS


tiers, may we have that instruction /


impart, and only by a deep and glowin


enthusiasm can we make IL effective OF


the hearts of others


The old method OF teaching the cou
mon branches, for instance. or more pr'
! perly the old method Of compulsion, j