Year: 1871

| lDulVluual eHOrtS are cOmDlned, all the
forces united and applied to act in the
same direction, to accomplish the same
object in prescribed manner, the result
of course would be equivalent to the
sum of the several forces. From this
philosophical principle we may learn ar
important lesson. 1t is observed in ev


cry political and municipal government /;
in every company or firm of whatever
nature; in every and family. We may
boast of individual independence as
much as we please but there is no such
thing in reality. We are not and ought
not to be independent. We are, as it
were, divided off into companies, each
company having peculiar functions
The individuals comprising these COM
panies must cooperate in order to ac.
complish the greatest amount of good
with the least degree of friction while
the companies themselves, having some
common interests, co operate more or
less for the general good of mankind
Every person, believe, has place, Or
may have, in which he may successfully
labor. There's wheel for every man 8
shoulder; and l care not how rich a
man may be, he has no right to be idle !;
nor has he the right to be busy in triaes


A person may be very earnest in pur.
suit which is utterly beneath his pre-.
rogative as an intelligent creatrre, and
his high destination as an immortal be.
ing. 1t is a useless expenditure of
energy to bestow all our thoughts on
graceful attitudes, and nimble move
ments, and polished attire.


" If the earthly history of some Of
our fellow creatures were written down !;
if faithful record were kept of the
way they spend their time; if .ll the
hours of idle vacancy or idler occupancy
were put together, and the very small
amount of useful diligence deducted,
the life of bird or quadreped would
be n nobler one more worthy of its
powers and more equal to its Creators
end in forming it. Such q register is
kept. Though the trifer does not
chronicle his own vain words and wasted
hours, they chronicle themselves. They
find their indellible place in that book
of remembrance with which human
hands cannot tamper and from which
no erasure, save one, can blot them
They are noted in the memory of God


And when once this lite of wondrous
opportunities and awful advantages is
oyor-when the twenty or fifty years of
probation are fed away-when mortal
existence, with its facilities for personal
Improvement and servicesbleness to
others is gone beyond recall-when the
triher looks back to the long pilgrimage
with all the doors of hope, and the doors
of usefulness, past which he skipped in
his frisky OBSERVATION-DISCLOSURES anguish it
will cause to think that he has gam
boiled through such world without
salvation to himself, without any real
benefit to others, busy triher, a viva
cious idler, clever fool !"


Education prepares man for use,
full and happy life. There is a pre-
MUM offered for intelligence and virtue,
whether apparent to the casual observer
or not. We are becoming more and
more aware of this fact Hence the
more intense desire for information and
universal education. That parent has
laudable ambition, who desires to see
his child stand high among his fellows


Views on education are becoming more


liberal. The true object of education


is becoming more generally recognized


We want men and women strong, phys


icaly, mentally and morally; and any
education which fails to make them &c
is not perfect. Education includes al
those influences and dsciplines by which


the faculties of man are unfolded ant
perfected" Says DR. Howe, " Educa
tior should have for its aim the devel
opment and greatest possible perfection
of the whole nature of man. My bea'
IDEAL of human nature would be bein,
whose intellectual faculties were activ
and enlightened; whose moral senti
ments were digniied and firm; who's
, physical formation was healthy AM
beautiful whoever falls short of this
in one particular-be it but the least
beauty and vigor of body-falls shor
of the standard of perfection"


Accepting nothing short of ideal pei
fection as our object, shall We not hav
: an object grand and worthy of our mos
earnest efforts ? 1t is generally sup
! posed that our schools have for thei
6 object the education of the young; ye
how various, and often how vague ar
the ideas concerning education. Som
. call a man educated if he is a goo
: mathematician, a good linguist, or


good historian, though he may be s
| physically weak that his knowledge
r of no practical value, or though he ma
j, be so morally weak that the least tempt'
D tous lead him t. violate the laws of h
r country, or the laws of his God. Sue
r a man is not symmetrically developed
s and of course bis education is imperfec
e A perfect development is our objec
$ and how shall we attain il ! This prof.