Conclusion.

It puts a better plow in his ground, better implements in all his labors, and thereby saves a vast amount of the wear of muscle and weariness of nerve of both man and beast. It gives to the possessor that confidence in his abilities, and that respect for self, which raises us in the scale of being. It makes the earth seem brighter, the foliage richer, the bird's song sweeter, its plumage more gaudy, the colors of the flower more brilliant. It is the result of that improvement of the talents entrusted to us for which we shall be accountable. It yields us that satisfaction which prosperity may heighten but which adversity can never take away. It enables us to interpret the purposes and designs of the Creator, and to approximate nearer to his character. It soothes sorrow, tempers the asperities of disposition, mends the broken threads of life, smoothes the rough places in the mind and heart, and softens the pathway to the tomb.

LECTURE VIII.

THE EDUCATION OF THE MORAL SENSIBILITIES,

DELIVERED AT THE DEDICATION OF THE NEW SCHOOL EDIFICE AT TITUSVILLE,

1859.

T is a custom hallowed by long usage, to dedicate

IT

our churches to the purposes of religious service. On this account we regard the church with different feelings from those entertained towards any other place. It is sacred in our minds as the house of God, the gate to heaven. It is here that the voice of inspiration speaks to us. Here the father assembles with his family, where they join their voices in songs of praise, and learn that wisdom which cometh from above, which will make us wise indeed. There is a sacred feeling which comes over us when we enter the place thus consecrated, and we are filled with better thoughts. Not that the service of dedication has rendered the church more holy than any other place. But the thoughts we there think, and the desires and aspirations we there cherish are more holy. The place is united to us by sacred associations, and the spirit of devotion fills it in proportion

Dedication of the church.

Dedication of the school-house.

It

as that spirit fills our own hearts. The custom of dedicating our school edifices to the purposes of education is not so common. But the propriety can be established upon the same principles, and will apply with equal force. The school-house should be held in veneration, because our minds are there occupied with the truths of science. is the place devoted to the culture of the mental faculties, the spiritual nature, that part of us which is imperishable. Here we discipline those faculties so noble in power, so expansive in design, which the Creator has beneficently bestowed upon us. Here are developed and strengthened those gifts which at birth are so weak and feeble. Here we become ac

which have been es

quainted with all those laws tablished for the government of the world of matter and of mind. It is here that we acquaint ourselves with every species of knowledge which can lift man above the brute, and advance him towards those perfections which characterize the angels and God himself. If such be the purpose of the school-house, and such the thoughts which there fill our minds, we ought to honor the place. It should be linked in our hearts with sunny memories. Our fondest affections should linger about it, and it should be set apart by exercises of learning and wisdom to these noble purposes.

Contempt.

Marks of the jack-knife.

The log school-house.

The youth often looks upon the school-house with feelings of aversion and contempt. He regards it as public property, and a fit object for the spoiler. The marks of his ruthless hand prove his utter disregard of its honor and sanctity. Its broken windows attest his disposition to pelt it with stones, and his skill with charcoal is displayed upon its weather-beaten sides. The seats and desks set up for his accommodation, while preparing to fill some exalted station, as every fond mother hopes, and

to erect

"monumentum ære perennius,

Regalique situ pyramidium altius ;"

display evident marks of his jack-knife, where he has by persevering efforts wrought shapes which do infinite honor to his skill with that useful instrument, and rival in artistic merit Græcian frieze and architrave; but alas! his brain-work is far less imposing, and the memory of his school-days soon sinks into oblivion, or is only perpetuated by the stripes on his back.

The indifference which is manifested towards the school-house is, in too many instances, founded upon sufficient reasons. Formerly it was a poor hut, often built of logs, cold, cheerless and dark, situated upon the verge of a road trodden into a quagmire during

Cheerless aspect.

The school.

a greater portion of the year, with no grounds, or shade-trees, or out-buildings, destitute of every kind of convenient furniture or apparatus within, and presenting a dare-devil and repulsive air without. It would be difficult to attach any reverence to the place, even if the disposition existed. The very thought of it makes one shake the dust from his feet. The picture of the long rough board slanting from the wall, and the slab seat supported by four uglylooking legs, sets the pains and agonies capering up the spinal cord; and the remembrance of the cold frosty mornings spent there, puts the teeth chattering on a summer day.

The school was often very much after the pattern of the house. It was thought economy to employ the services of a man who was cheap, rather than one who was competent. His capacity was measured by his ability to twist the locks and wring the ears of his pupils, rather than by his power to twist difficult problems into intelligible shapes and ring the changes upon the truths of science. His authority in preserving order was estimated more by the thickness of the soles of his boots, than by the sensibilities of the soul that filled his bosom. Tasks were imposed and forced upon unwilling minds. In place of that interest which the skillful teacher imparts to every study, came the harsh complaint of the pupil that the