is inflated with pride; their charity is deformed with condescension; their benevolence is poisoned with vanity; their virtue is marred with cynicism; their very love is polluted with a strain of the mercenary spirit. To how many even religion has not been a pathway to the true nobility; for true nobility is reached only by that love every pulse of which is unselfish service. Young men and women, there is an aristocracy which abides. No revolutions can overturn it; no progress of the species can carry us beyond it; no attainments can out-rank its fine and pure distinction, — it is the aristocracy of brave, true, unselfish service to your fellowbeings in the spirit of Jesus Christ. Strive to enter into that noble order and fellowship. Let your aim in life be not to get, but to give; not to squeeze out of every circumstance and situation and opportunity some benefit for yourselves, but rather to make every pulsation of your beating hearts tributary to the increase of human knowledge and comfort and peace. Work as those sent into the world with a sacred commission to do some worthy task; work as those who see in all toil the sphere of a high consecration to noble ends; work as those who bear within them a divinely human susceptibility to every cry of want and every plea of sorrow and pain. Take not the slave of ambition, not the victim of self-indulgent passion, not the scrambler for position and power, not the mere goldseeker and pleasure-seeker for your model, but take the pure and chivalrous and merciful and manly and holy and divine Christ, the servant of servants, the Son of God, who might have grasped a world, and chose a cross that by his cross he might reconcile all men unto God, through the power of self-sacrifice and unconquerable love. "Since service is the highest lot, And all are in one body bound, In all the world the place is not Which may not with this bliss be crowned. EDUCATION. HEW the block off, and get out the man. - POPE. The true purpose of education is to cherish and unfold the seed of immortality already sown within us. MRS. JAMESON. The fruit of liberal education is not learning, but the capacity and desire to learn; not knowledge, but power.-C. W. ELIOT. There is no business, no avocation whatever, which will not permit a man who has the inclination, to give a little time, every day, to study. - DANIEL WITTENBACH. Education keeps the key of life; and a liberal education insures the first conditions of freedom, namely, adequate knowledge and accustomed thought. — JULIA Ward Howe. A wise man knows an ignorant one, because he has been ignorant himself; but the ignorant cannot recognize the wise, because he has never been wise. From the Persian. I shall detain you no longer in the demonstration of what we should not do, but strait conduct ye to a hillside, where I will point ye out the right path of a virtuous and noble education; laborious indeed at the first ascent, but also so smooth, so green, so full of goodly prospect, and melodious sounds on every side, that the harp of Orpheus was not more charming. MILTON. Wisdom is the principal thing; therefore get wisdom, and with all thy getting, get understanding. - Proverbs of Solomon. WHAT How shall educa HAT is education? tions lie at the threshold of every serious and aspiring life. Upon the answer to these questions which each one gives, not in theory only, but in practice, depends the degree of his power, the quality of his character, and the measure of his real success in life. - 1. What is education? It is not merely the acquirement and possession of knowledge. Many people think that a man who has read many books is therefore educated, and that he who has read few is therefore uneducated. If one has been through a course of study in college; if he knows somewhat of Latin and Greek, or French and German; if he can quote from Aristotle and Plato, or Bacon and Kant, he is considered to be educated; meanwhile the truth is that one can do all this and yet not be educated in any just and large sense of the word. Learning and education are not synonymous; the one does not necessarily involve the other except to a limited degree. Learning-that is, the possession of the material of knowledge is not only important but of extreme value, yet one may lack what is technically known as learning, and be truly educated; while, on the other hand, a man may be loaded with learning, and seriously deficient in real education. The sneer sometimes heard about "learned fools" is not wholly without point and reason. There arè men possessed of encyclopædic learning who are almost devoid of those essential elements or products of true education, wisdom and com mon-sense. No great structural idea has grown more, or by its growth has more significantly marked the progress of the human species, than the idea of education; yet it must be confessed that in minds of the first order the growth has been mainly along the line of method. The true aim of education was grasped early, and expressed in terms which it is difficult to improve upon even now. The ancient Persians trained their youth in regard for the truth, veneration for parents, respect for the laws, and skill in the use of weapons. Their system of education is thus laconically described by Herodotus: "From the age of five to that of twenty they teach their children three things alone, to manage a horse, to use the bow with dexterity, and to speak the truth." The Greeks, who were the first to develop a science of education, divided their subjects of study into music and gymnastics; the first included all mental, the second all physical, training. Great attention was given to physical culture. Yet Plato said, "There is nothing of a more divine nature |