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much, nor of any great value. It is not the design to see how much knowledge you can lay up, but to see how perfectly we can make your mind an instrument able to instruct and guide itself. We barely begin the work of education while you are at school. Education is to continue, we believe for ever.
Then there are other things to be attended to, such as your manners, habits, conversation, which we shall speak upon hereafter. But in speaking of what we wish to accomplish by your education, we must not forget to say, or to impress it upon you, that we educate the soul for eternity; that we feel that we are far out of the way, and have too narrow views, when we think of you as creatures of earth. We wish your manners to be polished, your conversation pure and instructive, your countenance lighted up with intelligence, and your mind bright and awake; but we desire more. We want the heart trained to commune with God, and the soul to rise up into his light, and to plume her wings for the flight of eternal ages. A right education embraces that humility which a conscious sin
BETTER THAN WEALTH.
ner ought to feel that self-denial which the Christian spirit ever carries with it, that cheerfulness which Christian hope creates and cherishes, and that adoration and love of God which the opening prospects of eternity inspire. The great questions with the parent and the teacher who feels rightly will be, not, Will this daughter be beautiful, be admired, be prosperous in this world, be long-lived in time? but, Will she be so educated as to make the most of all her powers and faculties both here and hereafter? Will she understand that the mind is as much loftier than the body, that knowledge is as much better than wealth, as the heavens are superior to earth ?
The only beings on earth worthy of being educated are our sons and our daughters. A horse may be educated in a few weeks. So can a dog or an ox. But it requires years of incessant care and anxiety and labour, to unfold and improve the faculties of one child. But when the work is done, when that child is truly and properly educated, you have a jewel polished which will outlive and outshine the sun. We are training up an angel for eternity. And if
THE POLISHED JEWEL.
the parent or the child thinks that a few months' schooling, or a superficial manner of instruction, or the putting on the outside polish of a few ornamental studies, is to educate that mind, they are to be pitied for their ignorance. The foundations of an education that is worthy of the name must be laid very slowly, very carefully, and very thoroughly. You may make fashionseekers and fashion-finders without this, but you cannot make an educated, cultivated woman, fitted to adorn her home, to elevate society, stamp her character on others, leave the world better than she found it, and one whom Jesus Christ will own as his mother or his sister. To educate or to be educated, even for one daughter, is a work that requires all that is good and wise and great to assist in accomplishing what is so mighty in results.
THE SCHOOL-GIRL AWAY FROM HOME.
Home Education. The Opening Flower. Parents uufit Teach
ers. Private Instruction. All need a Standard. Influence of Nunneries. Teaching a Profession. It is a Trial. On a larger Scale. A Pleasant Plan. Clothes and Shoes. Longing to turn back. Weather changed. Counting the Weeks. A Critical Point. Character developing. Best of every Thing. Back-bone Work. An Angel's Wing drooping.
The child is committed by its Maker to its parents for training. In ordinary cases, this is a sacred and a delightful trust. For the first few years of its life, no parent thinks of putting his child out from under the influences and the care of home. And, were there not most weighty reasons, surely the child would never be sent away from home till he went out to a home of his own, and the daughter whose mind and heart just begin to expand
would not be put into the hands of strangers to form her character, were there not some very special inducements.
The argument for a home education is a very strong one.
At home, we are told, there must be order and government, but it is all done through the affections. The sternness of law is not felt. The affections are so warm, that it is not felt to be obedience to obey. But in the large school it is all one unbending system of rules and regulations, cold and stern, without any play of the affections. At home, each child can be instructed according to its temperament and capacity, without coming under the regimen adopted for a great number. Plans of study, of recreation, and the like, are there adapted to the habits and the temperament of each, without overlooking any peculiarity, physical or mental. At home, there is no rivalry which urges on to efforts beyond the strength, or which creates envy and jealousy in the heart, or which ends in disappointment. There the mental powers can be developed slowly and carefully, and the bud can have time to open under the genial sun and gentle