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By S. S.
When
we take into consideration the immense distance which education has
placed between the civilized and the savage, we must admit that it is
one of the most important subjects that can lay claim to our
consideration. What then is this power that has so exalted the civilized
above uncivilized man? Has it only for its aim the cultivation of the
faculties of the mind, to teach us the powers of art or the mysteries of
science? To impress upon our memory the history of man and of nations?
To teach us to admire the works of the Deity only so far as they
contribute to our vanity or our gratification? To confer upon us a
knowledge of the Supreme, that we may draw a circle around our belief,
so that we may say to others, 'tis only within this line that salvation
is to be found? Do we find it only in schools, and does the conduct of
others amongst whom we may be thrown lend it no assistance? or is not
education rather that power which should serve to develop the moral
faculties, to expand the affections, to elevate the feelings, to teach
us that we have something else to live for besides our own selfish
gratification, to show us that we have certain duties to perform to
society at large, which to neglect would be criminal in us? and above
all to teach us that the revealed will of God is our only sure guide and
support? and to instill into our minds that love for the true and the
beautiful, which nature has so inexhaustibly spread around us? and to
feel the infinite power and goodness of the Creator in contemplating
those mighty worlds shining in the distance, whose number the
imagination can take no account of?
Will
education itself confer happiness upon us? or is it the means through
which we may obtain happiness?—if the latter—can this desideratum be
obtained, unless the faculties of the mind and heart are both expanded
to the greatest extent circumstances will admit of? and if this be so we
must acknowledge that all which is learned in the school or academy, is
but a small part of man's education; but that the chief part, the
expansion of the moral principles and the formation of character, as
well as the power of proper regulating and controlling the passions, can
never be learned from precepts, unless these precepts are acted up to by
those who are to give the proper tone to the youthful mind. It is those
things, which are, by the example of others, impressed upon the mind,
every day, every hour, that we spend in their society; the tone of the
community in which we live, the sphere in which we move, all must nave
an agency in completing the character to which knowledge has given the
first bias.
But
before religion and morality can occupy the commanding elevation in
society that their birthright entitles them to, will it not be necessary
for society to adopt one universal, unswerving rule of wrong and right,
without respect to sex or circumstances? should this be done, would we
not see an immediate improvement in the moral character of mankind? and
would they not endeavour to cultivate those qualities, which would then
be their only passport to society? for it is beyond supposition to
imagine that many could be found that would wish to spend their life
altogether excluded from the society of the virtuous.
It
has often been remarked that the influence to which we are exposed in
early years, has a more lasting impression on our mind, than that to
which we may be exposed at a more mature age. This is a truth I think
that many must acknowledge from their own experience. Where is the heart
however seared, that has not one green spot remaining consecrated to the
memory of those sweet influences that were shed over his youthful being,
by one whose love was all-enduring? how the memory of a mother's love
comes rushing over the spirit, like the sweet low sounds of
music—tones borne upon the wings of night until each harsher note is
lost in the distance, causing the ear to drink in strains of purest
melody. A mother's love is unrivalled for its purity, its unceasing
watchfulness, its self-denial; it is neither destroyed by ingratitude,
nor blasted by the merited scorn with which the world views the object
that calls it forth; and it has done more towards keeping humanity from
becoming totally depraved, than any other influence that has acted on
the minds of mankind.
If
parents therefore were capable of fulfilling the duties which they
assume, there would be no fear but that the succeeding generations would
be all that the philanthropist could wish; and as all acknowledge that
the influence of the mother, owing to her finer sensibilities, and the
greater time she has to bestow upon her offspring, is much more powerful
than that of the father in its tendencies: it therefore follows that if
females were educated with a proper view to the duties they must at some
time assume, the happiness of society would be placed on a much surer
foundation, than it has now for its support.
Would
not this end be attained in a great measure, if females were first
taught that knowledge which is necessary to their well being, and to the
happiness of those with whom they must pass their days: instead of
becoming accomplished before they have laid up the necessary food for
piety and thought?
Accomplishments,
like the beauties which nature delights to throw around us with such
lavish hands, may add to the pleasures of life, but are not sufficient
in themselves to confer happiness: this state can only be obtained by
the active co-operation of the higher moral faculties. |
