And how is the storm to be weathered? Not by might nor by power. Aid human is vain. As well might man raise his hand and stop "old ocean's" rolling wave. He cannot

reach the secret spring of the heaving bosom of society. It lies hid in the chambers of eternity. Human wisdom cannot fathom the mystery profound, and develop the cause of this revolution. Human arms and authority cannot stop its progress. Onward is its course. And onward it will go; till complete in a new heaven and a new earth-the formation of a new state of society.

But, if it cannot be stopped, how may it be guided in its course? Nor is the inquiry vain; or the attempt to guide the storm unworthy. And though it should prove difficult in practice; it is wise to understand the theory to know how to lead and shape the course of the disturbed elements of a convulsed world. It is by education.

Not education as hitherto conducted; shaped by circumstances; and confined almost entirely to either the physical, intellectual or moral energies of men. But education based on their invariable characters; and conducted upon the established principles of nature, revelation and providence; which prepares them for usefulness and happiness in every situation and stage of being.

And

The science of education has hitherto been but imperfectly understood, and generally conducted upon erroneous principles. It has never assumed an exact form, like other sciences based on immutable principles; and has never developed in their relative proportions and harmonious whole, the entire energies of man. Some, by undue culture, have been pushed to the utmost; while others have remained almost dormant, in their native weakness. The symmetry of human perfectibility, therefore, has ever appeared. Uniformly partial have been the, developments of human greatness. though, in particular instances, it has excited the wonder and admiration of the world, in none has it equalled the capabilities of men. Alexander, Washington and Bonaparte; Bacon, Locke and Newton; Luther, Calvin and Edwards stand out unrivalled monuments of human greatness; but neither class, much less any individual of them, combines the greatness of the whole. Each is great in his particular department; but limited and partial in the development of his capabilities. And instead of being a perfect whole-a well

educated man; he exhibits only the consummate skill of a general, the profound wisdom of a philosopher, or the moral worth of a divine. And this because his education was defective based on false principles.

A position equally true in every other case; and that shows conclusively the imperfection of the science of education. It has never developed the entire capabilities of men in their harmonious and proportionate symmetry; and can never be ranked among the exact sciences, while thus uncertain, and uniformly imperfect in its results.

Education generally, perhaps universally, has been shaped by circumstances. The historian informs us that the laws of Lycurgus and Solon, were only the public sentiment of the age in which they lived. And that their names have been immortalized for doing what circumstances demanded-embodying public opinion in a code of laws, that have influenced society in later periods. Luther, the master-spirit of the Reformation, was rather governed by circumstances, than his own genius in declaring against the Pope, and Church of Rome. Public opinion in Germany was ripe for revolt, and setting in favor of religious and ecclesiastical freedom. He yielded to the pressure of circumstances, and led the van of Protestants. So education at different periods, and in every part of the world, has been shaped by circumstances. It is made to favor the leading objects of a particular community, a whole nation, or the age. And as these vary, so education varies to meet the occasion. Men, therefore, are educated, regardless of their capabilities, according to circumstances for particular objects. And where these lead to the development only of a particular power or faculty, the rest are left unimproved; and consequently, the diversified energies of men are never seen in their mutual strength and full glory.

In Egypt, the earliest kingdom of ancient renown, men seem to have been educated principally in the mechanical arts, to contribute to her monuments of fame. And though they still remain the wonder of the world, the energies of their architects were never fully developed. It was their physical and intellectual powers merely that contributed to these objects of national pride. Greece gloried in her arts, sciences and prowess. She therefore educated her poets, her orators and her warriors. But neither Homer, Demos

thenes nor Leonidas ever exhibited the concentrated greatness of all their energies. They met the occasion, for which they were educated, and are immortalized. Rome, once

the proud mistress of the world, still lives in the fame of her Cicero, her Cæsar, her Virgil and her Livy, who were educated for her honor and glory. But, their concentrated energies were never brought to bear on Rome's happiness. Nor were they educated for this. It was not required – circumstances called not for the development. And it was circumstances that shaped the education of the ancients. Of whatever age, nation or clime, their education was regulated by the occasion.

Nor is that of the moderns less affected by circumstances. Even down to the nineteenth century, and the present period, circumstances give character to education. France, a few years since, was looking forward, with her proud Emperor, to universal dominion; and educated her sons for the field military renown. Nor have they yet lost the spirit acquired in the National Academy - they are restless and ambitious. But a full development of their energies as individuals and a nation can never be made under such circumstances. England, more cool and sentimental, but not less proud and aspiring, glories in her wealth, influence and learning and boasting of her Shakspeare, Milton, Locke and Newton, educates her Rothschild, Wellington and Brougham. But, though her wealth be immense, her influence felt through the world, and her learning unrivalled; there is not an individual in the united kingdom whose education develops, in harmonious proportion, all his endowments. Under the pressure of circumstances, the development of his energies. is partial. Nor is that of Americans less so. New, bold and enterprising, with resources like their rivers, inexhaustible, and aspiring like their lofty mountains, they are educated for adventure, exertion and hardships. Nor will they cease their efforts for the refinements of society, the severer studies of philosophy, or the calm retirement of the virtuous, till the tide of population rolls over valley and mountain to the shores of the Pacific, and the interminable forests of the land are rendered vocal to the praise of man. And in conformity to these circumstances, their education is partial, and their energies in combined force are never seen.

Nor is the influence of circumstances thus general and na

tional merely; it enters more deeply into sectional feelings, local interests, and private welfare; and shapes the education of different individuals, communities and portions of the same country. In the different sections of our own country, education varies according to circumstances. That of one is characterized by manual labor, physical enterprise; that of another by mental effort, and close calculation; and that of a third by superficial attainments, and honorable feelings. So in our Seminaries, Universities, Colleges, Academies and Schools each has its peculiarities according to circumstances. And they are stamped on the education of those, who attend them. The education of individuals also is strongly marked by circumstances. Every man is educated for some particular calling or station-with some specific object in view, that gives character to his attainments, and renders partial his developments. Consequently the glory of his concentrated energies is never witnessed.

How general! how universal the influence of circumstances on education! In all periods, every situation, and each instance, it is shaped by circumstances. They give it form and character: though often imperceptibly, yet truly and effectually.

Again, education is confined almost entirely to either the physical, intellectual, or moral energies of men. With far the greater part, it is limited to the physical powers. No effort is made to develop any but their bodily strength, animal passions and instinctive feelings. Accordingly the great mass of mankind are raised but little above inferior animals. They labor hard and boast of their strength; gratify their passions, and glory in their shame; eat, drink, sleep and wake, supposing to-morrow will be like the present. They are scarcely aware of their rational, intellectual powers; much less of their ever-expanding and never-dying spirits. Consequently they feel but imperfectly their responsibility; and are governed principally by the fear of human authority. They have been taught to fear or reverence nothing higher. Their education is confined to animal feeling physical energies. And they have no conception of any thing beyond. The whole intellectual world, and all hereafter, is narrowed down to the animal feeling of the present time. How erroneous! badly educated! And what are we to anticipate when only the physical energies of men generally are thus developed?

How

Why surely, what we are beginning to witness, physical power trampling on all authority.

The education of others is confined principally to intellect. Not that their physical powers are not necessarily more or less developed; but that their attention is directed almost exclusively to intellectual attainments. From the earliest infancy their minds are taxed; though their bodies are neglected, and their souls forgotten. Nor is it unfrequent that their physical strength gives away under the constant pressure of intellectual studies. And thus they are subjected to all the evils of physical inability - the sufferings of living death, in consequence of an erroneous education. Besides, they are destitute of all those kinder feelings, and sympathetic emotions, which alone result from the cultivation of the moral susceptibilities and become insensible to the more delicate affections of the soul, and elevating hopes of the truly virtuous. They have nothing on which to rest for enjoyment, but intellectual attainments. And even these are small compared with what they might have been under a different course of education. Yet, with what delight are the first developments of intellect discovered by the natural guardian of the infant mind! And with what anxious solicitude are they watched through advancing youth and manhood by those employed in their education. In either stage the development of intellect only seems worthy of an effort. And when carried to the utmost, what may we expect of one destitute of virtue and without strength of body. Little to benefit himself or others. Like Columbus, Franklin or Laplace, he may employ his intellect in useful discoveries; or like Hume, Voltaire and Paine, to curse the world. In either case, he may lead astray, and should never be trusted implicitly. As the barque on the ocean without compass or chart, that rides out the storm, or sinks to the bottom, he may guide us in safety or ruin us forever.

The education, of others again, is confined mostly to their moral energies. Those of the body are almost forgotten; only as nature forces their development upon the reluctant soul within. And those of intellect are deemed unworthy of a thought; except as necessary in the rudest stages of society. While the moral susceptibilities are cultivated to the utmost. They are brought into action in every situation employed in private, the social circle and around the public altar.