spoken, all of whose tendencies are to evil, and so removing from the eyes of our youth a low, unworthy, and degrading example, which they are too prone to follow. The child will tread, to a great degree, in the steps of the father, and the whole course of his intellectual life be governed, more or less, by the principles and prejudices which he is accustomed every day to hear from the lips of a parent, who is necessarily the teacher and, in a great measure, the moulder of his infant mind. How careful, then, ought every parent to be of the principles which he inculcates and the examples which he sets in his conversation, especially when that conversation is directed to a condemnation of the motives or the acts of the ruling powers!—lest the child be some time inclined to enlarge upon his views, and carry his deductions farther than he himself ever dreamed, till he shall finally be led into a contempt of the institutions as well as of the rulers of his native land, through a father's teaching, and so grow up an embryo traitor, ready at the first signal to embark in any revolutionary scheme or wild enterprise of visionary reform, such as have been and are still the disturbers of our national prosperity. For an example of such a result in our day we have but to look at the youth of the Southern States, whose fiery treason, far exceeding that of their elders, is nothing more than the outgrowth, the legitimate extension and development of that bitter denunciation of rulers who chanced to be unpopular with their fathers, of that unrestrained license of speech which left nothing untouched, however sacred, however holy it might be, which chanced to stand in the way of gross and sordid interest. The ideas of the hot-blooded, fire-eating Southern youth of to-day, the recklessness and the treason, the denationalizing spirit of revolution and blood which so readily manifests itself in contempt of the old flag, and the direst hatred of all that their fathers held sacred and laid down their lives to sustain—all this is but the idea, intensified and developed, of the Southerner of a bygone generation; it is but the natural deduction from his conversation and life, pondered over by the child, fixed deeply in his heart as the teaching of a revered tutor, and carried out, by a natural course of reasoning, to its extreme in the parricidal rebellion of to-day. And yet that idea was, in its inception, apparently harmless enough, being nothing more than that denunciation and vituperation of the political leaders and the ruling powers which chanced to be in the opposition, whereby the child was in due course of time weaned from his country, and taught to look lightly upon and speak lightly of that which of old time was only mentioned with love and reverent awe.

Nor is this the only reform which is needed in the education of our youth. The phrase 'completing one's education' is used to-day with utter looseness, and applied to that period when the youth leaves the school or college for the busy walks of life. How much of error is contained in such an application of the term he well knows who, after some years of world life, can look back upon his college days and see what a mere smattering of knowledge he gained within the 'classic shades,' and how poorly educated he was, in any and every sense of the word, how ill fitted for the realities of work-day life, when first he emerged in self-sufficient pride from the sacred walls, and launched boldly out upon the world. At the time when, according to the popular acceptation of the term, the education is completed, it is in truth but just begun; and he who, upon the slender capital of college lore, should set himself up for a finished man, one competent to take upon himself the duties, responsibilities, and labors of active life, would soon find to his sorrow that he was yet but a babe in wisdom, and yet needed a long and severe discipline ere he could be considered one of the world's workers. In the few years devoted, in our country, to the education of youth, little more can be done than to teach them the value of knowledge and the proper method and system of its acquisition, leaving to the exertions of the after years that education of the mind and development of the intellectual powers which constitute the finished man. And this should be the object of all our schools, for females as well as for males, to inculcate the truth that the true education begins where the schools leave off, and depends entirely upon the scholar himself, aided only by that groundwork of preparation, that systematizing of effort, imparted by the tutor in the tender years. This end should be ever before the teacher's eyes, and the whole course of study adjusted with a view thereto. And the instruction imparted should be of such a character as most thoroughly to fit the student for future study, giving him a firm foothold upon the most essential branches of knowledge, from which he may advance steadily and securely when left to himself; frequently warning him that this is but the beginning of great things, and that the abstrusities of wisdom, wherein is all its æsthetic beauty and its holiness—all its moral good—lies far beyond, where it can only be reached by the most patient, persevering, and unremitting toil; not forgetting, at the same time, to point out the glorious reward which awaits the seeker of truth. The effect of such a system would soon be felt, not only in our national life, but in our very civilization. For thus would be thrown out upon our society, year after year, a class of thinkers, of earnest, working, strong-minded men and women, searchers after truth and disciples of the highest good, instead of the crowd of half-fledged intellectual idlers who yearly emerge from our schools with the conceited idea that the course of study is finished, the paths of investigation fully explored, and that life is henceforth a holiday from study. Under such a giant impulse our society could not but advance with enormous strides in all that pertains to true civilization, since thinkers would then be the rule instead of the exception, and talent almost universal, which is now, like angels' visits, comparatively 'few and far between.' This is no Utopian vision: it is a reality within the scope of human exertion and the capacity of our people of to-day, if men would but exert themselves to such an end, and properly apply the energy and labor which is now too often excited upon unworthy and trifling objects. The realm of knowledge is so boundless that a lifetime is little enough and short enough to give to mortals even a smattering of that sea of wisdom which swells around the universe, and he alone can claim to be a seer who devotes the whole of a long existence to the investigation of truth; and only when this fact is impressed upon the minds of youth can they be made to appreciate their true position in existence, and made efficient workers in the great cause of humanity.

Yet all education is vain, all intellectual development is of little benefit, all civilization hollow in its nature and ephemeral in its duration which lacks the moral element. And by the word moral in this connection is intended to be understood not only what is usually conveyed in the term morality, but also all religion. It is a well-established fact, more particularly exemplified in our own history, that all political parties founded upon an ephemeral issue, inevitably disappear with the final adjustment of the questions upon which they are based, having nothing left to rest upon, so it is in the affairs of nations. In the weakness of human nature and the fallibility of all human prescience, no system or theory can be devised which shall endure through all time, which shall not become effete, useless, and even erroneous in the progress of human development, and in the ever-shifting condition of human society. Hence any government and society founded upon a system of merely human devising, must, in the