Then shall we not have unceasingly to exclaim, with hearts overflowing with joy, This indeed is "life eternal to know thee, the only true God, and Jesus Christ, whom thou hast sent?" OMEGA.

ONE OF THE MARY SCHOOL MONTHLY

PAPERS.

Is it sufficient to pay attention to the enlightening of the mind? What more can human instrumentality effect?

The term, education, is one of very frequent occurrence. The day has passed away, when the advantages and blessings of education were restricted to a comparatively small portion of the human race. The narrow and contracted views which denied the benefits of intellectual culture to the lower orders of our fellow-creatures, have happily given place to more generous and philanthropic sentiments; and at the present time we hear the diffusion of education almost universally advocated; and it is allowed, at least by the thinking part of mankind, that the intellectual treasures committed by Almighty God to the creatures of his hand, ought in no case to remain uncultivated and unused. Those who make use of the term, education, doubtless suppose they understand its meaning; but were the question, "What is education?" individually proposed, we believe the answer of many persons would be merely "The cultivation of the mind." The moral training which has for its object the elevation of human character, has not yet attained its just estimation. It is too often treated as a subject of secondary importance, if not altogether disregarded as a part of the process which is termed education. Judging by the systems for the most part adopted in our schools and families, we are constrained to admit that many parents and teachers have yet to learn that the cultivation of the intellect is only a part of the work they are called on to perform they have yet to learn that the moral and religious training, which we desire unceasingly to advocate,

is the "one thing needful," whether in the schools of the poor or the rich, to which all the rest should be subordinate; and that every branch of learning should be so conducted as to contribute directly or indirectly to this one great end-the improvement of the human character. We are of those who take no ordinary in. terest in all that concerns the education of the young. We think it is impossible to overrate the importance of schools-impossible to calculate the good which is slowly but surely progressing within their walls; but our conviction of the utility of schools is grounded more on their moral than their literary constitution, and here it is, we think, that so many when weighed in the balance are found wanting. The principals of many of our schools, both high and low, do not recognize in the ar rangements of their educational establishments the fact, that man is the subject of feelings as well as of intellect: that he has a heart to be improved, as well as a mind to be enlightened; and that the highest end of education is the elevation of character.

If the object be merely to teach reading, writing, Latin, or French, a knowledge of the principles of that nature of which the child is a specimen is not needed; but if we require from the instructors of our children any of the sacred duties of parents-anything which implies a forming of the character-a moulding of the mind-then we maintain that a knowledge distinct from the knowledge of books is indispensably requisite. It is our sorrowing conviction that there exists a very numerous class of parents and teachers who not only do not possess this knowledge, but who are not aware of its importance, and who consequently do not aim at its ac quirement; and if this be the case, no marvel is it that so many of our systems of education are radically defective; for it is manifest that to conduct properly the culture of the heart, the labourer should well understand the nature of the unbroken soil he has to cultivate→→→→ should possess a thorough insight into the nature of the being in whom exist the feelings to be disciplined and educated. In how many of our schools is this forgotten! The teachers teach, and the children learn the different

branches of education, as they are termed, suited to their station. The intellect is enlightened the heart remains unimproved-and what follows? Thorns, thistles, and noxious weeds of every kind spring up in wild luxuri. ance, and with fearful rapidity. No skilful hand is there to cut off the sprouts of each pernicious plant as they raise their vigorous and unsightly heads. The child is warned, exhorted, reproved, but he is not practised in the ways and methods of avoiding temptation and resisting sin. The moral influence, which a wise and skilful educator is constantly though silently and imperceptibly exercising, is wanting. The delicate blade is choked, overpowered, and compelled to wither away; and that which with judicious culture might have been a bright and beautiful garden, becomes a dark and dreary desert. It is lamentable to mark the blight which falls so frequently on what might have ripened to a golden harvest. And yet how, without a miracle, should it be otherwise? Can the artizan work upon the metals who knows not the essential properties of metals in general? Can the instructor operate successfully on the youthful mind, who knows little or nothing of the delicate texture he is to handle and work upon? Will not his rough, unskilful hand soon injure, if it do not mar and spoil, the tender material submitted to his touch? In answer to the proposed question, we assert, that far from considering it to be sufficient to enlighten the mind, we unhesitatingly affirm that he who cannot also influence and improve the feelings is incompetent to act as an instructor of the young. Let him teach the various arts and sciences which he professes; but let him not suppose, nor let others lead him to suppose that because he can do this, he is necessarily qualified to be intrusted with a charge so precious as the education of the young. Instruction is not education. We have abundance of mere teacherswe want educators: those who, being fitted by nature for a work, second we might almost assert in importance to none, add to this natural faculty every assistance which art can supply-who devote their time, their talents, their energies to the great cause which demands them all: educators who can, with a skilful and delicate hand,

work upon the tender feelings of the young child's heart; and mould, and guide, and influence the young child's opening mind. Let us not be accused of requiring and expecting from human teaching that which can only be effected by Divine agency. We are well aware that, after all our planting and watering, it is God alone who' can give the increase-yet we must not cease to plant we must not cease to water. The husbandman prepares his soil, and sows his seed, knowing full well that the sun must shine, and the gentle rain must fall, if ever he is to behold his field covered with waving corn ready to yield to the sickle a rich and an abundant harvest. Even so, the bright beams of the glorious Sun of righteousness must shine upon our field-the promising field of the youthful heart-and the dew of heaven descend before the seeds we sow can germinate, and spring up, and bear fruit, some thirty, some sixty, some a hundred fold. Success in the moral and religious training of the young is of God, and not of us; but God works ordinarily by means, and if, in dependence upon Him we use those means which are in accordance with the laws of mind as well as with inspired truth, we may not doubt the fulfil-n ment of the promise: In due season ye shall reap, if

ye faint not:'

66

The sweet peace which marked thy brow;
Thy bright hopes are sadly fading,
And thy tired steps falter now:
Yet although thy path looks dreary,
Let not sorrow bid thee weep,
For Faith whispers, "Be not weary,
And in due time thou shalt reap.

Difficulties are before thee, a

But thou surely shalt prevailm, pleners are a en
God's own smile is resting o'er thee, oft an orang nữ
And his promise cannot fail;

Then, "though faint, be still pursuing”-***,**

Sow in hope the precious grain+aughs tip#
"Be not weary in well-doing,"

And the harvest thou shalt gain.

Let this glorious prospect cheer thee,

Animate thy faith and love;

Work with gladness" be not weary"
God shall bless thee from above

For a brighter day is dawning,
When thy prayers shall answered be;
Joy shall gild that radiant morning,
Rich success shall gladden thee.

NOTICES OF BOOKS.

London:

Travels in the East. By CONSTANTINE TISCHENDORFF. Translated from the German, by W. E. SHuckard. Longman and Co. Pp. 287.

THIS entertaining little book has been sent to us to review, and we heartily wish that we could speak of it with unqualified approbation. The subjects of which it treats possess peculiar attractions at the present time, when the eyes of so many thinking men are directed towards the East, and to the countries which formed the chief scene of Mr. Tischendorff's travels, namely, Egypt, Palestine, Arabia, and Asia Minor. Mighty events shall yet take place in the East, as we know from God's word, and many circumstances, as, for instance, the rapid decay of the Ottoman empire, once so formidable to Christendom; the dangerous rivalry to which it is subjected in the increasing power of its vassal, the viceroy of Egypt; the growing influence of European powers in the East, and the quailing of the still remaining ancient oriental dynasties before them—all these, and other signs of the times which might be mentioned, seem to portend a crisis of which the East will be the theatre at no distant period. The Mahometan can no longer despise and insult the Christian as he used to do. Of this Mr. Tischendorff mentions a singular proof. (p. 158.) "The customary expression in Jerusalem-with respect be it said a Christian'-is characteristic of the sentiments of the Mahometans towards the Christians." He also mentions, in another place, the respect paid by the Bedouin Arabs to Europeans as such.

What a change of feeling we have here from that which prevailed among the same people in former times! and this preponderance of European influence in the East seems daily to increase. Whatever conflicts take place there, will be participated in by the great powers of Europe.