3. Say the ould bachelor, gloomy an' sad enough, Placin' his tay-kettle over the fire;

Soon it tips over -Saint Patrick! he's mad enough,
If he were prisent, to fight with the squire!

4. He looks for the platter; Grimalkin is scourin' it-
Sure, at a baste like that, swearin's no sin!
His dish-cloth is missing; the pigs are devourin' it-
Thunder and turf! what a pickle he's in!

5. Late in the aiv'nin', he goes to bed shiverin';
Niver a bit is the bed made at all;

He crapes like a terrapin under the kiverin';
Bad luck to the picture of Bachelor's Hall!

oh dear:

LXVI.-ENDS TO BE ATTAINED BY EDUCATION.

HORACE MANN.

suprem

1. Education is to inspire the love of truth, as the est good, and to clarify the vision of the intellect to discern it. We want a generation of men above deciding great and eternal principles upon narrow and selfish grounds. Our advanced state of civilization has evolved many complicated questions respecting social duties. We want a generation of men capable of taking up these complex questions, and of turning all sides of them towards the sun, and of examining them by the white light of reason, and not under the false colors which sophistry may throw upon them.

2. We want no men who will change, like the vanes of our steeples, with the course of the popular wind; but we want men who, like mountains, will change the course of the wind. We want no more of those patriots who exhaust their

patriotism in lauding the past; but we want patriots who will do for the future what the past has done for us. We want men capable of deciding, not merely what is right in principle that is often the smallest part of the case;— but we want men capable of deciding what is right in means, to accomplish what is right in principle. We want men who will speak to this great people in counsel and not in flattery. We want godlike men who can tame the madness of the times, and, speaking divine words in a divine spirit, can say to the raging of human passions, "Peace, be still," and usher in the calm of enlightened reason and conscience.

3. Look at our community, divided into so many parties and factions, and these again subdivided, on all questions of social, national, and international duty;-while, over all, stands, almost unheeded, the sublime form of truth, eternally and indissolubly one. Nay, further, those do not agree in thought who agree in words. Their unanimity is a delusion. It arises from the imperfection of language. Could men, who subscribe to the same form of words, but look into each other's minds, and see there what features their own idolized doctrines wear, friends would often start back from the friends they have loved, with as much abhorrence as from the enemies they have persecuted. Now, what can save us from endless contention, but the love of truth? What can save us, and our children after us, from eternal, implacable, universal war, but the greatest of all human powers-the power of impartial thought?

4. Many-may I not say most-of those great questions which make the present age boil and seethe like a caldron, will never be settled until we have a generation of men who were educated from childhood to seek for truth and to revere justice. In the middle of the last century, a great dispute arose among astronomers, respecting one of the planets.

Some, in their folly, commenced a war of words, and wrote hot books against each other; others, in their wisdom, improved their telescopes, and soon settled the question for

ever.

5. Education should imitate the latter. If there are momentous questions which, with present lights, we cannot demonstrate and determine, let us rear up stronger and purer and more impartial minds for the solemn arbitrament. Let it be for ever and ever inculcated that no bodily wounds or maim, no deformity of person, nor disease of brain or lungs. or heart, can be so disabling or painful, as error; and that he who heals us of our prejudices is a thousand fold more our benefactor than he who heals us of mortal maladies. Teach children, if you will, to beware of the bite of a mad dog; but teach them still more faithfully, that no horror of water is so fatal as a horror of truth because it does not come from our leader or our party.

6. Then shall we have more men who will think, as it were, under oath,—not thousandth and ten-thousandth transmitters of falsity,-not copyists of copyists, and blind followers of blind followers; but men who can track the Deity in his ways of wisdom. A love of truth,-a love of truth; this is the pool of a moral Bethesda, whose waters have miraculous healing. And though we lament that we cannot bequeath to posterity this precious boon, in its perfectness, as the greatest of all patrimonies, yet let us rejoice that we can inspire a love of it, a reverence for it, a devotion to it; and thus circumscribe and weaken whatever is wrong, and enlarge and strengthen whatever is right, in that mixed inheritance of good and evil, which, in the order of Providence, one generation transmits to another.

7. If we contemplate the subject with the eye of a statesman, what resources are there, in the whole domain of nature,

at all comparable to the vast influx of power which comes into the world with every incoming generation of children? Each embryo life is more wonderful than the globe it is sent to inhabit, and more glorious than the sun upon which it first opens its eyes. Each one of these millions, with a fitting education, is capable of adding something to the sum of human happiness, and of subtracting something from the sum of human misery; and many great souls amongst them there are, who may become instruments for turning the course of nations, as the rivers of water are turned.

8. It is the duty of moral and religious education to employ and administer all these capacities of good for lofty purposes of human beneficence, as a wise minister employs the resources of a great empire. "Suffer little children to come unto me," said the Savior, "and forbid them not, for of such is the kingdom of Heaven." And who shall dare say that philanthropy and religion cannot make a better world than the present, from beings like those in the kingdom of Heaven!

9. Education must be universal. It is well when the wise and the learned discover new truths; but how much better to diffuse the truths already discovered amongst the multitude! Every addition to true knowledge is an addition to human power; and while a philosopher is discovering one new truth, millions may be propagated amongst the people. Diffusion, then, rather than discovery, is the duty of our government. With us, the qualification of voters is as important as the qualification of governors, and even comes first in the natural order. The theory of our government is,-not that all men, however unfit, shall be voters,-but that every man, by the power of reason and the sense of duty, shall become fit to be

a voter.

10. Education must bring the practice as nearly as possible to the theory. As the children now are, so will the sovereigns soon be. How can we expect the fabric of the government to stand, if vicious materials are daily wrought into its frame-work? Education must prepare our citizens to become municipal officers, intelligent jurors, honest witnesses, legislators, or competent judges of legislation,-in fine, to fill all the manifold relations of life. For this end, it must be universal. The whole land must be watered with the streams of knowledge. It is not enough to have, here and there, a beautiful fountain playing in palace-gardens; but let it come like the abundant fatness of the clouds upon the thirsting earth.

LXVII. THE SAME SUBJECT CONTINUED.

1. Finally, education alone can conduct us to that enjoyment which is, at once, best in quality and infinite in quantity. God has revealed to us—not by ambiguous signs, but by his mighty works; not in the disputable language of human invention, but by the solid substance and reality of things,what he holds to be valuable, and what he regards as of little account. The latter he has created sparingly, as though it were nothing worth; while the former he has poured forth with unmeasurable munificence. I suppose all the diamonds ever found could be hid under a bushel. Their quantity is little because their value is small. But iron ore, without which mankind would always have been barbarians,-without which they would now relapse into barbarism,- he has strewed profusely all over the earth.

2. Compare the scantiness of pearl with the extent of forests and coal fields: of one, little has been created, because