37
already a great way towards disposing us to act upon it. What we see clearly and apprehend keenly, we have a natural desire to act out. "To see the best, and yet the worst pursue," is a possible but not a common state of mind; those who follow the wrong have generally first taken care to be voluntarily ignorant of the right. They have silenced their conscience, but they are not knowingly disobeying it. If you take an average human mind while still young, before the objects it has chosen in life have given it a turn in any bad direction, you will generally find it desiring what is good, right, and for the benefit of all; and if that season is properly used to implant the knowledge and give the training which shall render rectitude of judgment more habitual than sophistry, a serious barrier will have been erected against the inroads of selfishness and falsehood. Still, it is a very imperfect education which trains the intelligence only, but not the will. No one can dispense with an education directed expressly to the moral as well as the intellectual part of his being. Such education, so far as it is direct, is either moral or religious; and these may either be treated as distinct, or as different aspects of the same thing. The subject we are now considering is not education as a whole, but scholastic education, and we must keep in view the inevitable limitations of what schools and universities can do. It is beyond their power to educate morally- or religiously. Moral and religious education consist in training the feelings and the daily habits; and these are, in the main, beyond the sphere and inaccessible to the control of public education. It is the home, the family, which gives us the moral or religious education we really receive: and this is completed, and modified, sometimes for the better, often for the worse, by society, and the opinions and feelings with which we are there surrounded. The moral or religious influence which an university can exercise, consists less in any express teaching, than in the pervading tone of the place. Whatever it teaches, it should teach as penetrated by a sense of duty; it should present all knowledge as chiefly a means to worthiness of life, given for the double purpose of making each of us practically useful to his fellow-creatures, and of elevating the character of the species itself; exalting and dignifying our nature. There is nothing which spreads more contagiously from teacher to pupil than elevavation of sentiment: often and often have students caught from the living influence of a professor, a contempt for mean and selfish objects, and a noble ambition to leave the world better than they found it, which they have carried with them throughout life. In these respects, teachers of every kind have natural and peculiar means of doing with effect, what every one who mixes with his fellow-beings.
