maintain, that, in every real place of education; in every grove, that does not prostitute the, well-nigh sacred, name, of Academus, the Practical must be developed ; and must be subordinated to the Spiritual.

Man was

I. THE PRACTICAL MUST BE DEVELOPED. created, for it. Was he not made, in His image, of whom the Son hath said, in these sublimest words, "My Father worketh, hitherto?" Was he not put, in that fair garden, to dress it, and to keep it? And, when the curse had fallen, on the race, for sin, was it not prefaced, with these words, "In the sweat of thy face, thou shalt eat bread?" Man was created, for the Practical. And, that cannot be his true training, by which the Practical is not developed. It piled the Pyramids. It built the Coliseum. It found the Apollo Belvidere, in that rough block of Parian marble. It created Hamlet, Ariel, Cordelia. There is nothing, that it has not done. There is nothing that it cannot do.

The Practical must be developed. Man was not made for sloth and inactivity; for ease and luxury, however harmless, or however elegant. Look at his hands, adapted, equally, to wield the pencil; to guide the plough; to hold the helm, when storms bring down the skies. Look at his chest, that swells, to meet the shock of battle; or to burst oppression's yoke. Look at his eye, to flash the fires of genius; or to frown the tyrant, from his throne. Look at his brow, the dome of loftiest thoughts, of tenderest imaginings, of deepest, most indomitable, determinations. Is there an element, that the

Practical, in man, has not made subject? Enthralled the air, to waft his ships. Harnessed the steam, to drag And tamed the lightning, to convey his mes

his cars.

sages.

The Practical must be developed. It cannot be, by any training of the hands. It cannot be, by any outward energy, or skill. It cannot be, through any mere material influences or agents. When Franklin brought the flash down, from the cloud, was it the kite and cord and key, that did it? When Davy went down, with burning lamp, into the fire-damp of the Cornish mines; and made that "dreadful trade," secure, was it the virtue of that woven web of wire? And, when Daguerre had dipped his pencil, in the sun, and made the light paint its own pictures, with a flash, was it the burnished plate, that won the triumph? The Practical is inward and invisible. Newton's sagacious forecast, of the laws of gravity, needed the falling apple, only, for an illustration. The teeming brain of Watt found, in the simmering kettle, by the fire, but the occasion of the triumph, that has well-nigh banished war, from all the earth. And, "the world-seeking Genoese" had first created, in his own great heart, the Continent, he went to seek; and found.

The Practical must be developed. It is the office of true education, to develope it. All education is devel opement. It creates nothing. It supplies nothing. It but brings out the hidden power, and disentangles it, and gives it freedom; and the electric spark, that it has waked, shall flash, from pole to pole; astonish earth;

and flood the heavens, with light. What it achieved, in Galileo! What it dared, in Milton! What it did, in Shakspeare! "Exhausted worlds; and, then, imagined new."

The education, by which the Practical, in man, may be developed, must be thorough, must be complete, must be liberal.

1. It must be thorough. It must begin, from the beginning. It must lay foundations. It must build, upon them. The Lord hath told us, what a house would be, upon the sand. It could fare no better, with the edu cation, that neglects the fundamentals. There can be no solidity, no certainty, no safety, no security. As if one leaned, upon a broken reed; or stepped, upon a dislocated foot. It is the great defect of education, that it is not thorough. The elements are not secured. The results can never be satisfactory. Men will not give the time. They do not know, that it would be time economized. Besides, with whatever use of time, in after stages, the issue must be insecure, and unsatis factory. As if one should build a pyramid, on piles. To have the work to do, again, the next half century. As, when our ships of war have been constructed, of green timber; and been broken up, within a dozen years. Time, taken, in the beginning, is time saved, in the end. Go, but so far. But, go so far, with cer tainty. A year, devoted to the elements, will be seven years, secured to the results. Would you avoid daily mortification, would you avoid habitual self-distrust, would you avoid continual disappointment-I appeal,

with perfect confidence, to those about me, whose sad experience, I describe-lay, deep and strong, the ele mentary foundations, in the work of education. No matter, if you never rise, above the surface of the ground. What is done, has been done. Done, to stand. Done, to stand upon. You may build on it, hereafter; it may be. At any rate, what has been done, you have. As, with the Cyclopean builders. The stones were rough. The work was rude. But they were massive, and well laid. And their magnificence remains; and will, while any thing of man's remains.

2. It must be complete. Who, could make any thing of half an arch? Or, of three quarters? Or, nine tenths? Would it bear any thing? Would it stand, alone? Would it be an arch? The mind is various, in its powers. The man is diverse in his faculties. Their true developement is in their perfect equilibrium. Only so, do they sustain and strengthen one another. Only so, do they display the beauty of their just proportions. There never was a greater sham than, what is called, "a partial course," in education. As if a torso were a statue. As if two legs, and half an arm, would make a man. That was a good old figure, which our fathers used; the Cyclopædia: the circle of the sciences. Could any one take pleasure, in a semicircle? Or, in any segment? And, what can satisfy the mind, like the full-rounded orb; the only perfect figure? The taste; the memory; the judgment; the fancy; the imagination; the reasoning powers: these, and, still more than these, combine, to make the man.

And, to educate a part of them, and not the rest, is to produce a monster. There have been striking things accomplished, so; no doubt. As men, with double joints, do feats of strength. And portraits have been painted, with the mouth, or with the feet. But these are rare exceptions. They are anomalous and mon strous. They may surprise; but cannot satisfy. They are deficient, in the elements of value. In harmony. In naturalness. And, in availability. They set no precedent. And they supply no pattern. They are for avoidance; not for imitation. They tempt dis pleasure. They suggest disgust. The real education educates the man, in all his faculties and powers. Developes him, proportionally. And, makes its issues practical and permanent. It never might attempt a flying machine, or a perpetual motion. It has accomplished a telescope, a steam engine, a power press. It might not find admission, with the Malachite and Porphyry, which Russia sent, to the great London exhibition. But, if the broadest field were to be reaped, within the briefest time; or, if the empire of the seas were to be successfully contested, it would be heard from: and the world would feel it.

3. And, finally, it must be liberal. Man is not all material. He has a mouth, not only, but a mind. There are higher pleasures than the sense can measure. There are satisfactions far beyond the appetite. The creations of the pencil; the witcheries of music; the rapture of poetry: these charm the fancy, enthral the feelings, lap the spirit in Elysium. They vindicate