work to do.

Uncurbed passions, unsubdued tempers, are still frightfully common, and strew our earth with the sad wreck of their own maddened and odious malignity and guilt. But education is to triumph over even these revolting spectacles of sin; and if our present educational appliances are not fitted to such a work, we have not yet attained to the divine idea of human culture God and humanity alike demand of us as a type of education which looks forward to such a consummation.

The beauty of that period when the world shall exhibit the finishing touches of this great Master's hand, is the subject of divine prophecy. God's own word, the science of time and of eternity, of matter and of mind - truth revealed in the word and works of God-shall have free course, enlightening, sanctifying, and purifying the world. Knowledge shall be increased. The rough and unsightly places of sensual and murderous passion shall be made smooth. The lofty ways of this world's towering and unfeeling ambition shall be made low; and the dark and noisome depths of its disgraceful abominations shall be filled up.

THEN, and this is the final touch given to the picture, by the Great Master's own hand,— then THE DESERT SHALL BLOSSOM AS THE ROSE; and over all the sweet and pure freshness of that great garden of God, perennial dews and sunshine shall nurture for transplantion on heavenly fields the germs of beauty never more to fade.

Then, and not till then, shall we realize the meaning of that prophetic old word- COSMOS- by

THE

which the fine Greek fancy sought to express what, in that early day, existed only in possibility beautiful; and when we trace out the history of that cosmological development, we shall see how all right education, whether in the nursery, the school-room, the college-hall, or the Christian sanctuary has proved the art-master of God, in the elaboration of the grand conception; while over all, and richer than all else, shall stand out on that cosmological chart completed, -MAN HIMSElf, eduCATED,― the beautiful image of the great God revealed.

LECTURE V.

THE RIGHT USE OF THE PASSIONS AND EMOTIONS IN THE WORK OF INTELLECTUAL CULTURE AND

DEVELOPMENT.

BY EDWARD BEECHER, D. D.

GENTLEMEN AND LADIES OF THE AMERICAN INSTITUTE OF INSTRUCTION:

Ir is with great pleasure, and with heartfelt sympathy, that I address you on this interesting

occasion.

I was present at the original organization of this Institute, and listened with deep interest to its first Introductory Address, which has been so justly eulogized on the present occasion, by one so eminently qualified to judge.

Since that time, sixteen years of the best part of my life spent in the office, and, for the most part, in the work of a teacher, have opened my heart to an intelligent sympathy with you in your peculiar joys and sorrows, hopes and fears, and in your feelings of responsibility in view of the magnitude of your work.

I appreciate, moreover, the importance and the sublimity of the position which you occupy, as an organized representation of the teachers of this great nation. It is not my purpose to boast of the prominent place which some of the States of this republic have occupied as pioneers in the great enterprise of universal popular education, nor of the influence which their schools and educational documents have exerted upon this nation and upon the world. I refer to them rather to show that I am fully aware of the importance of your position, and to remind you of your obligations- to aim at still higher attainments and results, such as are worthy not merely of your national relations and of the demands of the age, but still more of the benevolent designs of the great Father of the human race, and of the great work in which you are privileged and invited to act as fellow-laborers with Him.

The topic to which, for a few moments, I would call your attention, as essentially connected with such attainments and results, is: THE RIGHT USE OF THE PASSIONS AND EMOTIONS IN THE WORK OF INTELLECTUAL CULTURE AND DEVELOPMENT.

Under the terms Intellectual Culture and Development, I include all that unfolding, discipline, and invigoration of the intellectual powers, properly so called, which is commonly regarded as the chief work of teachers as a professional class. It is sometimes, and perhaps often, confounded with the great work of Education itself. This is a serious error. Education, properly understood, has a much wider range than mere intellectual culture and develop

ment. The latter is but one department, though an important one, of the all-comprehending work of Education.

Using the word Education in its only true and worthy sense, its great end is to fit man for action, duty, and enjoyment, not merely in this life, but in all stages and spheres of his existence. It implies the healthy and well balanced development and culture of all his powers, corporeal, intellectual, social, moral, and religious. Viewed in this light, Education is the work not merely of professional teachers, but of the whole eommunity. Moreover, if it is conducted and accomplished according to the highest standard, there must be not only a high estimate and honor of professional teachers, but also an intelligent co-operation with them of parents, and of every department of the whole social, civil, and religious system. For the history of any community, and its public sentiment in ten thousand forms, in church and State, as well as in the family, its social intercourse, laws, and business, form a constant educating power, which, like an atmosphere, envelops and forms every human being that is born into it, and, to a great extent, without his distinct and conscious consent.

It is only a part, then, of this great educational system, which at all times steadily acts and reacts on all, which I have selected for your consideration, -that part in which, as professional teachers, you are commonly supposed to be more specially concerned, the Work of Intellectual Culture and Development.