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Lea cartes, planches, tableaux, etc.. peuvent Atre film*s * des taux da reduction diff*rents. Lorsque le document est trop grand pour *tre reproduit en un seul clich*. il est film* * partir da I'angle sup*rieur gauche, de gauche * droite, et de haut an bas. en prenant la nok.ibra d'imagas n*cessaira. Les diagramm^tf suivants illustrent la m*thode. rata 9 telure. * 3 i2X 1 2 3 1 2 3 4 5 6 I lo p «( EDUCATION.'' Jy Jesus, whom Paul preachelh." But the Evil Spirit was not to be (;onirolIed by such imposters. "Jesus" he said "I know, and Paul I know, but who are ye." The Devil knew Jesus Christ well enough, they had had one personal conflict in the wilderness, and that was a decisive one ; the Devil knew that he was c nquered ; he believed Jesus to be the Christ, and trembled at His power. St. Paul he also knew, he knew that he derived power from Christ to control him. But these seven vaan- ters, these Scevites, who were pretending to a power which they did not possesp, these impostors he knew, but in quite another sense from Jesus Christ and His Apostles. These latter he knew and feared ; the former he knew and despised. "Jesus 1 know, and Paul I know, but who are ye " No sooner had tlse Devil said these words than "the man in whom the Evil Spirit was, leaped on them and overcame them, and prevailed against them so that they fled out of that house naked and wounded ' And when this was noised abroad "fear fcH upon them all and tlic name of the Lord Jesus wus magnifled.^' Such au effect had it upon the sorcerers and magicians in|[thoso parts^ that many that "believed came, and confessed, and shewed their deeds, and many whieh used curious arts brought their books together, and burned them before all men ; and they counted the price of them, and found it fifiy thousand pieces of silver.'' The historical account is closed with these woids of St. Luke "ao mightily grew the word of God and prevailed." Now we gather from this eircuiustanco thus detniled at length that magic and sorcery were really practised in those days ; and the at- tempt to exorcise Evil Spirits out of those who were possessed, was a branch of this system. We are apt, in the present day, to treat the ideas ol sorcery and magic as super-^titions delusion, and all Hccoimts of their practice as ompfy fulilo. That hecanxe all attempt* > ^ to practice sucli arts in the piesent day wonUl \ni l)ut so many ubaunl instancen of imposture, theiej'ore all accounts of ^iicli practices in the pa»t are fabulous and must be explained away. Tl'is mode of re- garding tke question is but one of the many instances of tlie dif!icul;y we experience in realizinjr the state ant indistinct. We might with equal truth deny the existence and power of miracles, as actual facis in the time of oar Lord and liis apos'Ies, because wo do not see any miracles worked now, as to assume that all accounts handed dowr. to us of the practice of magic and sorcery are to be ranked in the region of myth, simply because we do not see, and have no credible evidence of the existence of such a practice now. That such arts are not, aud,n(:rliaps.caunot be practiced now, admits of an easy and satisfactory solution when wo regard the mission of Him who came to crush the serpent's hfad. At t!ie same time Holy Scripture reveals to us enough of their actual praeii e, am! the person- ality of Satan, and of the dreadful, nay almost unbounded power that he once exercised, as ever to place us on our guard against ignoring his existence as a real, active, spiritual being, and resolving all the effects he is now permitted to produce, through human agency, into merely an evil influence or an evil principle. That he has not that unlimited sway, at least where the light of the gospel has penetrated, is indeed a subject of devout ihankfulncs"*, but at the same time he is permitted to exercise a limiteil power, and of tliat we should never bo forgetful. Forgetful ! how is it possible to forget it, or ignore it — we need but look around u.^, in our own neighbourhood, in our own faaidy circle, in our own hearts, to be convinced of the truth of the devils ])0\ver now. This all must with shame and sorrow confess. He may not have the power to loap upon us and overcome us, and drive us out of the house naked and wound- ed, but still he has the power to hurt us, if we choose. The extent of that power is not revealed, we only know that it is enough to try us and to prove us, that we may come out fine gold if we resist him, through grace, but if not, then, base alloy His power is now of a more subtle kind than in those times of which we have been speaking. He produces his effects by man acting ujjon man, making use of their intellects and passions to spread the work of misery and wretched- ness. While the inspired recoids show us that the only way of suc- cessfully counteracting the evil effects that he is ever seeking to pro- dm'p. the only way to rai.^e and elevate and purify mankind, is by () hiiiniii^r tln-'in np in the i»riiHM|ilcs .iiul pnicticcs ofllmt pure hikI ex ultf'd religion which our lilesscil I.oril Ix'qucatlied tu his follower.-. Undor all the wutcliwardH of |)arty and uiuid all the strife of tontfucs, the preat enemy of mankind is ever ut work, seeking to poi-Hjii !uid corrupt, and degrade the human race. His inodtrn .strong- holds lire nmniCold, but of all the iiLstnuiients that he wields for the purpose of succeKS in iiis baneful object none are so formidable as — 1 Ignorance — '2 Superficial Knowledge, and — 3 Secular Education i. e. an intellectual education entirely separated from religious instruction and training. Other 'ii.strunients are both nutricrous and potent — but their number and their potency have t'neir origin in these primary sources of evil. I. Ignorance is doing the devils work. Of this there is no question whatever. Ignorance is the fruitful parent of unnumbered crimes, and in proportion as we allow persons to grow np in and go on in ignorance, in the same proportion do we endeavour to assimiUte the world to the byegone ages of ignorance and heathenism. As the hoiirs of night brooding over t'le forest call forth beasts of prey of every kind to their natural work of mutual destruction, so ignorance brooding over a n.'ition evokes the mauifestation of evil in every shape, giving opportunities and supplying materials to the appetites and the passions unchecked by the dictates of reason. The antidote to thif evil is Education. 2. Next to ignorance at an instrument of evil must be ranked a superficial half-learning. It has grown into a proverb that "a Tittle learning is a dangerous thing." It makes men self-suflicient, conceited, and ['"^^--nptuous. They know just enough to walk alone, indepen- dent V .nan guides, trusting to their little stock of knowledge, and so fir ^ ..lemselves without miy sure foundation when the convul- Bions of society arise from the bursting forth of human passions. Complete ignorance ninkcs men superstitious, it cramps and stunts the development of individual character. A smattering of learning on the contrary prese: ts a fruitful field for the growth of practical in- fidelity, a harvest which ala.s! it too frequently yields. This kind of knowledge is just sufficient to preserve its victims from the arts of those who would enslave them to superstition and idolatry; but be- cause they have light enough to see that f-onie things are false, which once they were told were true, so they are ai)t to assume that all principles and all truths are equally Ukchj to' be false, and from as- sumption they quickly arrive at the conclusion, without any calm or sufficient investigation, of which they are incapable, that they are abiolutdy false. There is little need to enter at greater length into the di.sustrons effects of these in.-trunuiits of evil, becau.-e, they are recognized b) all. 3. liut with regard to Secuhir Edncution or an intellectual ecluca- tion entirely separated from religious instruction and training being a powerful instiument of evil, there is, unhaj'pily, not that unanimity of \ t i \ opinion. Were it otherwise sucli a system woiiM not bi? inuriiiietit among ourselves, neither would it curry with it tlio ncommonrhition of those amongst us, who, bcyoiirl nil dispute, are deeply nnxiuus for the growth, the develo{)raent, and the prosperity of this infant colony. Did they so regard such a system, they would not, they could never hare advised " that in a community such as this where religions opinions ore so diversified, and where the benefits of a well-devised educational system should be cxtendeil to all, the reading of the Bible or the inculcation of religious dogmas in free schools would be unadvisable.'' The reading of the Bible un'advisable ! ! and why? Because of the existence of the multiplied evils which have gathered around the Book and the religion it inculcates. And yet tlie only known remedies for these evils are contained in the very Book they are seeking to exclude ! ! And have we indeed come to this ? That in an integral portion of a great christian state whose sovereign is not ashamed to acknowledge that she reigns by the grace of God— a state whose system of oaths is based upon a deep stated reverence for the Bible — a state whose recognition of the value of a religious education is so strong, that she will assist the Jewish members of her community with regard to this very question only upon the distinct understanding that the scriptures of the Old Testament form an integral part of the system of instruction, — that in a state like this it is seriously proposed to abandon that principle where bj' the civilized world of modern times has beeu raised to its present position of enlightenment and progress — viz that education to be a blessing to an individual or a nation must be built upon the foundation of leligion. Would that those who are so eager, and so sincere in their eagerness, would pause and refl^jct whether after all they are not pursuing a phantom that will lead future gene- rations to multiplied misfortunes, rather than a practical benefit which will help to build up a nation. Righteousness wp are told exalteth a nation — but we nowhere read that knowledge by itself exalteth a nation — but we do read that " knowledge pufiFeth up'' and that " pride goeth before destruction and a haughty spirit before a fall." Such a system as that tends and cannot but tend to lead those who have been trained under its influence to rest content with head-know- ledge without A^flrt-knowledge, with the one only end of getting ou in the world at the expense of conscience and of all consideration of the future. Surely every well balanced mind, nay, surely all must feel that something more is wanted in a social community beyond in- tellects sharpened to the active exercise ot the several occupations whereby that community supplies its own wants and those of others. If man, as we find hira constituted, would confine the energy of his in- tellect, undisturbed by passion, simply in actively carrying out and developing the occupations in which he is engaged as a member of a commonwealth, such a system would be comparatively harmless, re- garded merely from a htuiian point of view. But when we consider '1 ihe iiifliioiioc (if tlie appftiU's tind passiuiis-- and if iiiicheckeU aud un- truintd, their irresiatalile iiilliieiicc — wlicii vvt' coiiaiJer how tve are all bound up one with another, how tnuch of wide spread happiness and misery is in the power of c'verv iu'lividiuil^ and how much, nay how entirely tins happiness or this misery d(jj)ends upon the practice or the nuf^lect of tliose principles and virtues which the mere- ly F'icnlar school or tiic (gymnasium can never inculcate, surely, at a ptiiim facie view, that system must be fraught with evil which considers the inculcation of those princii)Ies " unadvisable '' fcnd is unconcerned about the existence of tbose virtues. To love one's neighbour as oneself and to do toothers as you would have others do to you, can never bo taught by making a man a clever artizan or a skilful agriculturist, while the operation of sufh a priuciple, in prac- tical dudy life, spreads itself out into fields far beyond the reach of all legal enactments. Yet it is supposed possible to impart a healthy moral education to youth, of which tiie above prin-ciple forms an es- sential part, by excluding the Book wherein it alone can be learnt without the admixture of human imperfection, and from which alone it can and may be imparted independent of all those differences, how- ever great and however real they miy be, which have unhappily arisen about the interpretation of particular portions. It may be supposed possible to counteract the influence of such a system by parental teaching at home or by ministerial teaching in the Saodaj school or otherwise. Such arguments are often adduced in extenua- tion of the supposed necessity of this system of free schools, but they are arguments more illusory than real. In the one case it assumes in the outset that all parents (lind it is for all we are providing a benefit, and not for a few) are themselves religious or are respected examples of the principles and benefits of religion. Were this the case this system would find fewer advocates than at present. On the other hand the intvitable influence which such a system must have on the minds of the young with regard to religion is altogether ignor- ed. They will see religion placed, by the commonwealth in which they live, on one side as having nothing to do with their position in the world, or their relation to each other as citizens. They will see the inculcation of those virtues which have their origin in religion, and derive all their force from a religious training, give place to the acquisition of merely secular knowledge, however useful il may be, and what will be the result? What can be the result on young aud impressible minds other than rendering them indifferent to the cultivation of those virtues so repugnant to the propensities of the natural man ? Thus this system will tend to weaken other in- fluences, whatever they may be, aud raise a formidable barrier against any healthy effect sought to be produced by other agencies, l^me would fail me within the limits of a single discourse, to bring before you all the pernicious consequences of such a system, and little need would there be to make the attempt, if the experience of the past had ) I / ;j •^ S A > / \ its duo woif^ht in bfilaii'Mii^ tlicju(l<^:nent. History U not silont ai to the elTect of «ilu;'iit on witliout reli^^ions training. Greece and Homo were not uniMlucated. Th'KSo nitioiis rosi; to a civilization of no mean standard, and to power and wcalih o'lio ordinary degree, yet the mor.il ntniO'plierc in which tiiey liveil, with all the pulntion of its criminal taint, would he thoDi^ht dcsirahle only hy th()sc wlio arc i^Miorant of the testimony supplied liy their own phihisoiiliers, historians and poet.s. Knowled,u;-(! witliout religion is no hairier to crime is evidenced by the iiidescribablw horrors of the " Ueifrn of Terror" in France, when phdosopliers jiiid nien of prolound worldly knowledj^e instituted tlie " Age of Ilf-ason,'' and steeped tliemsclvoy in every spreifs of atrocity. A system of eHueiition wilhout religion is no {guarantee lor the stability imd progress of a nation, as was evidenced by tho anarchy and confusion that convulsed Europe in 1818, and chiefly in thoso countries where siudi a system had been, to a great cxtenr, formally adojited. Education by itself teiuls not to the diminisling of crime is evident, if * itistics may be trusted, which show that in England in 1836 tiiere \> • re of educate:! criminals 120L), while in 1S41 there were 1800. (Alison, Vol. XIV. p. 366.) ]{eason and History alike bear wit iie>»s that such a syslera is frnnglit with evil, and repugnant to the b( st interests of a conmion»veiillh. Why then evo':e such a jiower without bringing to bear uj on it a cli.'ectitg iidluenee y To act thus is to follow, alter oil, the example of those mentioned in my text. It is striving to banish the Devil witliout using the only real )io\' er of expelling him, and instead of suce(!ss ill the attempt it v\ill be found tliat in the phice of one there will be seven devils to deal with, and the last state of such shall 1 o worse than the first. "Jesus 1 know, and i'aul 1 know, but who are ye?' "To attempt,'' says a writer jjrofoutidly versed in the science of Educa'ioii, "to separate religion from Education is to invoke the devil "which you wish to cast out ; and to attempt to teach religion at "certain given hours, insteail cf allowing rel'gious disciidine and " training to pervade every part of Education, is the greatest ab- *' surdity that can be imagined. Religion is to be taught every hour; " it is to be kept always in sight; it is to the child a solemn, insensl- " ble, secret operation, like the growing of seed in the ground; some- " thing to be fed by the most gentle dews, the most gradual (lelicate "processes, in which tho>e who are most deeply interested scarcely "dare to let the child know what tliey are about. Religion is to be " tat'ght through parables, and signs, and types, in a thousand little " ways where there may be iio direct mention of either God or Ilea- " ven, but in which God and Heaven, and all things belonging to " Heaven must be deeply engraven in the child's mind. But separate •' the two, mako a distinction betreon secular Education, i. e., world- " ly knowledge and rcbgion and you create a monster. You may " sharpen the intellect— yon may stinmlate the passions — but you " will never make a man religious. Rut you may create one of [10] " those hideous ir.a^ignant monsters, so familiar to ns in French "rabellions ; something with a quiet intellect, with strong muscular " arm, to wield the club and the sword, and to fire our houses. You " may create a thing sunk in misery and sensuality, or clever only "for the gratification of its own covetousness, cruelty, and lust; you *' may create a Caliban of the factories and the forges, but not a " Chricitian." Let but such a system be instituted, then with it the process of moral and intellectual disintegration will have begun. We shall have called into action the mysterious laws of our spiritual being in a direction contrary to the dictates of Reason, Experience, and Re- velation- The evil consequences may be postponed through the ex- ercise of other agencies beyond our own generation, but they will only be postponed, not averted. Small consolation will it be to the consc'ence of any true patriot and sincere right-thinking mind to re- flect that by supporting the introduction of such a system he has sacrificed at the alt ir of a supposed expediency, the true interests, and the happiness of his children's children, and bequeathed to them a le- gacy of difficulties overwhelmingly insurmountable. The subject is on all hands confessedly one that is surrounded with difficulty in a new colony like our own; but whatever the difficulty s irely it cannot be one of such insurmountable magnitude as to lead Christians to give up a principle of such vital importance as that " all education should be based on religion." It is true we are not living in days of fieiy persecution when the alternative was either the denying Chi ist or death; then at least there was no hesitation and every exertion of power was powerless in making Christians shrink from evincing their faithful allegiance to their Lord as well in deed as in word. It- is true that no altar is erected in the amphitheatre with the incense dish by its side — but there is another altar and on it is euL^raven in legible characters " Expediency,'' and as we stand by its s'.do, it is to b? feared, alas! that we are failing and shrinking under (he trial. What else can it be when, because dij/iculties beset op.r pa' h, we are content that our children should be without that whifh ill words, at least, we profess to be the mainstay of our hopes as it ought to be the mainspring of our actions. The die is not yet east — neither the steps already taken, irrevoca- ble. Let us be cautious then how we act. Let us recognize in the question of Education not only a question, vexed with external diffi- culties, but a subject of the most critical importance. Let us face our difficulties patiently, fairly, and honestly, and remove them as far as we may. Let us, while we are anxious, as it is our bounden duty to promote a well devisL^d system of Free Educatiou, be careful to do our utmost to render it a permanent blessing, and may God in His infinite mercy direct our counsels to the furtherance of His Honor and Glory, and bless our efforts for the well being, the prosperity, and the happiness of our laud. if ^;? / 9\ m' ^ n