i*h tthe Republican. EDUCATION. ' Education, I consider as consisting in the formation of the character, in the prop* oration of own for usefulness and happi ■ ness. It involves the right development and cultivation and direction of all his powers, physical, intellectual and moral. It implies instruction in all the branches of knowledge which are necessary to useful and efficient action in the sphere of the individual, , But it must also include the physical, (raining which is to render the body capablo of executing the purposes of the soul. The skill which is requisite in order to apply our knowledgeand strength to the very best advantage; . and above all, the moral discipline by which the charac* ter and direction of all our efforts are to be decided. ■ Each of these branches includes an extension list of particulars ; and the means ofeducation comprise all thoso cir cumstances. and influences by which the human character is formed and modified. In this view, education does not begin with the school nor does it terminate with the university. It begins with the first mo-j ment of consciousness. Every being, ev-i cry object, every event forms a part of it. I The first lessons are given in the arms of the mother. The parent by her looks and movements, and the sun by its varying lights, nre educating the eye. The food which is given him calls forth his appetite and forms him to habits of temperance or sensuality. The clothing which ly^wears begins to inspire tho taste for simplicity or the lure of finery. ~ In the progress of childhood, tho daily, and hourly treatment he receives, tho con duct he witnesses and the language he hears in the family circle, in the company of domestics, in the little society of his school fellows and play mates, all exert nn influence upon him, no less decided, and often more powerful than the instructions of the school or the exhortations of the pa rent, or tho worship of the church, and all therefore make an essential part of his ed ucation. As he advances into youth and manhood, the number of educators who thus sur-! round him, and tho various influences to! which he is exposed are greatly increased.! Society at length begins to act upon him ] as ho feels the force of public opinion.— The church presents its weekly school of 1 instruction and discipline, which may ex- i ert the most efficient and salutary influ enco ; and the employs its power in : directing and restraining, and thus educa ting the man by means of laws and iusti- 1 tutions whose operations terminate only in the grave. Education, then, in its largest sense, is not limited to time; it is not confined to| the narrow, foundaries of existence which' we can discern. We have said that its first lessons are given in the mother’s i arms. , The family is its primary school ; | the scries of public institutions is bat tliei academy of this great cause.. I Readers, let us look at the benefits of! early knowledge. It is peculiarly desirable to acquire as 1 much knowledge us possible while young, because il.istbon acquired most cosily. All the powers of the mind are then active and elastic —the feelings are fresh and vigor ous—imagination is lively —the spirit ex ults in buoyant hope, which nerves it to severe efforts. Obstacles arc soon sur mounted, and the: yielding mind is readily molded to patterns of exalted worth and greatness. As you ndvance froth youth, the mind becomes less inclined and less able to expand, so that if you pass on to inaturo years with your mind narrowed by | ignorance, it will probably always revolve in the same little circle. Earlv knowledge is not dnly the easiest acquired but Ike longest retained. The memory becomes treacherous as age ad vances. With most persons it begins to fail by thirty-five or forty, and they then find by experience, that their early knowl edge lms the firmest hold of their minds. One thorough reading of history while young, is worth more for the purpose of impressing its facts' upon tho memory than half-a-dozen readings at the ago of forty or fifty. Hence, the lessons of the nurse ry, the primary school, and the sabbath echool impart the knowledge which most | faithfully attends us through our life.— ; Early knowledge is valuable capital, with | Which-to set out in life. It gives one anj advantageous start. If the possession ofj ■ knowledge has a given value at fifty, it has • a much greater at twenty-five, for there is (ho use of it for twenty-five of the most ■ important years ol his life, and- it is worth more than a hundred per cent interest.— Indeed, who can estimate the interest ol knowledge, its price is above rubies. How often do we hear men advanced in life say: ‘lf I had possessed the knowl- when young that I now have, 1 might '•have bedoroe rich > learned and great, and 1 influential. The essential elements ofkpowl- D edde you may acquire while young. If fi»- ivbwd WitK opportunities, therefore it is yWrl own fault if t you do not secure the ’needful knowledge. - ' ''-’Early knowledge,isimportant to enable 'iihe ‘iii tseastm to feel his own strength thousands mistake ‘heir calling for want of it. Men, who might have acted a brilliant ' part in' ,the pursuits for . which they -vyero adopted, dm often doomed through life to "o tiresbmo and fruitless employment be cduse they. did not possess sufficientknowl bdgerwdilo to, direct energies fdK .course. Most of all is early •knowledge important, to dispose and ena ’-blc. ydu to pstJnjpe the perils.and ; tempta. ‘irons M invite your rising energies away 'npia' thq.solicitations, of the youth- TuT—to lay before you ,the vast; motives to rise to the proper dignity of yoiir intollec fttl add ritdral being ; that you may secure the ereat end; for which'you were made. Id a very important' sense, youths are «aved by knowledge, and destroyed for thdlactofit. ‘My people «ald our Creator ‘lor lack of knowledge , because thou hast rejected knowledge, I Cleorftela -HUpitbUtMu A WEEKLY PAPER : DEVOTED TO LITERATURE, AGRICULTURE, MORALITY, AND FOREIGN AND DOMESTIC INTELLIGENCE. PuMfclW £m (Qlo&ipfSioMj ©v©ffy W®