age and
love of all beings. Now, as it is the great object of life to know God
and enjoy him, so in education we are to keep this steadily in view, and
follow the order of procedure for the attainment of it which God has
himself established. To spend the life or the years of youth on the
study of rocks and crystals, to the neglect of the higher moral truths
which lie within their circle, is unpardonable folly--a folly not to be
redeemed by the fact that such knowledge is a partial unfolding of God
to man. It is little better than studying the costume to the neglect of
the person--than the examination of the frame to the neglect of the
master-piece of a Raphael inclosed within it--than the criticism of a
single window to the neglect of the glorious dome of St. Peter's--than
viewing the rapids to the neglect of the mighty fall of Niagara. In
education, the observance of this natural order of truth will bring us,
at length, to that which fills the outer circle, and thus _all_ the
kinds of knowledge will receive a just attention. Indeed, the study of
the one naturally leads us to the other. We shall pass from the inner to
the outer lines of truth, and back again, learning all the while this
important lesson, that the study of the more remote class of truths is
designed to conduct us to a more perfect appreciation of that which is
moral, religious, central and saving; while the study of the higher
parts of revelation will show us that the former come in to finish and
perfect the latter. We do not despise the frieze--the architrave--the
cornice--the spires, and the other ornaments of the temple, because we
regard as most essential the foundation, the corner stone, the walls and
the roofing; but in due time we seek to impart to our edifice not only
strength and security, but the beauty of the noblest and richest
adornment. According to our means, and as the necessities of life will
permit, we shall seek for knowledge from all its various spheres, and
despise nothing that God has thought worthy of his creative power or
supporting energy.

Now this large course of education in obedience to its first great
object, is not limited by anything in itself or in us, to a particular
class of individuals. It is the common path along which all intelligent
beings are to pass. The object to which it conducts is before us all,
and common to all. It is not divided into departments for separate
classes. Woman, as well as man, has an interest i