Because some young men of licentious principles, with hearts already hardened, and consciences already seared, creep into our colleges and academies, and there profane the name and word of God; and do despite to the Spirit of his grace, shall we all cease to adore that name, read that word, and pray for that Spirit; and thus give up all efforts to promote the cause of the Redeemer, lest these enemies of the cross of Christ should be offended, and take occasion to blaspheme? No; no; when the moral and religious influence, which has so long been diffused over most of the literary institutions of New England, shall be withdrawn, they will not be worth preserving their light will have gone out, and their glory will have departed forever. No; no; let us never cease to pray for the diffusion of this heavenly grace upon them; nor fail to exert ourselves to preserve and increase this benign influence over them; though some, (as scoffers ever have done) continue to mock, despise, wonder, and perish ! A third obvious remark, suggested by the view we have taken of this subject, is, that the Bible ought to be used in all our schools from the highest to the lowest, either as a reading book, or a classic-either to be studied in the original languages, or to be read and expounded in our vernacular tongue. Another equally obvious and important practical remark is, that a good moral character and correct moral sentiments are indispensable qualifications in a teacher of children and youth, But qualifications, for the want of which, no intellectual qualities or literary and scientific attainments can atone. time will not allow me to attempt an illustration of these and other practical remarks, which naturally flow from this copious subject. To induce parents, guardians, and instructers, with all, who are so situated as to be able to exert an influence, direct or more remote, on the cause of education and the destinies of the rising generation, to apply the principles of this discourse to practical purposes, both in the family, in the primary school, and in the academy or college, let the importance of the subject, in its bearing on individual character and happiness, and on the preservation of our civil institutions, and the welfare of our country, be carefully considered. Parents, Guardians, Instructers, the consequences, which are to flow from the manner in which you regard and treat this subject, are of no ordinary character. They are of great moment and permanent interest, extending to your country your whole country, and the world; and taking hold on eternity. Were the children whom you are educating, and the youth under your care and instruction, designed to live for a few days or years only; and then to die like the beasts that perishdie, and lose all their powers and susceptibilities die, and cease to be: or were you and they in a land of despotism, where no one is permitted to think or act for himself, Moral Education would be impracticable; or, if in any measure practicable, of little importance. To attempt to train children or youth to the exercise of reason and selfgovernment, would then be a vain and useless attempt. But you are not thus situated. Nor are the objects of your guardian care and parental solicitude, the mere children of earth and time. They are moral agents, and accountable beings. They possess immortal souls. They are in a course of education for eternity. They are capable of action; voluntary action; in its consequences, never-ending action. They are susceptible of happiness and misery-endless happiness and eternal misery. And this happiness, or this misery, will depend on the characters they form-on their principles and habits — in a large sense, on their moral education. You live, too, in a land of liberty, under free institutions; where freedom of inquiry, freedom of speech, and freedom of action, are enjoyed in a high degree; where men possess as great a measure of personal liberty as is consistent with public safety, and social order. Much, therefore very much depends on the fidelity with which you discharge the duties, that result from your relation to your children, your wards, your pupils ;-much, as it regards their happiness here and hereafter; and much, as it regards the institutions and welfare of our beloved country. What is to become of these institutions, and this country? How are they to be preserved? Do you answer, by intellectual education by diffusing knowledge through all the ranks of society? This, unquestionably, is important—indispensable to the preservation of civil liberty and to the security of social order. But will this alone accomplish the object—is this the grand conservative principle of our government ? Of what avail is knowledge, without virtue-intelligence, without moral principle the education of the head, without connecting with it the education of the heart? The tendency, as it regards moral influence on political action, in our country, seems to be continually downward; and unless this downward course should -- be speedily and effectually arrested, it must, sooner or later, sweep away our free institutions, and bring upon the country the desolating scourge of anarchy, or the iron hand of despotism! I dare not look forward upon a scene so dark and dismal! I dare not contemplate in prospect the recurrence of a French revolution, on American soil! I dare not anticipate the time, when infidelity, licentiousness, and violence, with giant-strides may traverse our country, in all its length and breadth; deluging it in blood, and sweeping it with the besom of destruction. I would rather turn from this dark side of the picture; and though it may prove but an optical illusion, view a brighter scene. I would rather indulge the hope, that some new and mighty moral influence, under the fostering hand of education, and through the kind interposition of Providence, may come in, and stay this downward course - sustain our tottering institutions, and save our country! |