he wept, because that at the expiration of a hundred years not one of the multitude would remain. Well Xerxes might weep. Tears befitted the occasion. They befit not this. To Xerxes death was the end of life. To us it is only the transition from an humbler to a higher life. In the future, as now, some tribute of respect will be paid to the memory of the dead. Then, as now, the blossoming flowers in yonder garden will invite the wandering feet of the student. Then, as now, the birds will sing among the branches, the Heavens will smile, and God will signify his approval, as he does now by his gracious presence.

After having been separated from you so long, beloved pupils, it is a happiness to meet you here; and it is sad to think we must part so soon and part never to meet again. Standing amid the Alumni of an Institution over which I have so long held charge, so soon to resign that charge, hands turning to you, beloved pupils, turning to you, we commit to your Live after us; and live, I doubt not, the interests of each and all of us. to sustain your Alma Mater's position, to defend your country's rights and her liberties not, indeed, by the sword, but by that power which is mightier than the sword. Where rest those noble spirits who have Who now thinks of Smith, or preceded us? Where the dead are. Maxey, or Edwards? But though the dead shall be forgotten by the living, the living will never be forgotten by the dead. Seeing, though unseen, they look back to earth, or perhaps become the guardian angels of those who are left behind. Be this as it may:

"Oh! it is not all of life to live,

Nor all of death to die."

Beyond this lower sphere there are duties to be performed. Not as spectators shall we be present on that august occasion when teacher and taught snall meet together to give account of all the deeds done in the body.

Bequeath this good inheritance to those who shall come after you. Perform life's duty. Give all diligence to secure the enrollment of your names in the Lamb's Book of Life.

A long, a last, but not a sad Farewell,

TRUE VIRTUE.-When I set before me true virtue, all the distinctions Wealth is poor; worldly on which men value themselves fade away. honor is mean; outward forms are beggarly elements. Condition, country, church, all sink into unimportance. Before this simple greatness I bow, I revere. The robed priest, the gorgeous altar, the great assembly, the pealing organ, all the exteriors of religion, vanish from my sight as I look at the good and great man, the holy disinterested soul. Even I, with vision so dim, with heart so cold, can see and feel the divinity, the grandeur of true goodness. How, then, must God regard it? To his pure eye how lovely must it be!-Channing.

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THE TRUE AIM OF EDUCATION.-That it is the object of all education to rear up minds of a large and comprehensive spirit, full of reverence for the right and true, bent alike on self-improvement and the improvement of the world,—is a fact never to be forgotten. We should consider, that we educate men not to be pliant creautures of outward influence, but to be armed with a force and independence that can breast itself against the despotism of public opinion, against the capracious tyranny of fashion and the unrelenting exactions of party and of passion. We educate them that they may be thoughtful and active, yet contented-equal to enterprises of great pith and moment if duty calls, but ready, also, when God so wills, to take their peaceful and unhonored way through the sheltered vales of life. Hitherto, we have trained our children too much as if what the world calls success, were the grand end of life, and the most important boon that education can grant. Too often we have forgotten that all this vulgar and outward success can never fill up the vast desires of the human heart. God gave meat," we are told, "to Israel for their lusts," when they were so intent upon it, but he sent leanness withal into their souls. It is always so. He who struggles hard for wordly honors or riches may have his reward. Probably he will, if his skill be at all proportioned to his efforts. But, then, he discovers, too late, that it is not in all these, to slake the burning thirst within. "The mind is its own place, and it can make a hell of heaven--a heaven of hell." It is not what we eat and drink and wear--it is not the texture of the carpets on which we tread--or the pomp and circumstance with which we move forth, or the sweet incense that comes up from the fickle voices of the multitude, that can make us feel permanently that "all is well with us." No! the soul must be touched and turned to finer issues. It must feel that there is a happiness higher and dearer than any that can be bought with money, or won in the strifes and heart-burning rivalries of the fashionable or the ambitious. It must have pondered well and wisely that saying of the wise man, he that ruleth his own spirit is better than he that taketh a city. It must know how to poise itself on its own convictions of truth and duty, and stand undismayed though the people rage and the kings of the earth imagine a vain thing. Then, though called to pass through fierce trials; though pain, or penury, or disgrace, be its portion, it shall feel more true joy than Cæsar amidst the plaudits of the populace, or with a senate at his heels. Aye, and it shall have more true success. Galileo succeeded, though inquisitions denounced and the world scorned. Ridley and Latimer succeeded, though they died by fires of martyrdom; for those fires shot an unquenchable light over all England. The Apostles of our faith, like him whose name they bore, triumphed even in their hour of shame, and sealed in blood their best victory-a victory over themselves.

But is this truth taught in our schools and at our firesides? Do our children learn early that there is glory in suffering meekly for the truth's sake, and a peace which passeth understanding in faithfuliy fulfilling our humblest duty? Alas! we complain that the age is sordid, that the prevailing spirit about us is a self-seeking, time-serving one; and yet how

little do we do to build up a nobler spirit? This work must begin with the young. It is through them that we must banish this idol-worship, this homage towards outward dignities, this fear of man that bringeth a share. It is through our schools and in our families that we must plant the seeds of true dignity, and of a wisdom above this world.—Dr. Pot

ter, 1845.

Proceedings of the State Teacher's Association.

[Having been prevented by ill health from attending the late semiannual meeting of the Teachers' Association, held at Marshall, we make the following abstract of the proceedings from the report of the Detroit Tribune. And we gladly take this oportunity to thank the enterprising and public spirited publishers of that paper for the generous service they have done the teachers and the cause of education in Michigan, in thus giving publicity to the doings and debates of the Association. Nor would we ever forget the efforts of Mr. H. E. Baker, their talented and gentlemanly reporter, whose labors have been directed by so efficient a regard for the interests of learning, and so true a sympathy with the teacher's profession.-Ed.]

A misunderstanding in regard to the railroad trains, prevented Dr. Tappan from reaching Marshall in time to deliver the introductory lecture announced for Monday evening.

First Day.

Tuesday morning, Aug. 15th, the Association convened in the Union School House-a large, fine building, a credit to the village, as well as a convenience to the community, of which it is the popular University.

The President, Rev. J. M. Gregory, of Detroit, being absent on account of sickness, the Association was called to order by Mr. Pierce, of Marshall, Vice President of the body.

Rev. Mr. Trowbridge opened the meeting with prayer.

There being no miscellaneous business before the Association, the subject assigned in the programme was discussed, viz: English Grammar. Prof. Welch of Ypsilanti, and A. P. Van Buren of Battle Creek, conducted a brief discussion, and the Association Adjourned.

Afternoon session-Prof. Haven led the discussion upon the subject of reading and rhetoric. After some practical remarks, urging especially the necessity of the pupil being made to understand what he reads, and the importance of distinct articulation, he introduced a practical exercise, the Association acting the part of a class, and he of teacher, thus illustrating in an interesting manner his views of the subject.

Legislation and the Journal of Education.

Prof. Welch from the Committee on Legislation, reported adversely to Asking the Legislature to create a teacher's profession. The wages paid to teachers were not sufficient to induce young men to enter upon a course of professional training for the school room. The report recommended that the Legislature be asked for an appropriation to pay competent teachers to hold institutes throughout the State wherever twenty or more teachers could be gathered. The Committee know of no means that would so soon work a radical change in the profession. They also recommend that the Legislature be memorialized for aid for the more general circulation of the Journal of Education.

The report was accepted.

Prof. Haven suggested that the Legislature might order a copy to be placed in every School District in the State which would aid very largely and materially in the support of this excellent Magazine. He would not even ask for this if it was understood that the Legislature was to have a control over its columns.

Prof. Stone, of Kalamazoo thought we might ask the Legislature to subscribe for the Journal as we ask an individual to do so without giving them any reason to claim any control over the publication. He would also throw out a point, though with some hesitation, relative to the Teacher's Institutes. Were he the Superintendent of Public Instruction he should consider it his principal business to go through the State holding Institutes in each County and arousing their interest. He believed that in no way could that officer do so much good and so fully perform his duty and advance the public interest assigned him. The discussion was further carried on by Rev. Mr. Moore and Dr. Comstock, of Marshall, and Mr. Cheesebro of Grand Rapids.

Prof. Haven moved that a committee be appointed to memoralize the Legislature to secure an order for a copy of this Magazine to be placed at the public expense in every School Library in the State. The motion was carried and Messrs. Haven of Ann Arbor, Dr. Stone of Kalamazoo, and Welch of Ypsilanti, were appointed such committee.

Prof. Welch of Ypsilanti moved that a committee of three be appointed to consider and report at the present session upon the proper Legislative means to be desired to aid Teacher's Institutes in the several counties. Adopted, and Mr. E. S. Cheesebro of Grand Rapids, Prof. Olds of Ann Arbor, and Mr. Pierce of Marshall, were appointed. The Convention then adjourned.

Tuesday evening-Lecture by Dr. J. A. B. Stone, of Kalamazoo.Subject "The art of becoming great." The whole lecture, which was an able one, was sententiously summed up in the last sentence, "Be wisely good and you will become goodly great."

Second Day.

Wednesday morning. The subject of Grammar was again taken up under Professor Welch. After the conclusion of this discussion, the subject of Moral Philosophy was introduced by Professor Stone. He

believed Moral Philosophy ought to be taught in our common schools, The conviction was forced upon him that the Bible would eventually be pelled, and he would therefore teach Moral Philosophy and adduce the Bible as collateral evidence and authority. But he would teach by familiar lectures rather than by text books, appealing to the pupils' sense of right and wrong, and teaching them the nature of conscience. From this he would proceed to the different branches of this Philosophy confining himself to conveying proper definitions and correct notions. By such teaching vast influence might be gained over a school and much good effected.

In the afternoon the subject of Moral Philosophy was resumed. Prof. Stone urging the inculcation of strict integrity in the minds of children, and the eradication of white lying. He would instil into their minds the principle that they should do good not from the hope of reward, but because it was right in itself. Leading the pupil along through weeks of time spent in inculcating these principles, he would finally introduce the Bible as the ultimate appeal in all cases of doubt or dispute. There must be a court of appeal and that is the Bible. He would explain the authenticity of this Book and give some of the evidences of its divine origin. Professor Stone ably explained and sustained his views.

Professor Haven, on the whole, was opposed to teaching Moral Philosophy in our schools. His reasons were two, and briefly contained in the propositions that the schools are the creatures of the State, and that the teacher who is paid by the State has no right to instruct in that which the State disavows and to which any one could be found to object. He deferred further remark till the Committee on Religious Instruction in Common Schools should report.

Report on Religious Instruction.

The Hon. Ira Mayhew, Chairman of the Committee on Religious Instruction being absent, Prof. Haven presented a lengthy report, of which the following is an abstract:

The necessity of religious thought, and of information connected with religion, to constitute a well educated man no one is presumed to deny. But the question before us is not this acknowledged necessity, nor even the abstract question whether it would be better in all instances for every child to receive instruction upon religion from the same persons that are employed in imparting secular instruction; but the simple question is this, whether teachers, employed by a State, one fundamental principle of whose government is no interference with religion, have a right or can be expected or permitted to interfere with the religious principles of the people. The question is, do we want State-supported teachers of religion for youth? If so, why not for adults? Is it compatible with one of the most sacred principles of our free and impartial government, that those who are employed by that government, should, while in the very act of performing official duty, assume also the office of ministers of religion, or expounders of the Word of God? It is gravely proposed as a kind of relief to this difficulty, that in the inculcation of this religious instruc