Every thing that has any relation to man's comfort and well-being, or to his happiness as a social being, that it is, and not the dead past that we should learn, and of the things that affect us most nearly we should learn first. What did the ancients know of steam, of electricity, of the material elements of nature, of her forces? And little as we know, how much of that little could be learned from a lifelong study of ancient lore? If there be aught of value in the laws of ancient Rome which has not been translated into our native tongue, let it be translated; but let not our youth waste precious years in learning to play upon an instrument (Greek or Latin) which when learned can give forth no sound. But if we turn to Nature and to her grand volume, we there find all the knowledge man can acquire. From her study, too, we can learn a lesson, not perhaps among the least important, as to the limits fixed by nature to human knowledge. To know of a surety what those things are which never can be known to mortal man, is a knowledge, the want of which has driven many to puerile and superstitious practices, and many more to madness and despair. From the great book of Nature, God's book, is to be learned the principle of justice, of love, of wisdom, of truth; and as the germ of justice is developed in the mind, the mind is brought in contact with the Great Fountain, absorbs a portion of its light, enlarges, develops, becomes stronger, assimilates to itself the essence of the great Godhead, and renders man godlike. So with each of the other faculties of man; each draws its nourishment from its special FOUNTAIN. Wisdom, love, justice, and truth should preside; and if judgment, sympathy and conscientiousness be judiciously trained and developed, they will help to develop harmoniously all the other faculties. But to this end they, and each and all of man's faculties, must be brought into a wholesome, natural contact, each with its proper food; and by natural we mean not that contact which might peradventure happen if left uncared for, but such as the nature of the faculty demands for its development in due harmony, to produce the greatest amount of happiness to its possessor. To supply this food, to bring to each faculty its proper aliment, is the business of the true teacher. If we desire a child to be truthful, we must bring it in contact with truth, and bring it to love truth by causing its practice to inure to the child's enjoyment. If we wish it to be wise, we must bring its mind in contact with wisdom, exercise its analytical powers, and train its judgment; let it see sound judgment producing happiness; let it see how beautiful and desirable is the possession of wisdom, and the child will soon learn to seek it for its own sake.