nature to which they are conjoined. A child must be taught to know and feel his relative obligations, before he can be expected to control his selfish passions and grosser propensities. Nor can this be done, as some seem to think, by mere rules and maxims of virtue. No one would be satisfied now with the morals of the ancient heathen; yet they had sayings and dogmas of virtue wellnigh as pure and full as those in Christian books. Teach our children no higher morals than those of Socrates and Seneca, and they will act like the false Athenians or the licentious Romans, who listened to the lectures of the one, or read the books of the other.
To constitute a sufficient moral system, there must be a recognition of one supreme, the original source of being, authority and wisdom, duty to whom includes, harmonizes and makes binding all other duties; for else there will be a conflict of duties, rendering virtue uncertain, variable and inconsistent. To establish sufficient moral principle there must be proposed motives to do right, convincing the mind and controlling the heart, superior at all times and in all circumstances over every possible motive to do wrong. To direct, in moral conduct there must be an exhibition, by actual example, of the highest moral perfection. All these can be found only in Christianity. Hence we affirm that, though there are other auxiliary means, the Bible is fundamentally essential to the proper training of the young. Every attempt to build a sound education, except upon evangelical truths, will be a failure. For, besides that the Holy Scripture is a library of itself, containing the most ancient, authentic and satisfactory account of things in their causes, narrative the most simple and impres-
