education, religion and science,-the vertebra of a nation-and hence the final overthrow of the nation. Even to-day, we see the results amongst the Romans, where well built bodies are in excess of well built minds; where chivalry is lacking almost to a degree of degeneracy.

In mediæval ages, and in many countries even now, education was and is a cultivation of the memory, principally. In some parts of South America, at the present time, strong mentality is bounded and undeveloped because of education being pursued along the one line only of memory. The results show in the government and in the religion. Look at China, composed of a nationality over-developed for ages past in the one ability to memorize, to the sacrifice of the reasoning faculties and the whole power of judgment, both of which are dwarfed to pigmy life; tenacious of ancient customs and beliefs to a degree of crudity; lacking in every advance in the professions, practice, business, government and education.

Higher education and broader development of our mental natures is not only for our own satisfaction, our own advantage and our own glory. Education, considered from the standpoint of duty, has, already, through the natural course of events and force of circumstances, formed itself into three distinct divisions for us, viz: I. As a duty we owe ourselves; II. As a duty we owe the state; and III. As a duty we owe God.

I. As a duty we owe ourselves.

Education, with each individual, should be, and is coming to be, the equal development of the mental, moral and physical natures. If the development of one of these natures is sacrificed for that of another, there is a failure. If one's component natures are not in harmony with each other, the instrument of life can produce nothing but discords. Joseph Cook says, “Only whole wheels roll. Whenever we leave out an arc in our culture, there is likely, as the wheel rolls, to be a halt some day." Above, beneath, beside, and hand in hand with every successful success, is health. It is the keynote to which our whole lives are tuned. It is the lever which is to open every door we are to

enter.

The glittering polish and the dazzling brilliancy is not that which is to be sought. To make existence worth preserving and life worth living, the noblest elements of morality and mentality

must be woven and interwoven into our very nature and being. The patterns of faith, hope and charity must be so harmonious, like the flowers of the royal tapestry weaver, and so solidly backgrounded with truth, love and consecration, as to make our lives one indissoluble work of humanity-art.

These lives of ours are individually to live; at the end of which we shall confront the question, not how have others lived, but, how have I lived my life? If, in answer to that question, we would have the recording angel read us an acceptable answer, we must live, not only up to our highest light, but up to the highest light available. Madame Willard said it seemed a wonderful thing to have in one's own hand one's own life to mold. Carlisle said that "the end of man is not a thought, but an act." Hence comes the question, I hold my life; how best mold it for that act? How, but by education?

Education develops and broadens the mental vision; it enables one to cope with the emergencies of life; it gives one strength of decision and despatch of execution; hand in hand with it grows self-possession, and with that comes calmness in excitement, quickness of decision, strength in action, heroism in danger and deeper insight into cause and effect;-bulwarks of individual life which tend to lessen the wear and tear of the mental and physical organisms, and hence lead to longer life. It is a long-proven fact that educated people live longest. They know the steps to avoid, which, if followed unwittingly, would but foil their noblest efforts. Educated people can do better for themselves; more good to others; see the divine hand in nature at every point of development; can take more comfort because they see more. In all, they have a well-developed life that fits better into the foundation of efficiency that is to bear up the structure of life's completeness. Higher education eradicates self-conceit and bigotry, the very dynamite which often blows up one's own solid foundation.

If we would make armed advancement against every door closed to an onward march, and enter every similar open door, we must educate ourselves in preparation for it. If once the simple act of existing satisfied the loftiest ideals of people, it is not so now. To-day we are standing on a higher plane, for to-day the vital subject of living is actual life along and in the drifting current of humanity. And how best prepare ourselves to live instead of merely exist? How, but by education?

Since "a chain is no stronger than its weakest link," can any persons each one of whom is a component part of humanity as a whole, face the subject of Higher Education indifferently? "No man can rise above his own best intentions." How are we to form our best intentions? Not by harboring an undeveloped brain, an empty heart and listless hands. "Press toward the mark for the prize of the high calling." So fill the heart and mind with noble thoughts and pure aspirations as to crowd out ignoble filling. Good and bad cannot both reign supreme. Unbolt the doors of the heart and mind, and swing them open, if you would have anything enter. Heaven's falling rain can never fill a covered bucket. "God lights no man's house who shuts up all the windows." Education is a tool,-a wedge, as it were, to pry into eternity. "Have thy tools ready; God will give thee work."

II. As a duty we owe the state.

Yesterday our ancestors were molding the world for us. To-day we are taking it as they made it and are molding it for the coming generation, either demoralizing or immortalizing it— since there can be no neutral ground, no stationary living — and they, in turn, will go on with the process. As a ripple from a stone thrown in a lake spreads and moves onward till its influence is felt in the extremist part of the boundless waters, so human influence moves, unseen and unheard, yet all the humanity of the world is molded by this silent, forceful power. What shall our influence be? That of a darkened, narrowminded bigot, leading us and humanity on and on in an endless treadmill of mere existence, or shall we grasp the highest advantages, honeycomb our dormant, lethargic content and absorb the purity, brightness and depth of the atmosphere formed by our noble pioneers, and broaden the path straight through to eternity's unfading eternity that some of our predecessors have made and that our successors should follow, remembering that the future is a world of our own pattern? The Church and the State of to-morrow will be just what the young people of to-day make themselves.

Spencer says the great thing which education has to teach us is "how to use all our faculties to the greatest advantage to ourselves and others." Many lives, otherwise noble, are become ignoble because of having left off the last two words in learning

from the school of experience the lessons of wisdom. The one final word "others" contains the essence of the art of living.

Governments realize that good citizenship and free governments are necessarily founded on good education; and from this realization is growing the noblest law of the land,- that of compulsory education. With an educated class of citizens, good government is not only possible, but demanded; and education makes a republican form of government desirable and possible, which could not be attained with ignorant masses, as in Russia, where we have a vivid example of the degeneracy of ignorance. People are coming to know that it is for their interest to be good citizens. Educated people live most contentedly under God's free government and so are better citizens of the heavenly kingdom. God's plan of government lets us do as we please, but we must take the consequences. Education helps one to foresee the evil result, and work for good.

When the masses, as well as the classes, of the future, shall be united in one common band of brotherhood and sisterhood, working for the uplifting of humanity as a whole, the foundation for pure political principles will have been laid; and then shall it be said of their past law makers: "They builded better than they knew." Educating poor boys and girls, and co-education of the sexes, is quite a modern idea. To-day it is planting its foot on terra firma. Along the line of this increasing education of the masses is one of the direct routes to the dissolution of classes. The line drawn by money cannot long withstand the line drawn by brain. Ignorance in this day is at a greater dis

count than ever before. The cry of the world on all lines is for abler men. To leave a boy ignorant is to leave him helpless. Universities, colleges, normals, academies, high schools, postgraduate courses, university extensions, Chautauqua courses, Bible courses, are all open-if not equally to the sexes, it is but a question of time when they will be-some of which are available to each one. Indifference is the only excuse to be offered to-day for lack of education. Schools and school books alone are but a component part of education. Look at our workers along divers lines, and trace to the source their power. As the clarion tones of St. Peter's chimes toll off the hours of the day, so have the educated brains pealed forth for humanity through time immemorial. The ministry, law, medicine and every profession and

avocation, need higher educated men and women to do more good; to cope with vexed questions and theories opening on all sides; to overcome obstacles and break down barriers ;- education that develops brain and mind; creates strength and begets character; education that will clarify the moral vision and illumine the mind.

But a few years ago the education of woman was an experiment; to-day, it is a foregone conclusion, as a simple glance at but a few of the foremost will prove. Just let me here quote from Frances E. Willard, one of the stars in womanhood's zenith. In the Arena of May, 1892, she says: "All men are sons of women; all women are daughters of men. They have between them but one great river of blood; one great battery of brain. They can have no seperate history. They have no seperate destiny, for the degradation of one has evermore dragged down the other, and in raising one we lift the other." When separated, they are both degraded and weakened. One sex unconsciously educates the other. Look at Miss Willard's own work in behalf of higher education, especially of women. Look at the work of Catherine Beecher, of Mrs. Emma Willard, and many others. The pioneer work of these women to our present system of education, resembles the underground tunnelling to the Rocky Mountain gold mines. These pioneers blasted the rocks of prejudice, levelled the mountains of public sentiment, filled the valleys of reticence and checked the streams of forced inequality; and to-day we are reaping what they have sown, and are walking on comparative plateaus, high in elevation, and open to God's purest atmosphere and brightest sunshine. To-day, in the colleges of our country, are over four thousand women! So much for the encouragement of young women, every one of whom has a part to act in this great play of living.

"Every one to their talent,-
Hence every line shown forth."

In the university extension classes are about as many more, and in the Chautauqua courses a greater number yet. These and similar courses are within the reach of those whose daily lives are spent in the earnest toil for honest bread,- those whom we want to reach and encourage; those who cannot have the time nor secure the wherewithal to indulge in a course of thorough