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through all this multiform action of soul and body; ruling it all, - regulating it all, - harmonizing it all and sanctifying it, let there be moral principle and religious emotion.
In order to secure with any certainty, this result, the means must be put in operation at the beginning of life. The seal of Heaven must be set on the moral nature during its fresh and plastic childhood; and then shall the form and pressure continue through its whole subsequent existence. Thus, and thus only, shall the great ends of life be attained. And how glorious is the certain destiny, which awaits the spirit so impressed, and so moulded! Its essential interests are secured. No harm can ever come near it. It is girt round with a celestial panoply which shall guard it from all perilous calamity. It shall sear no evil tidings. The unavoidable ills, as we call them, of life, shall be transform into ministering angels; and multiplied and heightened beyond all the conceptions of the selfish and the worldly, shall be its many and sacred joys. The sunshine shall be brighter on its pathway, - the grass shall be greener under its feet. The natural blessedness of its early morn shall be made more blessed, - its ripe manhood shall be prodigal of fruit, — no clouds shall gather over its declining age, and the dark valley of the shadow of death shall be lighted up by the dawning rays of that sun of life, which then rises on the soul, to set no more forever.
LECTURE I I I.
PRACTICABILITY OF INTRODUCING
AS A BRANCH OF EDUCATION,
BY JOSEPH HARRINGTON, JR.
It is only, then, my friends, in the belief that you are con vened for the high purpose of drawing from every fountain, however minute, intelligence upon the great subject of the education of our children, that I feel any security in standing here to address you. Amidst the toilsome duties of superintending a large school, you all know full well how little of leisure can be found, leisure too, more fitted for tranquillity and recreation than active intellectual labor, rather for breathing-time in an exhausting race, than for unintermitted effort though in a different path. Let such be, in part, my apology for the inadequacy of my suggestions upon this important subject. And here let me express the hope that I may not be charged with egotism, if I should in the course of the discussion, illustrate any position by reference to personal experience or observation, or to the progress and effect of musical instruction in the Institution with which I am connected. These are to me the most veritable sources of information; and we can all speak with earnestness that which we do know, and testify with confidence to that which we have seen.
The first consideration which must engage our attention is, the practicability of introducing vocal music into schools; for, until that is made evident, it would be as idle to expatiate upon its expediency as to descant upon the splendor and rarity of the diamond — upon its fitness to make the crowning gem of the imperial diadem, while it lies imbedded in the solid rock thousands of fathoms beneath the surface. The theme might be good enough for the poet, but it would only tantalize the listening king.
Is it practicable to introduce vocal music into schools ? The most conclusive answer, which, in some circumstances, I could make to this question would be, “ go and see.” The experiment has been tried, and one successful experiment is worth a thousand theoretical refutations. When once your eyes have seen and your ears have heard, no ingenuity of argument can reason you into the belief that you are blind and deaf. It is surely absurd to argue a priori, against that which can be controverted only by the evidence of the senses; and it is childish to gainsay, seriously, in theory, what practice so clearly establishes. Therefore, I say, “ go and see.” Every experiment hitherto tried, has succeeded even beyond the hopes of the most confident. But if your engagements keep