sound eye must be planted, in good soil and well cultivated.

This is exactly what is requisite in public school education. The moral and religious nature in boys and girls must be planted in generous soil-not in one barren of religious elements, and must be duly cultivated and kept clear of weeds.

State officials, doctors of divinity, doctors of law for the legal mind from the nature of its employment has enlarged views of religion-would be competent to determine what are the necessary laws of life and growth, when they could say nothing certain about sectarian dogmas, polities and creeds—all which though very valuable in their way as tending by discussion to keep alive essential truths, and as auxiliaries in promoting. growth and progress, do in themselves contain but little of the essentials, and unless guardedly stated and rightly explained are apt to mislead the unthinking into the crude idea that religion is a matter of form rather than of substance—a matter of dogmatic statement, and of positive enactment, and not—that it is a constitutional provision in the soul, and a law of the spirit in man in his relation to the Divine law and government—for law and order pervade all the works and acts of God including a Law of Grace whereby "Justice and mercy meet together."

We must always distinguish widely between the work of the school-room by instruction in the principles of a science of religion, and the work of the church in the practical and effectual application of

those principles to the reclamation of the sinner and his preparation for the life that now is, and is to come. On the other hand, instruction in the substance—the necessary truths of religion-prepares the scholar to receive the aid of the church, or else, as circumstances determine, fits him to go on alone in the attainment of a right life here and of a higher life hereafter.

These two lines of duty: That of the state in moral and religious instruction, and that of the church in reclamation and edification in no way. interfere or overlap, and the state's work is not sectarian, nor can be; and is in no manner a union of church and state, nor contra to the constitution of the United States; but rather it is a positive duty of the state to do this work, to secure to all our youth elementary education in all philosophy and science, to widen the sphere of their ideas and feelings and to put their souls in a large place high above the low plane of a strictly secular or sectarian line of thought.

EXPLANATORY NOTES.

SECTION 1. Note 1. KANT, IMMANUEL [17241804]: A distinguished German philosopher and professor in the University of Königsberg. The leading feature of his philosophy is that the mind itself furnishes a cognitive factor or element that transcends that in sensation, hence the transcendentalism of his philosophy; contra to Locke, John [1632-1704], an English philosopher, of an easy, popular style, who held the source of cognition and knowledge to be in sensation-the mind itself being regarded as a blank, or as white paper, till furnished from without.

Hume, David [Edinburgh, 1711-1776], accepting the philosophy of Locke, deduced therefrom that the idea of "cause and effect" is acquired from experience, in seeing one thing or appearance follow another in regular order; hence we could have no idea of a First Cause, because not in the field of sensation, or in the range of our observation.

This legitimate result of Locke's theory makes the feature of Hume's philosophy, and marks it as skeptical, in the sense that it gives no sure origin or ground of knowledge, neither of the world nor of its Creator. But Locke had a faith in the scriptures

that saved him from spiritual skepticism-from the logical tendency of his own philosophy.

Note 2. CATEGORIES: The à priori or pure notions of the understanding, to wit: notions as to Quantity, Quality and Relation or Reciprocity. They are functions of the understanding employed in the cognition of objects.

SEC. 2. Note 1. CICERO, MARCUS TULLIUS [b. 106 B.C.], an illustrious Roman orator, philosophical writer and statesman, called "the father of his country" for his defeat of the Catiline conspiracy. As an author he was voluminous and distinguished for beauty and clearness of style and thought.

Note 2. DE OFFICIIS: the title of Cicero's admirable treatise on the Duties of Life.

Note 3. DEAL with yourself-conscientiously examine motives.

Note 4. SCHOOLS: Sects in philosophy; the reference here is to the Epicureans, who see a supreme good in pleasure.

Note 5. INSTITUTES: Determines its location and in what it consists.

Note 6. CHIEF GOOD: The highest end of life.

Note 7. BOUND by the excellency of nature; i. e., native good sense and disposition restrains and counteracts the effect of the false principle of life he has instituted.

Note 8. HONESTY: In Cicero's usage here stands for all the virtues.

Note 9. CHARACTER OF CERTITUDE: Propositions necessarily true have this character; for example, the geometrical axioms-a straight line is the

shortest possible; parallels do not meet; and all theorems logically reasoned therefrom.

So in the domain of morals, there is certitude. when the moral quality of an act is immediately perceived or is self-evident, as in feeding the hungry, succoring the distressed, obeying the Creator. Also there are moral sentiments that carry within themselves a conviction of truth to nature; for instance, of this kind is the utterance of Chremes in one of Terence's comedies, thus:

“I am a man, and nothing human is foreign to me."

At this sentiment, all the people rose up with a shout of approval, because of its accord with everybody possessed of the right feelings of humanity.

Note 10. O SON MARCUS: Cicero is writing De Officiis for the benefit of his son, whom he had sent to Athens to study Greek philosophy.

Note II. FORM AND FEATURES OF VIRTUE: This is a very expressive figure of speech, personifying the abstract idea, Virtue. We can judge something of a man's character by his features the expression of his countenance; but in self-examination and in self-consciousness we have a clear view of our own inner moral features.

SEC. 3. Note 1. PLATO: A noted Greek philosopher; his main purpose was to exhibit principles in the art of method in the investigation of truth. His most interesting doctrine is that of innate ideas, that is, forms of things in the intellect, as of a circle or other geometrical figure-these evidently are mental types, because as perfect forms they are not found