GRECIAN EDUCATION. 



67 



flesh to task the mind, and tax all its powers to their utmost and draw 

 forth its latent energies. 'Tis thus the man is made. 'Tis thus influ- 

 ence is gained, the state is ruled, disease expelled the system, and the 

 blessed words of life made energetic, by the Spirit's power, to save the 

 soul. Who can measure the extent of that power for good, which the 

 mind, thoroughly educated and imbued with the spirit of the great Mas- 

 ter, exerts upon his fellows ? And yet the young man will fritter away 

 his precious life in idle gossip, and dream over the silly tales of roman- 

 cers, and sleep away the morning of life and refuse to inure his mind, 

 as the Roman soldier did his body, to hardships ; and when the labors 

 of manhood come upon him, and he is summoned to conflict, too late 

 does he discover that he is a pigmy, and, if he would do service, must 

 borrow strength from his neiglibor. Shame on the man who thus dis- 

 honors his Maker. WouWst thou escape the shame ? Then improve to- 

 day. Make every hour tell on its appropriate work. Sow thy precious 

 seed in youth broad-cast and free. In manhood shalt thou reap a plen- 

 tiful harvest, and in old age shall thy garners be full. Then wilt thou 

 be carried to thy grave laden with honors, and, when the great angel, 

 standing with one foot on earth and the other on the sea, shall swear 

 that "time shall be no more," thou shall be received into the glorious 

 rest of God's people. 



GRECIAN EDUCATION, NO. IV. 



To give any thing like completeness to our account of classic edu- 

 cation, particularly amongst the Greeks, it will be necessary to bring be- 

 fore the view another most eminent philosopher and instructor, Pytha- 

 goras, the founder of the Italic school, as Thalcs was of the Ionic. — 

 These two sages were the sources of the various sects of philosophy. 

 The birth place of this great man was Samos, and the first field of his 

 •operations, after he had enlarged and enriched his mind by knowledge 

 obtained in foreign travel, was his native country. He did not, however, 

 remain there permanently, but went to Magna Graecia, and established 

 a school at Crotona. It is stated in Eschenburg, "that his pupils, whose 

 numbers soon amounted to six hundred, dwelt in one public building 

 and held their property in common. The business for each day was 

 very regularly planned. They were divided into two classes, proba- 

 tioners and initiated ; the latter only were admitted to all the privileges 

 of the order, and made acquainted with its highest knowledge. This 

 establishment was at length broken up by popular violence. Under phil- 



