THOUGHTS ON EDUCATION. 117 



motive to action is thus furnished, and an unerring standard of right 

 and wrong is for ever established. The abuses of the faculty of vene- 

 ration are manifold, as exemplified in the extravagant mythology of 

 the pagan world, the cruel superstitions of the barbarous ages, and 

 the wild fanaticism of more modern days. 



Infidel sophistry would endeavour to obscure and divert the genu- 

 ine light of truth by refracting it through the medium of human 

 passions and human prejudices, and would persuade men to submit 

 every thing to the test of their own reasoning powers. Thus it would 

 reduce within the limits of a mathematical triangle, the laws and 

 economy which govern the universe ; whereas there is much that rea- 

 son cannot fathom which Revelation declares to be true, and it is 

 only by a calm, careful and unbiassed examination of the declarations 

 contained in the Sacred Writings that the benevolence and wisdom 

 of the Creator's ways can be understood, and their ameliorating influ- 

 ence acknowledged. 



It is generally admitted that misery is often the concomitant of ig- 

 norance; but it does not follow, as a positive induction, that happiness 

 would be attained by the possession of mere scientific knowledge. If 

 such was the case, superior intellect would ensure a greater share of 

 happiness, while a less fortunate mental endowment would necessarily 

 always experience corresponding misery. Now, this is not practically 

 the fact. The most talented are not always the most free from vice 

 and sorrow. Nor are the less informed always strangers to visions 

 of bliss. It is only by virtue founded on religion, individually prac- 

 tised and generally disseminated, that permanent happiness can be 

 promoted. 



I lave the writings of Rousseau and Voltaire increased the welfare of 

 mankind ? Rather, by encouraging doubts and scepticism, under the 

 fair cloak of morality, have they not loosened the bonds of society, 

 and been direct agents in producing crimes the very calendar of which 

 is fearful to look upon ? Have they not, by withdrawing the re- 

 straining influence of religion, set at liberty the will of man to revel 

 in all its wild imaginings, and to own no government save that arbi- 

 trary and yet vacillating power, the boasted sovereignty of reason ? 

 Are the discoveries of a Newton, a Davy, and innumerable other be- 

 nefactors of their race, less important to the community because they 

 blended religious sentiments and feelings with their philosophic pur- 

 suits ? It is often argued in these days of ostentatious liberality, 

 that religion lias nothing to do with education ; that it letters the 

 judgment, and is a clog to the free extension of knowledge. False, 



