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I. EDUCATION IS THE BUSINESS OF LIFE. Begin with the infant, and observe how, from the very first breath, every stage in its growth is but the antecedent of another, its chief occupation being to get ready for the next. Infancy spreads out into childhood, etc. Thus obviously is life occupied with preparation for the future. To cause men to enter on that future with the best advantage is the purpose of education, in whatever form dispensed. Consisting thus in preparation for the future, it evidently implies three things —

1. The development of the faculties. These lie folded up in the child, unobserved and inactive. By assiduous culture they are to be unfolded in their true proportions, and to be made skilful by judicious exercise.

2. The acquisition of knowledge — without which one rushes upon the future like a blind man into a wilderness. Knowledge is safety, light, and power; ignorance is darkness, peril, and imbecility.

3. Special fitness for the special employment on which one is to enter. Education is not to be conducted at random, nor with a merely general intent. It has regard to the peculiar calling of the individual. It would fit him to act well his part in the precise sphere which he is destined to fill. This, then, is one sense in which education is the business of life. It is the business of every season to prepare for the next. But there is yet a higher sense. Life itself is but one period of existence, antecedent to another and final period. Life itself is but the childhood of the immortal spirit, getting ready for its future youth and eternal manhood. Life itself, therefore, is but one long school-day; its great purpose the discipline of the powers, the acquisition of knowledge, the fitting of the character, in preparation for that immortal action to which the grave introduces. The perfect man — he who is thoroughly furnished by the completest culture of all his powers, faculties, and affections — is educated for heaven. To stop short of this is to leave the Divine work incomplete. Made to reach indefinitely after wisdom, goodness, and happiness, in this world and the next, he can rightfully propose to himself no other end; and his education is in no just sense finished until this end is attained. Whence we observe there are two essential deficiencies in the common judgment: first that the cultivation of the intellect is limited to that small exercise of the mind which just fits for some one occupation; and second, that the cultivation of character is left almost altogether (in all formal education) to circumstance and accident.

II. BY WHAT METHOD THE DESIRED RESULT IS TO BE EFFECTED. There are three processes — by instruction, by circumstances, by self-discipline.

1. Instruction; by which I intend all the express external means of human or of Divine appointment which are used in early or later life. This is sometimes spoken of as including the whole of education. But a little thoughtful observation convinces us that it is far from being so in fact; that in truth formal teaching is little more than offering favourable opportunities and excitements to the individual, which he may neglect, and so, with the best instruction, remain uneducated. Essential as direct instruction may be, if left to itself, unaided and alone, it can accomplish scarce anything. It needs the concurrence of circumstances, and of the will of the instructed.

2. Circumstances have more to do with the acquisition of knowledge and the formation of character than is often supposed. They make the atmosphere by which one is surrounded, the climate in which he resides. They make up that assemblage of invisible, intangible, indescribable influences which, in the moral world as in the natural, give a complexion, hue, constitution, character, to all who are subjected to it; influences to which they of necessity yield, and which they in vain seek to counteract. It is of the first importance m education to give heed to this consideration. Inattention to this is the cause of frequent ill-success in what appear to be the best arranged processes of instruction. Great pains have been taken, and expensive apparatus employed, with most unsatisfactory results. It was the wrong sort of pains. The controlling power of circumstances was overlooked. The influences of situation, companions, example, and social habits, were disregarded.

3. To these processes is to be added that of self-discipline. Without it nothing efficient can be done by force of teaching, or by the best arrangement of most favourable circumstances. The individual must have a desire to make progress, and must exercise his own powers in making it. It is when he cheerfully, with voluntary labour and watching, applies himself to learn and to become good, that success crowns the endeavour. The general uses of this subject are as obvious as they are important.

(1) It rebukes the prevalent misconceptions, which bind down the aim of intellectual effort to that drudgery of the world by which the body is supported; which account the rational and immortal spirit sufficiently taught, and well enough employed, when it has become skilful to answer the question, "What shall we eat, and what shall we drink, and wherewithal shall we be clothed?"(2) It rebukes the negligence and self-indulgence of those who, possessing, as we possess, peculiar advantages for the highest intellectual progress, content themselves with the lowest, think mental toil a drudgery, repine at the requisites for improvement, and set the enjoyments of indolence above the solid honours of attainment.

(3) It rebukes the yet more common error of setting aside from our notions of education the progress of character, and establishment in virtue.

(4) It brings us to the great duty of man, the leading object of life; the self-discipline of the character by which preparation is made for eternity.

(H. Ware, D. D.)

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KJV: Take fast hold of instruction; let her not go: keep her; for she is thy life.

WEB: Take firm hold of instruction. Don't let her go. Keep her, for she is your life.