among the soldiers of the North and the widows and orphans of those deluded poor men of the South who fell victims to false notions of ‘Southern Rights;’ compel the Northern man to settle on his grant, or to send a settler of true, industrious habits, and give him no power to alienate his title for ten or more years.  This will insure an industrious, worthy, patriotic people for the South.  One man will make one bale of cotton, others ten; your spindles and looms will be kept running by free men, and slavery will cease forever, as it should do.  Slavery is a curse, a crime, a mildew, and must end, or war will blast our fair heritage for all time to come.’

Such are the views of one who seems to know what a real Southern-sympathizing secessionist is made of.  Let it not be forgotten that there are thousands of native Tennesseeans, as of other borderers of intelligence, character, and influence, who have offered to raise regiments to fight for the Union; and this fact is urged by the doughface democrats as a reason for increased leniency to traitors.  We confess we do not see what connection exists between the two.  If these loyal borderers are sincere in their professions, they have certainly no sympathy for the wretches around them, who visit with death or pillage every friend of the Union.  But it is idle to argue with traitors.  Either we are at war, or we are not; and if the history of the past eighteen months has not taught the country the folly of procrastinating, nothing will do it.  ’When you feel the knife in your heart, then wish that you had fought!’

THE EDUCATION TO BE.

II.

A right intellectual education presupposes three essential features:  the selection of the most suitable subjects for study; the proper presentation of these, in the order of their dependence, and in view of the gradual growth of the pupil’s powers of comprehension; and, not less important than either of these, the finding out and following of the best method and order of presenting the truths belonging to each subject to be studied.  These are the problems with which, as something apart from Metaphysics or Logic, the possible but yet unachieved pedagogical science has to deal.  To the first of these questions, What shall we teach? or, as he phrases it, ‘What knowledge is of most worth?’ Mr. Spencer (presuming the child already supplied with his bare implements, reading, spelling, and penmanship) is led, after a long discussion, to conclude that ‘the uniform reply is, Science.’  The ‘counts’ on which he bases this verdict, are, the purposes of self-preservation; the gaining of a livelihood; the due discharge of parental functions; qualification for political responsibilities; the production and enjoyment of art; and discipline, whether intellectual, moral, or religious.  Taken at his own showing, Mr. Spencer seems to contemplate, as his model of an educated man, a prodigiously capable and efficient