And thou, O Earth, with smiles thy face make sweet, of destination, the postmaster opens the regis

lished rules of international morality is essential to the duty of every nation, and therefore of every person in it who helps to make up the

At all large post-offices one or more clerks are detailed to be present at the opening of every mail bag, whose duty it is to take charge of all registered package envelopes until properly dis-nation, and whose voice and feeling form a part posed of and receipts received therefor.

of what is called public opinion. Let not any Whenever one of these packages is lost, which one pacify his conscience by the delusion that is very rarely, what is termed a "chaser" is he can do no harm if he takes no part, and gent after it; that is, a blank form is sent to the forms no opinion. Bad men need nothing more postmaster of the office from which the package to compass their ends, than that good men started, and after giving the address on the mis-should look on and do nothing. He is not a sing document, he sends it the official to whom good man who, without a protest, allows wrong. he delivered the package. The latter after re-to be committed in his name, and with the ceiving the statement, sends it to the person to whom he delivered the package, and thus the "chaser" goes forward, until it catches up to the office where a mistake has occurred, and where the package is usually found to have been misplaced.

means which he helps to supply, because he will not trouble himself to use his mind on the subject. It depends on the habit of attending to and looking into public transactions, and on the degree of information and solid judgment respecting them that exists in the community, The same precautions are taken by the Post-whether the conduct of a nation as a nation, office Department in sending postage-stamps and stamped envelopes to the various postmasters throughout the country.

This system, in connection with the money order department, is intended to give the public opportunities for sending money, bonds, or other valuable documents, from one part of the country to another, without danger or loss. But it is probable that most valuables will still be carried by the express companies, who are responsible for loss on the way.-N. Y. Evenng

Post.

EXTRACTS FROM INAUGURAL ADDRESS OF JOHN STUART MILL. (Concluded from page 286.) To these studies I would add International Law; which I decidedly think should be taught in all universities, and should form part of all liberal education. The need of it is far from being limited to diplomatists and lawyers; it extends to every citizen. What is called the Law of Nations is not properly law, but a part of ethics; a set of moral rules, accepted as authoritative by civilized states. It is true that these rules neither are nor ought to be of eternal obligation, but do and must vary more or less from age to age, as the consciences of nations become more enlightened and the exigencies of political society undergo change. But the rules mostly were at their origin, and still are, an application of the maxims of honesty and humanity to the intercourse of states. They were introduced by the moral sentiments of mankind, or by their sense of the general interest, to mitigate the crimes and sufferings of a state of war, and to restrain governments and nations from unjust or dishonest conduct towards one another in time of peace. Since every country stands in numerous and various relations with the other countries of the world, and many, our own among the number, exercise actual authority over some of these, a knowledge of the estab

both within itself and towards others, shall be selfish, corrupt and tyrannical, or rational and enlightened, just and noble.

Of these more advanced studies, only a small commencement can be made at schools and universities; but even this is of the highest value, by awakening an interest in the subjects, by conquering the first difficulties, and inuring the mind to the kind of exertion which the studies require, by implanting a desire to make further progress, and directing the student to the best tracks and the best helps. So far as these branches of knowledge have been acquired, we have learnt, or been put into the way of learning, our duty, and our work in life. Knowing it, however, is but half the work of education; it still remains, that what we know, we shall be willing and determined to put in practice. Nevertheless, to know the truth is already a great way towards disposing us to act upon it. What we see clearly and apprehend keenly, we have a natural desire to act out. "To see the best, and yet the worst pursue," is a possible but not a common state of mind; those who fol low the wrong have generally first taken care to be voluntarily ignorant of the right. They have silenced their conscience, but they are not knowingly disobeying it. If you take an average human mind while still young, before the objects it has chosen in life have given it a turn in any bad direction, you will generally find it desiring what is good, right, and for the benefit of all; and if that season is properly used to implant the knowledge and give the training which shail render rectitude of judgment more habitual than sophistry, a serious barrier will have been erected against the inroads of selfishness and falsehood. Still, it is a very imperfect education which trains the intelligence only, but not the will. No one can dispense with an education directed expressly to the moral as well as the intellectual part of his being. Such education, so far as it is direct, is either moral or

religious; and these may either be treated as
distinct, or as different aspects of the same
thing. The subject we are now considering is
not education as a whole, but scholastic edu-
cation, and we must keep in view the inevitable
limitations of what schools and universities can
do. It is beyond their power to educate morally
or religiously. Moral and religious education con-
sist in training the feelings and the daily habits;
and these are, in the main, beyond the sphere
and inaccessible to the control of public edu-
cation. It is the home, the family, which gives
us the moral or religious education we really
receive; and this is completed, and modified,
sometimes for the better, often for the worse, by
society, and the opinions and feelings with
which we are there surrounded. The moral or
religious influence which an university can ex-
ercise, cousists less in any express teaching,
than in the pervading tone of the place. What-
ever it teaches, it should teach as penetrated
by a sense of duty; it should present all know
ledge as chiefly a means to worthiness of life
given for the double purpose of making each of
us practically useful to his fellow creatures, and
of elevating the character of the species itself;
exalting and dignifying our nature. There is
nothing which spreads more contagiously from
teacher to pupil than elevation of sentiment;
often and often have students caught from the
living influence of a professor, a contempt for
mean and selfish objects, and a noble ambition
to leave the world better than they found it,
which they have carried with them throughout
life. In these respects, teachers of every kind
have natural and peculiar means of doing with
effect, what every one who mixes with his fel-
low beings, or addresses himself to them in any
character, should feel bound to do to the extent
of his capacity and opportunities. What is
special to an university on these subjects belongs
chiefly, like the rest of its work, to the intel-
lectual department. An university exists for
the purpose of laying open to each succeeding
generation, as far as the conditions of the case
admit, the accumulated treasure of the thoughts
of mankind. As an indispensable part of this,
it has to make known to them what mankind at
large, their own country, and the best and
wisest individual men, have thought on the
great subjects of morals and religion. There
should be, and there is in most universities,
professorial instruction in moral philosophy;
but I could wish that this instruction were of a
somewhat different type from what is ordinarily
met with. I could wish that it were more ex-
pository, less polemical, and above all less dogs
matic. The learner should be made acquainted
with the principal systems of moral philosophy
which have existed and been practically oper-
ative among mankind, and should hear what
there is to be said for each: the Aristotelian,

the Epicurean, the Stoic, the Judiac, the Christian in the various modes of its interpretation, which differ almost as much from one another as the teachings of these earlier schools. He should be made familiar with the different standards of right and wrong which have been taken as the basis of ethics; general utility, natural justice, natural rights, a moral sense, principles of practical reason, and the rest. Among all these, it is not so much the teacher's business to take a side, and fight stoutly for some one against the rest, as it is to direct them all towards the establishment and preservation of the rules of conduct most advantageous to mankind. There is not one of these systems which has not its good side; not one from which there is not something to be learnt by the votaries of the others; not one which is not suggested by a keen, though it may not always be a clear perception of some important truths, which are the prop of the system, and the neglect or undervaluing of which in other systems is their characteristic infirmity. A system which may be as a whole erroneous, is still valuable, until it has forced upon mankind a sufficient attention to the portion of truth which suggested it. The ethical teacher does his part best, when he points out how each system may be strengthened even on its own basis, by taking into more complote account the truths which other systems have realized more fully and made more prominent. I do not mean that he should encourage an essentially sceptical electicism. While placing every system in the best aspect it admits of, and endeavoring to draw from all of them the most salutary consequences compatible with their nature, I would by no means debar him from enforcing by his best arguments his own preference for some one of the number. They cannot be all true; though those which are false as theories may contain particular truths, indispensable to the completeness of the true theory. But on this subject, even more than on any of those I have previously mentioned, it is not the teacher's business to impose his own judgment, but to inform and discipline that of his pupil.

THE DOMINION OF CANADA may be regarded as fairly under way, though, from the grumbling in Halifax and some other places, it is not as popular as it might be. This Dominion is composed of the various British North American possessions, and is divided into several provinces. The province of Ontario has an area of 121,260 square miles, with a population of nearly 1,810,000. It contains Ottawa, the capital city of the new Dominion, and the more important cities of Toronto, Hamilton, Kingston and London. The province of Quebec has an area of 210,000 square miles, and a population of about 1,300,000. The population of Montreal, the largest city of the Province as

well as of the Dominion, is estimated at 130,- the kindness of Dr. Conrad, of the Pennsylvania Hos000. New Brunswick contains within its boun-pital, who remarks: "This is the greatest amount of rain that has ever fallen in June, exceeding by three dary lines 27,000 square miles and 295,000 inches that of 1855, when nearly eight inches fell. persons. Nova Scotia has 16,000 square miles, On the 16th, 17th and 18th of the month the present and a population of something over 368,000. year the unusual quantity of 6.93 inches fell, 3.50 of The area of the Dominion of Canada amounts which descended between 2 and 7 A. M. of the in round numbers to 376,000 square miles. 17th, while 5.38 inches of it fell during twelve conThe total population is variously estimated at secutive hours, and the whole quantity (nearly seven inches) was not more than twenty-four hours in from 3,700,000 to 3,800,000. Newfoundland falling! J. M. ELLIS. and Prince Edward's Island are not included Philadelphia, 7th month 2d, 1867. in this calculation, and their population and area may be estimated as follows: Newfound. land, 40,200 square miles of area, and 135,000 Prince Edward's Island, 2100 square persons; miles and 92,000 inhabitants, which brings the total population of the British American Provinces to about 4,000,000, with a total area of nearly 419,000 square miles. In the Dominion there are sixteen railways, extending 2138 miles, that cost $133,360,400.-Ledger.

Average of the mean temperature of 6th
month for the past seventy-seven years 71.57 deg.
Highest mean of do. during that entire

period, 1828-1831......... Lowest do. do. do.

1867.

77.00

181664.00

COMPARISON OF RAIN.

First month

1866. 3.14 inch

Second month.......

6.61

Third month.....

2.15

Fourth month........

2.93

2.89 5.46 66 1.31

Fifth month........

4.68

TOO LATE REGRETS.-The moment a friend, or even a mere acquaintance, is dead, how surely there starts up before us each instance of unkindness of which we have been guilty towards him. In fact, many and many an act or word which, while he was in life, did not seem to us to be unkind at all, now "bites back" as if it were a serpent and shows us what it really was. Alas! 'twas thus we caused him to suffer who now is dust, and yet then we did not pity or reproach ourselves. There is always a bitterness beyond that cf death in the dying of a fellow creature to whom we have been unjust or unkind.

If you depend for water on a pond that is only filled by thunder storms, you will often want water; but if you have a conduit that brings in water from a deep and ever flowing fountain, you never want. Human feelings and excitement, and emotions created by appeals to our feelings, may produce a temporary action, but it is only the soul which is actually "joined to the Lord" by a true and living faith that never wants strength, because Christ, who supplies that strength, can never fail.

The great Exposition has reached its climax in the distribution of prizes by the Emperor Napoleon, on the 1st inst. For once in the history of the world, the Crescent and the Cross were united in public ceremony-the Sultan of Turkey participating with 1.70 inch. the Emperor and Empress of France in the pageant. SUBMARINE PHOTOGRAPHY.-M. Bazin illuminates the bottom of the sea by means of electric light, for the purpose of discovering the position of sunken vessels, etc. His photographic studio consists of a strong iron box, braced transversely, and admitting the light through lens-shaped water-tight windows; and he can remain in it without inconvenience for We have nothing special to remark as to the tem- about ten minutes. He has, it is said, produced perature of the month under review, it varying but sharp and well defined photographs, suited to render little from that of last year or from the general aver-easy the recovery of objects sunk to considerable age, but about the quantity of rain some facts of in-depths, and has already worked at depths approachterest may be stated for which we are indebted to ling three hundred feet.--Builder.

FRIENDS' INTELLIGENCER.

"TAKE FAST HOLD OF INSTRUCTION; LET HER NOT GO; KEEP HER; FOR SHE IS THY LIFE.”

REVIEW OF THE LIFE AND DISCOURSES OF Radicalism became triumphant; but now Radi

F. W. ROBERTSON.

BY S. M. JANNEY.

(Continued from page 292.)

The Workingmen's Institute, which Robertson was one of the chief instruments in establishing, was, after two years' successful operation, placed in jeopardy by a proposition, urged by many, to admit into its library sceptical or infidel publications. In the spring of 1850, writing to a friend, he says: "I did not attend the meeting of the Workingmen's Association, as I told you I had intended, and am almost sorry I did not; but some of the committee were afraid for me of violence and rudeness from the Socialists, and thought, too, that even if I swayed the vote by a speech against the infidel publications, they would only say that it had been done by the influence of priestcraft. On this consideration I left them to fight the battle for themselves, and I sincerely hope that they have got a signal victory. But I find by inquiry that Socialism has made terrible strides in England: Louis Blanc's views are progressing swiftly. They say we must get rid of the superstitious notion of an invisible God. Till that is done, nothing can be effected. And then, of course, Communism and a scramble for property ensue.

calism is to Socialism what Toryism was to Radicalism,- -a kind of feeble aristocracy which can scarcely show its head, so completely is it put down by the ultra-socialism of Louis Blanc's school."

A few days afterwards he writes again :

"I have been all the morning interrupted by deliberations respecting the affairs of the Workingmen's Institute, which is in terrible disorder. Poor is dead! and there is no one to stem the torrent of infidelity but myself. I am going to make a desperate attempt in a public address."

"His speech was long remembered for its tact. The great room of the Town Hall was crowded to excess. Every class in Brighton was represented in the audience. All the workingmen of the Institute were there. The large minority of sceptical socialists had come determined to make a disturbance,-to boot him down. They had dispersed themselves in parties throughout the room. He began very quietly, with a slow, distinct, and self-restrained utterance. He explained the reasons of the meeting. When he spoke of himself as the person who had summoned them, as one who was there to oppose the introduction of the infidel books, knots of men started up to interA strong radical told me that he can remem- rupt him; a few hisses and groans were heard; ber the time when Toryism was in the ascend- but the undaunted bearing of the man, the calm ant in public meetings here, and the Radicals voice and musical flow of pauseless speech, only just able to make head against it. Then powerful to check unregulated violence by its.