OF CHARLES E. WEST, A.M., ox RETIRING FROM THE OFFICE OF PRINCIPAL OF THE RUTGERS FE3IALE INSTITUTE, WHICH HE HAD HELD TWELVE YEARS. DELIVERED BY REQUEST, JULY 11th, 1851. PRINTED BY JOHN A. GRAY, 79 FULTON, COR. GOLD STREET. 1851. lEx ICtbrtB SEYMOUR DURST When you leave, please leave this book Because it has been said "Ever thing comes t' him who waits Except a loaned book." AVIRY AK( III 1 1 ( II K M AND I'lM AIMS LIBRARY (ill l 01 Si y\k )i k B. Di ksi ()i i) York I.ihr \ry OF CHARLES E. WEST, A.M., ON RETIRING FROM THE OFFICE OF PRINCIPAL OF THE RUTGERS FEMALE INSTITUTE, WHICH HE HAD HELD TWELVE YEARS. DELIVERED BY REQUEST, JULY 11th, 1851. PRINTED BY JOHN A. GRAY, 79 FULTON, COR GOLD STREET. 1851. VS2 Sierra. I have been requested to make a few remarks on taking my leave of the responsible situation I have held in this Institution from its organization — a period of more than twelve years. It is with no or- dinary emotion that I stand here for the last time, and look upon my beloved pupils and fellow-teachers with whom I am so soon to part ; in whose society it has been my delight to mingle ; and for whom I entertain a lively and heartfelt interest. It is natural that we should glance at the past, and look at the memorials we have seen reared as we passed along. I regret that we have so little time for so pleasing a service. The history of Rut- gers Institute is written on the tablets of my heart. I have watched its rise and growth ; have sympathized with all that related to its honor and prosperity. It was the commencement of a new era in the cause of Female Education in this city. Not that its system of instruction is peculiar, but because of its extent. With the exception of the dead languages, its course is quite as extensive as that of our best colleges. It fixes no limits as to time. It has no four years' course. The pupil's graduation depends on her attainments. It is no patent system, guaranteeing perfection in any particular art or science by a course of six lessons of an hour each ! It begins at the foundation, and leads the pupil along, step by step. It seeks for the healthy development of mind. It takes in the whole being, body and soul, and requires that both be developed together, and not one at the expense of the other. It holds out no Arcadian bowers of ease to the indolent or fashionable young lady. It demands labor. If she would drink at living fountains, and breathe the bracing air, she must leave the couch of sloth and scale the mountain tops. She must look upon this glorious world, and study its matchless beauty ; 4 she must look within herself, and see a miniature of Deity — a living soul, and train it for the skies. This is education — self-education, and in truth there is no other. All that schools can do is to hold out the hand of encouragement, and point the way. Fears were entertained, at the organization of the Institution, that it might prove a failure. Some desired that such might be the result. It was called sectarian, although all denominations, both Jew and Gentile, had part in it. It was thought such large numbers as at- tended it could not be properly instructed, little reflecting that here, as in the Universities and Gymnasia of Europe, thousands can be taught where the proper classification of pupils and studies, and the requisite supply of teachers, exist. Some thought private instruction more favorable to the scholar than public ; that the manners would be injured by mingling with plebeians. But the question at once arises, Who in a democratic country are plebeians ? Do they exclu- sively belong to the humbler walks of life ? Does wealth or birth confer exemption from this term of obloquy and reproach ? Must we not look elsewhere for the right application of this distinctive and opprobrious appellation ? Ought it not to be applied to the vicious and degraded, whether they are dandled in the lap of luxury, or fam- ish on the crumbs of a stinted charity ? I am happy to state we have made no other distinction here than what is founded on respectability of character. Our doors have been thrown open to the daughters of the virtuous and the good, and I will venture to affirm that no- where, in any similar school in our country, can there be found young ladies more meritorious and deserving, or who have higher claims to respectability. The changes were rung again that the Institution was aristocratic ; that the prices of tuition were so extravagant, and the demand for style and costliness of dress so exorbitant, that none but the daugh- ters of the affluent could obtain access to its privileges ! But why pursue such shadows, when it is notorious that the prices of tuition are not one half as great as those of the private schools of the city ? and the extravagance in dress complained of would merge into the calicoes and de laines of Lowell and Manchester ! A word to those who believe in solitary study. Solitude is uncon- genial to human nature, and especially is it so to the young. What is there in the life of the recluse to awaken the intellect and stir the sympathies ? This is done by the attrition of mind with mind. All other education must be inoperative. There must be a generous rivalry — a fellow sympathy. What is education, but a knowledge of the humau heart, its wants, its infirmities, its aspirations, and its des- 6 tiny ? And where can this be so well acquired as where spirit is in communion with spirit ? Our country of bustling activity and un- bounded enterprise is certainly not the theatre for the advocacy of such a system. Here the people must be educated together. They must become acquainted with one another. Here we have no titled ancestry, no hereditary privileges, no aristocracy save the ephemeral mushroom of wealth which springs up in the night, and vanishes in the morning. Then the objection arose that our studies were of too elevated and difficult a range ; that the rights of the colleges were invaded ; that logic, metaphysics, and the higher mathematies did not belong as studies to young ladies ; that they should be dealt with more gently by the selection of studies on a level with their capacities ! Many a boding note was rung in the ear of the speaker, kindly warning him to beware lest the Institution founder upon this fatal rock. As though the domaiu of thought, and the vast stores of accumulated knowledge, belonged exclusively to man ! As though no Somerville had mas- tered the profound mysteries of mathematical analysis, or no Mit- chell could gaze out upon the heavens, and watch the silent move- ments of yon shining orbs, and discover what had escaped the teles- copic gaze of all the Astronomical Observatories of Europe and America — a new comet ! That these studies have not spoiled the pupils, or injured the In- stitution, is to be seen in the reports of the ablest mathematicians in the country, who have served as Committees of Examination from year to year, and who have uniformly expressed their astonishment at the progress made in these sublime studies, and the compactness and vigor given to the minds of the pupils. But here let us state that this prejudice against woman is the growth of many generations. She has been degraded in all ages of the world; but nowhere has her degradation been so complete as in barbarous lands. Christianity has had to struggle with this despot- ism of gigantic growth, and has not yet fully triumphed ; so difficult is it to abandon error and come out for the truth. Some, where the humanizing influences of Christianity prevail, have gone to the oppo- site extreme, and regarded woman as a toy ! This is but a refine- ment of the old prejudice ; and which is to be preferred, to be re- garded as a slave or a toy, I leave to the discrimination of the sex to determine ! But let us hope for better things. When men be- come more imbued with the spirit of our blessed religion, when they are less selfish, when education shall be more widely diffused, woman will take her true rank, and be regarded not only as the coiiyxinion, 6 but the equal of raan — his equal in all that constitutes an intellectual and moral being, endowed with the same godlike capacities, the same spiritual wants, the same longings after immortality. Let us take a right stand-point, and look at this subject in its true light. Does the soul know of any distinction of sex ? Is not every soul, whether it be that of man or woman, a unity ? Has it not an duality of its own ? And if so, why ought it not to be culti- vi d by all the appliances which can be brought to its aid ? I am now speaking of the soul, and of its education in the abstract. Why educate one half of the human race, and leave the other in ignorance ? Why not give both the same means of culture ? How is it possible, in the constitution of society, to neglect the one, and not have the baleful influences of such neglect visited upon the other ? But we are told man has a different mission in the world — that his occupa- tions are different. True, and these differ among themselves. One is a merchant, another a mechanic. One is a lawyer, a physician, or a farmer ; and each requires a training peculiar to his calling. These different trades and professions are but means to an end. Men are obliged to lend themselves as instruments to satisfy their temporal wants. In one view, this toiling day after day and year aft?r year for a livelihood, is an evil ; for the body seems to be the all-absorb- ing object of interest ; the soul is lost sight of, and made subservient, the higher to the lower, the immortal to the mortal, the spiritual to the temporal. Still, it has been ordained that man shall gain his bread by the sweat of his brow, and who shall dispute the wisdom of the Almighty ? But the question at issue lies beneath all these consider- ations. It is, whether a thorough and substantial education acquired in youth would act as an impediment to man or woman in the avo- cations of life, whether those avocations be humble or exalted? In other words, is intellectual culture, apart from all other considerations, worth any thing to its possessor ? If so, then woman should receive that culture. It does not of consequence follow, that she should be- come skilled in the various trades and professions. She should study mathematics, not for the purpose of navigation or civil engineering, but for the exact and rigid discipline they furnish. She should make herself acquainted with the ancient classics, that her soul may be- come imbued with the spirit of beauty which glows upon the pages of Homer and Virgil. She should study the constitution of nature as laid open by chemistry and natural philosophy. She should be made acquainted with the nature of mind, and the laws which govern it. In a word, she should enjoy the same facilities for intellectual culture that are given to the other sex, 7 These considerations derive additional force from the position woman holds in society. What important trusts are committed to her care. What a commanding influence she exerts in the family and in society. The early training of the young is almost entirely intrusted to her. How often is the destiny of the child at the disposal of the mother ! She imparts to it the coloring of her own mind. It reflects her image, not only physically but morally. It studies her character, and adopts the sentiments and feelings which she cherishes. If then woman is so powerful an educator, if she wields so subtle and wide- spread an influence, ought she not to receive the most careful instruc- tion ? Should she be intrusted to ignorant and superficial adventurers, who, through misfortune or want of success in some servile employ- ment, turn their attention as a last resort to teaching ? It is thus that the profession has been brought into disrepute. The community look upon it as a menial occupation — one that can be taken up at any time, without preparation. Who but society is responsible for this want of appreciation ? I do not speak of myself, but in behalf of my profession. Teachers are too poorly paid. It is the doctrine that they must teach for nothing and find themselves. At any rate, those who will work the cheapest are more certain of finding employment. I have known instances in country schools, where these were deemed indispensable requisites in a teacher — low wages, and a strong arm for flagellation ! How is it even in cultivated society? Are not the milliner and dancing-master munificently sustained, while a miserable pittance is doled out to him who is employed in disciplining mind ? No, this is not the field for the accumulation of wealth. And if by chance a teacher by a little New-England shrewdness seems to prosper, or actually does accumulate a competency, the eyes of the woild are turned upon him, and he is regarded as a prodigy of stratagem and dishonesty ; and the wonder is, that a character so dangerous to the peace of society should be left to run at large. Yes, I charge this low estimation of the teacher upon society. Look at the miserable caricature of the pedagogue, which is but the embodiment of public sentiment — a wretched old man, of attenuated features and pointed nose, whose grisly hair, and bent form, and glaring eye-balls, and bony hand bearing the uplifted scourge, betoken that his origin is from below, and that his business is to wander among the tombs and tor- ment people before the time. But let us be serious, and consider how vast are the responsibilities, how incalculable the interests committed to him who is charged with the moulding of mind. Who can describe the qualifications or the character of him who would offer his services for such a work \ He s must have enlarged and reverential views of God. lie should look upon man as a fallen, sinful being, still bearing the impress of Divinity upon his brow. He should pity him in his abject state, and deplore the calamity which has befallen him. He should point him to the cross, strive to gaugj the value of his soul, and in imagination trace its pathway of glory or of shame in the endless cycles of its being. He should also have a mind properly cultivated, and stored with useful knowledge. He must be apt to teach. He must be able to govern himself, and never yield, however strong the provocation, to the impulse of passion. It is here that many fail. They give way to angry denunciation, and for ever lose the charm, the talismanic power, of government. A person of sour, morose temper, should never be intrusted with the management of youth. His presence is like the night-mare, fitted only to scare. The teacher should never deceive his pupils. He should win their confidence — should be mild, yet firm, in the administration of discipline ; should study the characters of those committed to his care, and adapt himself to their peculiarities of tem- perament and habit ; for no two are alike, and each, consequently, requires treatment peculiar to himself. Hence the necessity of cool- ness and deliberation on the part of the instructor. A placid temper, a keenness of discrimination, an unceasing watchfulness, and readiness at interpreting the character, as indicated by ten thousand indescriba- ble foreshadowings — these are indispensable requisites. Such are some of the elements of a good teacher. But where are these to be found ? Alas, alas ! for the infirmities of humanity ! In speaking of the difficulties which beset this Institution at its origin, I have been led, and naturally, to the preceding reflections. I am warned, however, by the limits assigned me on this occasion, and must beg your indulgence for a few moments longer, while I call to mind some other passages of its history. And here it is right that we should acknowledge our indebtedness to an all-gracious Providence, for the prosperity we have enjoyed. The Institution has been munificently sustained. The patronage of its friends has far exceeded the most sanguine expectations. We have often been straitened for room, and numbers of pupils declined on that account. It might not be uninteresting to know the whole num- ber of pupils who have been connected with this Institution from its foundation. This, so far as a careful examination discloses, amounts to twenty-six hundred and eighteen. The greatest number at any one time was four hundred and ninety-two; the smallest number, which was during the first term, was three hundred and thirty-nine. The average number for the fall terms during the twelve years has been 9 four hundred and fifty-five. On the 10th of November, 1845, there were four hundred and eighty-one pupils present— the largest number ever in attendance on any particular day. In 1845 we had six hun- dred and thirty-five pupils; in 1846; six hundred and eighty pupils. Of those who entered twelve years ago last May, at the opening of the Institution, four are still members of the school, and are among the graduates to-day. Three of these young ladies learned their alphabet here, and two of them have scarcely been absent during this long period of time. Here is to be found the secret of success in scholarship. There is time for growth; the development is not spas- modic, but slow and healthful. Parents would do well to reflect upon this subject, and when they have placed their daught rs under proper scholastic training, there to let them remain. The frequent changing of schools is destructive to the scholar's improvement. The following facts wiB show the good degree of success the Insti- tution enjoys in retaining its pupils : 62 have been members of ihe School for 20 continuous terms. 50 " " 24 24 " " 28 17 " " 32 4 " " 36 5 " " 40 3 "44 2 « " 49 The whole number of graduates, including those of to-day, is one hundred and seventy. Thirty-five of them were here at the opening of the Institution, in 1839. They are scattered far and wide in va- rious parts of the world. Three of them are missionaries : one in the South of Fiance and two in Asia. One of them, a daughter of the devoted Ilarriet L. Winslow, is following the example of her sainted mother, and is diffusing the blessed influences of the gospel among the natives of India. Death has not left this sister-band un- broken. Two have been called to the spirit-land. They died amid the transports of faith. Oh, how beautiful is the earthly departure of the young! Just as the buds of promise are beginning to develop their loveliness, they are gently transferred to the garden of the Lord. No scorching sun, no withering wind shall ever reach them more. In everlasting beauty shall they blossom and yield their fragrance to the breath of heaven. There have been eighty -six different teachers in the Institution, rot including those who have given occasional courses of lectures. All of them, it is believed, are living. The greatest number employed 10 at ary one time was twenty-five. Of those who received the first appointments, only one beside the speaker remains — the teacher of the French department. These facts speak well for the health of both teachers and pupils. We have been greatly blessed in this respect. Before coming to this city, I had spent several years in teaching lads and young men. I had also taught young ladies. There were two or three questions in female education, which I had long wished to have solved. • One was, the capacity of the female mind for the abstract sciences ; another, how far is it practicable to carry females in such studies ; and a third, which can acquire them with the greater facility, boys or girls ? My opinion as to the first and second has already been indicated. We have not time at present for the discussion of the last. I would only say that from my knowledge of the subject, derived from long experience and observation, I am inclined to think thrt girls from twelve to eighteen years of age are more apt to learn than boys of the same age. Their apprehension is quicker. They master a sub- ject in less time. They are more facile and ingenious in their modes of analysis. Their knowledge is more definite and less encumbered. Boys are more plodding, are less inclined to study, have stronger appetites, a greater fondness for juvenile sports, are more restless and impatient of restraint. I have found that more can be done with a class of girls in the study of the higher mathematics, in the same time, than with boys. The same may be said of psychology, logic, and metaphysics. I have often been astonished at the power of analysis young ladies have manifested in the discussion of these pio- found subjects. I can easily fancy that old Plato would have been delighted, could he have witnessed the dialectical skill of these young metaphysician , and would not have been satisfied with confining his instructions to the young men of the Academy. These observations refer to the sexes, however, before coming to maturity. It is doubtless true, that women have not that deep intel- lectuality of men, that strength and toughness of mental fibre ; but they posseis what is perhaps still better, a more delicate and appre- ciative perception of truth, and a facility in the use of those powers with which they are invested. This is witnessed in conversation and in the common affairs of life. They are the cleverest talkers, and when cultivated, make the most graceful writers and agreeable com- panions. The intellect of man is more ponderous and of sterner stuff, which in its movements crashes and demolishes, like the battle- axe of Richard ; while that of woman is of lighter and purer metal, li and in its graceful parries and thrusts, glitters and cuts like the scimitar of Saladin. Another question of interest arose, viz.: How far will it do to take classes of young ladies in the study of natural philosophy ; nd chem- istry ? I have found that our older pupils can study these sub- jects with profit, in all their variety and extent. My course has embraced about one hundred and fifty lectures, which were fully illustrated by experiment, and occupied two years in their delivery. Chemistry has been one of our mcst interesting and profitable sub- jects of study. I had not intended to speak of the pecuniary resources of the Insti- tution. These have been large, and necessarily so, in order to meet the expenditures of such an establishment. An institution cannot accomplish the great objects of education, unless it enjoy the requi- site pecuniary facilities. This first demands attention, and the spirit which ought to prevail in the minds of its founders should be one of liberality. No dividends in money should be expected or received. This is one of the few incorporated academic institutions in the State which pay* annual dividends to its stockholders. It is right, if an institution can sustain itself, that some deduction in tuition be made in favor of those who contributed to its establishment ; but no equivalent should be returned in money. This is degrading educa- tion. It is bringing it into the marts of commerce and making mer- chandise of it. It is wedding it to Mammon, and robbing it of its vestal purity. I would respectfully suggest, and I presume the suggestion would meet with the approbation of the stockholders generally, that all future dividends be paid in tuition, or what is better, contributed to the library and cabinets of the Institute. If this were done, no one would be impoverished by the contribution ; but the Institution, in a few years, would vie with the best endowed establishments of the old or new world, in its appointments in all the departments of belles-lettres and science. Gentlemen of the Board of Trustees : In severing the relations which have united us for so long a period, allow me to express to you my thanks for the uniform kindness you have always shown me. The object of our labors and of our sympa- thies, although we have had different parts to play in the execution of it, has been the same. Standing as you do between me and my associates in the department of instruction on the one hand, and those who have committed the education of their daughters to us on the 12 other, you have been called upon to act as the conservators of impor- tant interests. Happy am I to bear witness to the faithfulness with which you have executed your trusts. You have turned aside from the avocations of business, and generously devoted a part of your val- uable time to the Institution. In this labor of love, you have the conviction of having rendered an important service to the stockhold- ers of the Institution in particular, and to the community in general. You have cast your influence on the side of sound learning, and dili- gently labored for its advancement. You have helped to rear an institution in a part of the city which is in some respects isolated. The advantages of your labors, however, have not been confined by geographical limits ; but these have been extended to all parts of the metropolis, and to the tcwns adjacent. The Institution has become an object of affectionate interest to the old and to the young. Here is a rallying point — a place where friendships have been formed and cemented, where good influences have been imparted and received. It is the pride of the Ward. In a commercial point of view — and this is a view which is often taken of things in these days — it will be seen that a literary institution is no disadvantage to the wealth of a community. Property suffers no depreciation on that account. It creates wealth. It sustains the respectability of wealth. But its true value is not to be measured by the revenue it secures. It strikes deeper chords ; it touches more vital interests. It deals with the im- perishable mind ; it takeo hold upon eternity, and tracks its way to the very throne of God. To you, Mr. President, are these remarks particularly applicable. You have labored for the Institution in season and out of season. You have done what you could for its prosperity. I have always found in you a faithful friend. Our views on all the leading topics of education have harmonized. It is to this fact, among others, that the prosperity of the Institution is indebted, A house divided against itself cannot stand. I am also happy to refer to the good feeling which has marked all your deliberations and counsels as a Board of Trustees. You have indicated by your conduct the desire to sink all considerations of a personal character, and to labor for the welfare of the many. For your kindness to me personally, and for the many marks of your approbation which from time to time you have seen fit to bestow upon me, I beg you, one and all, to accept my heartfelt thanks. I leave you with my best wishes for your prosperity and happiness. A few parting words to you, my Beloved Fellow-Teachers. It is with regret that I leave this beautiful vineyard, which we have 13 taken so much pleasure in cultivating together. You have shared with me in its toils, its responsibilities, and its rewards. IIow de- lightful has been the privilege to train the tender vines, and watch their growth ! These are pleasures peculiar to the teacher. Here the world cannot enter. II ere there are ties that bind and sympa- thies that kindle, known only to spirits of kindred mould. 'Tis here we have learned much of the human heart. Childhood wears no disguise. Its judgment is weak, its passions strong. Now it revels in a world of beauty, and gilds every object with light. Now it is groping its way in darkness, with naught to cheer its saddened spirit. Now it delights itself in what is orderly and becoming ; now in what is grotesque and mischievous. What keenness of discrimination, what delicacy of action, what unction of heavenly wisdom, is requisite to mould so delicate a mechanism, and give to each and all its parts that adjustment and direction that it may be in harmony with itself and with the universe of God ! This has been our appointed work. You know its difficulties. You have experienced its trials. If I know my heart, it has ever been my desire to alleviate your burdens and strengthen your hands ; to pour oil on the waters of strife, and allay commotions within and without. Here I have felt for you. Here I have tried to aid and encourage you, But, if I have given one unnecessary pang; if I have said an unkind word, and done an unkind deed, I beg you to forgive me. I have often failed where my intentions were good. And now, in extending to you the parting hand, I shall bear away with me the recollections of the many happy years we have passed together. May your days of usefulness and happiness be long continued ! And now, my Dear Pupils, what shall I say to you? I cannot give utterance to the emotions of my heart. I did not count the struggle it would cost me to say farewell. I have labored for your improvement and rejoiced in your success. I have endeavored to hold up to your view the pleasures of a life of study and contempla- tion. I have tried to persuade you to break away from the fascina- tions of sense, and cultivate those powers of intellect and heart which the God of grace has given you. Many of you have been under my care for years, some for the entire period of your pupilage, and finish your course to-day. The lecture-room, the halls, the chapel, have been delightful places to us. The memory of those morning gatherings, the song of praise and the sweet incense of prayer, ascending from young hearts, will not soon be effaced ; the impressions of them will deepen as years roll on, and mingled feelings of joy and sadness will fill the soul, as we glance over the catalogue 14 of those familiar names. It will then be seen that the cold hand of death has been laid upon one and another, ere the beauty of youth had lost its freshness. One is pining in solitude and disappointment. She had anticipated much from the world. Her morning sun rose bright, but soon it hid itself in clouds and left her soul in darkness. One has been happy in her associations. Surrounded by all that could inspire delight, she has lived in an atmosphere of love and beauty. No shade of care has veiled her brow or dimmed her eye. Another has led a life of self-denying usefulness. She has gone, it may be, to foreign lands, where she is repeating the lessons of wis- dom she learned in early youth. How various the allotments of each ! How checkered is human life ! But there is a point to which all earthly distinctions are converging. There is no knowledge nor device in the grave to which we are hastening. Individual character will alone remain. Decay cannot touch the soul. It wil] live when worlds dissolve. Finally, to you, Young Ladies of the Graduating Class, I would say a few words. You have now finished your studies here. But bear in mind, your education is but just commenced. You have but laid a good foundation. It is your privilege to go forward and rear a superstructure becoming your sex and the age in which you live. Woman is to exercise an influence on this continent, such as the world has never witnessed. This is to be the special theatre for the exhi- bition of those talents with which she is so richly endowed. These must be exerted for the good of society, for the salvation of the world. It is a privilege to live now, and see the amazing transformations which are taking place among the nations. See to it, that you act well your part. Remember that silent influences are often the most powerful. Be contented to live humbly, and do with your might whatsoever your hand findeth to do. Love your Alma Mater. Cherish her fair name. Attend her anniversary gatherings. It has been a favorite project of mine during the past year to form an asso- ciation of the graduates for mutual acquaintance and improvement. I trust this will yet be done. Should life be spared and duty per- mit, it would give me great pleasure to meet with you on such occasions, and renew the friendships of other days. Let me beg you, my young friends, and all the members of the school, to listen to the voice of heavenly wisdom. Be faithful to. yourselves; live for God and the good of others; and it will matter little in the end whether prosperity or adversity marked your earthly career. Oh, if redeemed, what vistas of glory will break upon your vision, and ravish your souls when mortality is swallowed up of life, ♦ 15 and you ascend upon those swift-winged chariots of fire into the bosom of the Eternal. Then you shall be clad in vestments of ever- lasting beauty ; you shall become the companions of angels ; you shall behold those sapphire thrones, those crystal palaces, those tem- ples not made with hands, eternal in the heavens. Farewell, beloved flock, till we meet amid those undying splendors, and join in the acclamations of praise to Him who sitteth upon the throne, and to the Lamb for ever ! I AVERY I \