The Kalida venture. [volume] (Kalida, Ohio) 1841-1865, 1847-02-26
INTELLECTUAL WITHOUT MORAL
non aet~9''q' y CULTURE. Y v

Bu|wsr has written his '''Childrsn Of the
Might his last, and We are inclined 10 think,
-hisinost powerful work, to exhibit the cdlti-
vation of the head while neglecting the
heart, IN bis preface he says:
iudHsresd, daily, glowing deelamatiens on
the necessity Of bosk.knowledgs, Of psn,al
culture, as through these alone, net only
sosieiyiwas to be reformed, but every indi.
vidualwss to arrive at Utopian goodness
Yetthess brilliant assumptions are contradic-
ted BY the evidence Of all history. Inthose
colossal criminals before whom "the world
grows pale;n il is not the mind that wants
instructions, il is not the intellect that is un-
furnished and wntrainod; they are often the
most accomplished and the most intellectual
Psrsonagss Of their time. What man more
pnsciupulously cruel than that wise Earl Of
Wsrchesisr,a with whose head (says the
chroniclsrs) fell, more than half the scholar
ship Of Englandi What man more gifted
with all that art and letters, in a. period high
" civilized, can bestsw, stands forth amid his
age than the murderous Cesar Borgiaf--.-
Where yini his Tins, shall we seek more
maSlsrly genius, and more subtitle vii, than
that soldierscholar whom Utrecht reared 10
learning, to whom Caxton dedicated his book
ON Chivalry, and whom History execraies
under the bloody name OF Richard the
III irdf sWhers a meaner and more heariless
knass than Baconi where more learned
prince than Heary tho Eigh hf-where a
more accomplished oxisrminator than the
young Octavius!--where more elegant
eeaitemafs than Nefoi Long since, Vol
taiIs overthrav the notion that vice and and
crime result only from stupidity and ignor-
ance, that goodness is faculty of the pure
Intellect; yet, according 10 The jargon of the
day, We have only 10 read and to lecture,
aud crime yanishes and goodness grows uni
vsrsal. Against the vast AND bene6cent
mosemnnt toward general education, am
no foe /; few more earnestly advocate the
principle, or feel more TRANQUILITY satisfied as
10 the ultimate results. But there is too
vague notion prevalent as 10 the system
of education to be pursued. aud the value Of
culture simply and singly m :nial. All educ :
ton is incomplste that does Not operate upon
the hsarl---all culture will fail TO develop the
better humaniiies within us that leaves the
affections barren. Do what we will at the
school, much depends upon the influences
atshome. Communica.e all the knowledge
We can At our Institutes, and difuse all the
iaformasion we may through eur press, and
all we have done is 10 make population
more active, acute, and energetic toward the
attainment Of what society values and hon.
orsths most. If society honors and rewards
most virtue and genius, we'll and good--ifit
hoaors and rewards most MamniOn and Luz
cifer, rude pastoral community may be bet.
tor and happier than the inhabitants Of a land
rsekiug with the smoke of factories and COW
cred With the monuments Of commerce. II
is net true, when We examine the statistics
Of nations, that crime is properiioned TO Ig-
norance. la England, on the enc hand, we
concede that the great majority Of criminals
can neither read nor write; but in France,
ON The other hand, the large proportion Of
eria.inals, especially for the worst offences,
arc those who have received even more than
the rudiments Of education. Why this diff
fercnce il may be easy to explan-the race
preceding the first French Revolution have
sill left their frat. Danish God from the
world---and aggravate passion by the quick
er sense that culture gives TO the imagna-
tion, and the more you sharpen the intelli-
gence, the more you may deprave the heart.
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