, 1853-11-19

former are altogether subordinate to those
Of the educator.
Let us further take a general view Of
what are called the upper classes Of society,
and sec what use they make ofther position
and advantages. One Of the most striking
features which characterize them is the ne
glect Of ends in the absorbing pursuit Of
means, which become to them the chief OBJ
jects of existence. How large a number
make the acquisition of WEALTH, the sole
aim of all their efforts, drvoting 10 it every
energy both of mind and body, which are
too often destroyed in the eager and exciting
pursuit How many, again, regard PLEAS
uRE as the only object worthy of their at
tenliOn, and for its sake give up the noble
opportunities, both for selfcullivaIion and
social improvement, which wealth, rank,
and leisure bestow upon them, growing
every year more and more selfish, prrju-
diced and conventional, until at length they
become utterly blind 10 the true purposes Of
life, and incapable of real enjoyment a
useless and iil-spont youth being followed by
a disconlented and unhappy old age! How
many more are slaves to APPEARANCES, to
keep up which, they resort 10 every mean
prstence and dishonest subterfuge, thus sap
ping the foundations of that truthfulncss of
character without which neither virtue nor
happiness can exist; or embark in rash en-
terPrises and absurd speculalions too often
involving the substantial loss of honesty I!
How few, on the other hand, are those who,
seeing clearly the proper objects 10 be kept
in view as the goal of their efforts, and of
the relation between means and ends, devote
only so much time and thought to the OBJ
tanning of riches as will enable them to ful-
fl all their duties-to the pursuit of pleas
ure as is necessary for bodily and mental re.
Taxation and 10 appearances, as becomes
their social position and who employ what
remains Of opportunity and leisure, in the
cultivation Of their moral and intellectual
faculties. And what is the cause of ,this
lamenlable state of lhings' 1t is the false
and defective system of education that has
hitherto prevailed among the higher and
middle classes; false, since it processes to do
much that il leaves either half done, or al
together neglects; and defective, because its
avowed objects, even if accomplished, would
not secure that development Of the intellect
without which human beings are the mere
creatures OF external circumstances. The
education Of boys consists chiefly in the ex-
crcise of minimizing memory, and fosters
the habit Of taking every thing for granted
which has received the sanction Of custom
and convention, and Of regarding with dis
like all departures from established practices.
So far from aFordiug continual opPOrtuni-
Ties for the practical development Of the
logical faculty, it tends more directly to
deaden and blunt it, as is especially seen in
the mode of teaching languages still preva-
lent. The education of girls is cOnfcssodly
worse, and seems 10 consist wholly in the
cultivation of external accomplishments,
and in the exlggeration Of the feelings of
vanity and love of display so that every
useful or solid requirement. either of posi-
tive knowledge or of mental habits is utter =
ly neglected. "A thorough reform of the
system of education can alone efftctually re-
move the evils here pointed out None but
competent and conscientious educators will
be able 10 effect this all-important object,
and the value of these labors may be estima-
ted by the magnitude of the evils which
they will have 10 remedy. -
BERNARD CoRSELIUs.