, 1854-01-07

iIcular 10 the general; dull IN -scClng lht
consequences Of an event without a dis
tinct consciousness of the limits of his own
knowledge, or Of the strength or weakness
Of his mental powers. Such an intellectual
condition is likely to he the result, il, du-
ring the period Of what has been misnamcd
his education, he has been merely the re-
cipient Of knowledge poured into him as
iato an empty vessel, and has not been
trained to make it his own by gaining it
aboliou,ly by bis own efforts. The very
knowledge Of person 50 educated, however
extensive it may seem to be- is sure to be
feelly impressed upon his mind, undislinct
and inaccurate. On the other hand, il is
quite possible for o man TO possess but a
limited knowledge Of facts, and yet to have
been trained 10 such mental habits as to be
able 10 master any ordinary subject to which
he may apply his mind, and if it be of a
practical nature, 10 judge correctly in it,
and to act efficiently.
II is true that the intelligent faculties can
be developed only by being exercised upon
their proper objects, and that in every
process of education, knowledge of some
thing must be acquired but it is not true
that the process in which the knowledge of
most facts is acquired is that in which the
faculties are best trained, any more than
that the dinner at which most is eaten is
that by which the organs Of digestion are
most strengthened. Nor is il true that the
knowledge which comes oftonest into Prac-
tice, and consequently the most useful in
after lie, is always the best adapted for the
exercise and discipline Of the immature fac
ulties. II is possible that studies may be
preferable for the purpose Of Oftraining, which
are of lil'le practical utility in after life -
and that man may have derived great and
lasting benefit from the exercise Of learning
something, while the thing itself is after
wards forgotten. No doubt it is an impor.
tant problem 10 education TO combine the
communication of useful knowledge with
the discipline of the mind.
Bot it must ever be remembered that
where the mind is well trained, practical
knowledge can be readily acquired after
wards, but where the training is defective,
no amount Of knowledge can supply thr
want. Yet nothing is more common than
to find parents regardless and insensible Of
the growing intelligence Of their children,
and complaining that they do moi learn at
school those practical processes which are
to subsorvc the routine Of their future rro-
ression.
Mental health, yigor and activity are
sufficient vindication of tho discipline by
which they are produced, although the ac-
ouiremcnts necessary for business or q
profession may have been delayed in the
cultivation Of them. There is no profession,
no station in life, in which 4 love Of intel
leclual cxerlion, habit of attention, re
tenlive memory, a quick discornment,
comprehensive capacity, elearness Of views
and soundness of judgment, knowledge Of
the use of kuowledge-that habit of mind,
in short, which by experience and rehec
lion gathers toisdOm, is far more valuable
than any amount Of mere knowledge. o
Knowledge and wisdom, far from being one
Have ohtimes no connection. Knowlcdge dwels
In hearts rerIcte With thoughts Of other men
Wisdom in minds attentive to their own,
KNOWLEDGE, o rude improbable mass,
The mere maieriel with which wisdom builds
Till smoothed and squared and ftted TO Its place
Docs but cucumber whom ii seems to enrich"
The only inference we shall at present
draw from these premises is, that children
ought 10 be taught nothing that is not or
cannot be made ineligible to them, since
The only result of such teaching is 10 devel-
op the pairot like faculty Of repcaISg by
note words that convey no ideas 10 their
min ds, leaving the intellectual powers un-
trained and inactive, and engendering one
Of the most destructive habits that can be
implanted in the spiritual constitution Of
man, namely-Ihat Of uttering and assent
ing to propositions without knowing or
caring 10 know their import. Reason, under
which term We include the logical faculty,
Judgment, and the power Of weighing evil
dence, is the highest part Of our nature, BY
which all the rest should be regulated, and
any defect in which is necessarily attended
with evils of the gravest kind. Its devel-
opment and guidance should therefore be a
leading Jtet in education from the very
6rst aud IN no respect are tho ordinary
J s,,tI,, oc sduration nore fanItv Than in