230 THE POPULAR SCIENCE MONTHLY. 



aimless dissipation of energy ; if duly consorted with full knowledge of 

 one or more subjects, it gives breadth and flexibility to the intellect, and 

 promotes the happiness of personal and social life ; it favors general 

 progress by permitting the more rapid diffusion of the knowledge won 

 by the few. Lastly, control is eminently a creature of education, and 

 is perhaps the most precious gift of the individual man. Without jus- 

 tice, temperance, and definite industry, the most brilliant attributes of 

 mind may be impotent for good, and without the habit of social sub- 

 ordination and the bond of social sympathy the most brilliant society 

 would be but a rope of diamonds. Brain-forcing is terribly mischievous. 

 It urges genius into precocious fruitage, it drains the springs of ner- 

 vous force, it excites high tension without giving volume to fortify it, 

 it stints the variety of mental expansion, and by enforcing control it 

 breaks the spirit. The true purpose of education is, first of all, to teach 

 discipline the discipline of the body, and the higher discipline of the 

 mind and heart ; to encourage the budding faculties to break freely in 

 natural variety ; to quicken the eye and the hand, and to touch the lips 

 with fire ; to promote the gathering of the fountains of vigorous life by 

 fresh air, simple nutritious diet, and physical exercise ; and, finally, to 

 watch for the growth, silent it may be for years, of the higher qualities 

 of character, or even of genius, not forcing them into heated and fro ward 

 activity, but rather restraining the temptation to early production, and 

 waiting for the mellowness of time: remembering that the human mind 

 is not an artificial structure, but a natural growth ; irregular, nay, even 

 inconsistent, as such growths are, wanting most often the symmetry 

 and preciseness of artifice, but having the secret of permanence and 

 adaptability. These words seem almost too simple these truths too 

 obvious for repetition; yet for lack of that which lies in them our modern 

 schemes of education are day after day ruining the young by over- 

 stimulation and unhealthy competition. Happily, the public is awaking 

 to its error, and is beginning to regret the days when its young dunces 

 grew into its old heroes. What we did blindly in the past by trusting 

 to the hidden wealth of Nature, we may now do face to face by the 

 revelation of her secrets. 



P. S. Since this essay was prepared for the printer, I have received 

 the February number of the Fortnightly Revieic, which contains an 

 article by Prof. Huxley on " Technical Education." In that article 

 Mr. Huxley expresses opinions which must command general attention 

 and adhesion. Although his argument is sped with thought and word 

 far stronger and swifter than mine, and clothed with an authority to 

 which I can lay no claim, yet I may perhaps without presumption call 

 myself a fellow-laborer in the same field. Brain, 



