LABOR AND EDUCATION. 



225 



that we may derive the most exquisite pleasure from viewing a fine 

 architectural sti-ucture or a well designed and appropriately laid out 

 lawn ; but you must not educate men so that they can derive enjoy- 

 ment from an inherent intellectual ap[)reciation of language, of 

 literature, or of mental or moral science, of sound philosophical 

 thoughts, elegant mental conceptions of any kind, or bursts of im- 

 passioned eloquence, all inspired by or emanating from the direct 

 culture of the mind through linguistic or other classical studies. If, 

 however, such thoughts are inspired by or come through the contem- 

 plation of a dwelling, a barn, a cattle stable, or a pigstye, archi- 

 tecturally constructed, or from viewing with delight a lawn, a drive, 

 or an artificial fish pond, then such emotions are to be gratefully 

 received and cherished. They have come through a proper me- 

 dium — they have been safely reflected. 



As language is not only the medium of thought, but the medium 

 of the communication of our thoughts with others, it is a most indis- 

 pensable element in every sound practical education. As almost 

 the entire nomenclature of all sciences and of all professions are 

 derived from languages other than our own vernacular, their study 

 becomes almost indispensable to any one seeking a thorough educa- 

 tion. Why. therefore, shall not ample provisions be afforded for 

 teaching language in the colleges established and maintained by 

 means derived from the common resources of the whole country? 

 There is another class of wiseacres who favor a very restricted 

 special education for the sons of farmers, because the}' apprehend 

 that through the baneful influence of a lilieral education thej- will be 

 educated out* of the business of farming. This is the same dis- 

 paraging reflection upon the farmer and a gratuitous, offensive 

 intimation that intelligence and culture in the farmer are compara- 

 tively unimportant, and that therefore the standard of collegiate 

 education should be so low that the young men of the country would 

 have no aspirations or qualifications for anj- other pursuit of life. 

 There is another influence fairly deducible from this; that parents 

 ought to so control the education of their sons as to compel them to 

 remain upon the farm. This would be an odious and unwarrantable 

 assumption of parental authority, which ought everywhere to be 

 resisted. No such right, naturally or otherwise, belongs to either 

 the parent or the State. The obligation upon the parent for a gen- 

 eral, a liberal education for his son is clear, and should be afforded 

 so far as the means and the condition of the parent will permit. 



