437 



Education may be considered as having three prominent ob- 

 jects ; first, as a mere exercise of the intellectual powers, the 

 strengthening and disciplining of the mind for action ; and in 

 this respect it matters little what the particular study is, provid- 

 ed it is of a nature to call out the faculties, to form a habit of 

 attention and concentration, and to bring the powers of the 

 mind entirely under the command of the will. The second is 

 as matter of ornament and luxury and personal gratification. 

 Education tends to give refinement and elegance to the man- 

 ners and character, and puts within reach of its possessor in- 

 numerable means and sources of pleasure ; yet though it is cal- 

 led liberal with a large portion of those who enjoy its advanta- 

 ges, it seems to serve only as an instrument of personal 

 ambition and vanity, or of selfish indulgence or gratification. 

 But the third and highest object of education, is that of forming 

 the mind and character to every thing that is manly and useful, 

 developing the physical powers in their highest perfection and 

 seeking a correspondent development of the intellectual and 

 moral man ; preparing men for the practical business of practi- 

 cal life ; to provide for their own subsistence and welfare, and 

 the subsistence and welfare of others; to advance civilization ; 

 to increase the wealth of the community ; to adorn and em- 

 bellish society by all the arts which ingenuity can invent, and 

 to contribute to the general comfort ; to multiply and extend the 

 means of enjoyment and improvement, and further the progress 

 of mankind in all that is useful and good. 



For these objects, which are the best objects of human aim, 

 education cannot be made too practical. To these objects the 

 great pursuits of agriculture, manufactures and commerce, 

 when under an enlightened direction and raised to the dignity 

 of liberal professions, must essentially contribute ; I will not say, 

 more than all the learned professions, because 1. wish to insti- 

 tute no ofi"ensive comparison ; but I may say without these, 

 the learned professions could do nothing ; and as far as experi- 

 ence goes, the intellectual and moral progress of society corres- 

 ponds to the advanced condition of these great interests. 



