EDUCATION OF THE FARMEER. 227 



development of all the faculties, the exercise of which constitutes 

 wisdom. 



" Knowledge anil wisdom, far from being one, 

 Have ofltimes no communion. Knowledge dwells 

 In heads replete with thoughts of other men ; 

 Wisdom in minds attentive to their own. 

 Knowledge a rude unprofitable mass, 

 The mere materials with which wisdom builds, 

 'Till smooth'd, and squar'd, and fitted to its place, 

 Does but encumber whom it seems to enrich.'' 



-We have not enough of education in this country to have many 

 Dominie Sampsons ; but we have much of the same education in 

 kind, the cramming system, on a small scale. I was shown a lit- 

 tle prodigy a few days since, who could, to the astonishment and 

 delight of parents and teachers, repeat the contents of his geogra- 

 * phy from beginning to end. A specimen of this recitation was 

 vouchsafed me. He stated of some country, " that its climate 

 was salubrious and its soil fertile." I asked the lad the meaning 

 of the word " climate." The reply was, "I don't know, sir !" 

 " What does ' salubrious' mean '?" " Don't know, sir !" What 

 " fertile ?" " Don't know !" Our schools are filled up with such 

 prodigies, our country with such parents and teachers. 



The great object of education is not to fill the mind with bare 

 facts — abstract knowledge : it is to train the mind, to discipline 

 it, develop all its energies and resources, as the body is trained 

 Wid disciplined and developed in the gymnasium, until every sinew 

 is firmly knit, every muscle hardened and strengthened to its ut- 

 most limit. Knowledge is a valuable incident in this course of 

 mental training, but it is not the first object nor the main object. 

 In selecting a study w^e should certainly, other things being equal, 

 make choice of the one which would unite valuable knowledge 

 with mental discipline. Arithmetic, English grammar, and many 

 others belong to this class. But to sacrifice the great and primary 

 object, for the purpose of obtaining what is miscalled a " practical '^ 

 education, namely, a knowledge of the processes of the art which 

 is to constitute the future occupation of the learner, is to consult a 

 narrow utility. It is penny wisdom, and pound foolishness. This 

 knowledge should be superadded to mental and moral culture. Its 

 importance can scarcely be over-estimated in such connection. 

 National and individual wealth and comfort much depend upon it, 

 and it supplies the pecuniary means necessary to upbuild institu- 



ill 





