212 QUARTERLY JOURNAL. * 



motion to its lower jaw, and of course could not masticate its food 

 very fine. 



All that we know of the habits of the animal is to be inferred from 

 its structure, and tradition. Its form, compared with the elephant, is 

 apparently about the same as the horse compared with the ox. He 

 was probably comparatively a graceful animal in his movements ; 

 and with his elevated head, ornamented with such enormous tusks, 

 appeared terribly majestic. The opinion of some that he was the 

 behemoth of Job, is without any foundation ; yet the description of 

 that animal in sorue respects may well apply to this. 



EDUCATION OF THE AMERICAN FARMER. 



There are many questions which are fully answered when the ob- 

 jects to which they relate are well understood ; or if the assertion 

 is too broad, we are at least safe in saying that the way for their 

 solution is then fairly opened. But if the true object sought, is not . 

 apprehended, or is but dimly seen, then the chance thai we shall '■ 

 obtain a true answer is extremely small. It may seem paradoxical, 

 it is true, for a person to put an inquiry without knowing, himself, 

 the true objects of his inquiry ; but this is often the case, and espe- 

 cially so in those questions which relate to education. If then the 

 question should be put, What is the best plan of an education for 

 the American farmer ? we say, determine first what the objects 

 of education are, and then you are in a fair way to answer the l 

 question. All are agreed on one point, viz. that the standard of 

 education ought to be raised ; but there is a disagreement as to the 

 plan, and what branches ought to be taught. One party says that 

 the farmers ought not to be educated at our colleges ; for what is( 

 there taught is not adapted to meet their wants. It seems to us that] 

 the party which thus reasons, or vshich makes these assertions, labors 

 under a misapprehension in three respects : 1.' It misapprehends 

 the object and aim of an academical course of study ; 2. It does not 

 clearly see the wants of the pupil ; 3. It does not apprehend the end 

 and objects of education in general. Now we take this position : that 

 the young man who designs to be an agriculturalist may be tho* 

 roughly and properly educated at our colleges, as tiiey are now 



i\ 



