IV.] 



EDUCATION. 



253 



SUMMARY. 



The scientific men on my list have very 

 generally ascribed high merits to a varied edu- 

 cation. They say, as we have just seen : 

 "Not tied down to old courses of classics and 

 mathematics." " Sufficient groundwork in many 

 subjects to avoid error." " A well-balanced 

 education, including chemistry, botany, logic, 

 and political economy." " Coming in contact 

 with persons of every rank, and sitting in the 

 same form [in a Scotch school] with the sons 

 of tradesmen and ploughmen, as well as gentle- 

 men." In contrast to this, others who speak of 

 the faults of their education, say : " No mathe- 

 matics, nor modern languages, nor any habits of 

 observation or reasoning."- " Enormous time 

 devoted to Latin and Greek, with which lan- 

 guages I am not conversant." " In an other- 

 wise well-balanced education, three years were 

 spent on Latin and Greek grammar a blank 

 waste of time." " Neglect of many subjects for 

 tli P. attainment of one or two ; not pushing 



