82 TECHNICAL EDUCATION. 



them from contributing towards their own support, as 

 early as they do at present. Not only do I believe that 

 any such scheme could not be carried out, but I doubt 

 its desirableness, even if it were practicable. 



The period between childhood and manhood is full 

 of difficulties and dangers, under the most favourable cir- 

 cumstances ; and, even among the well-to-do, who can 

 afford to surround their children with the most favour- 

 able conditions, examples of a career ruined, before it 

 has well begun, are but too frequent. Moreover, those 

 who have to live by labour must be shaped to labour 

 early. The colt that is left at grass too long makes but a 

 sorry draught-horse, though his way of life does not bring 

 him within the reach of artificial temptations. Perhaps 

 the most valuable result of all education is the ability 

 to make yourself do the thing you have to do, when 

 it ought to be done, whether you like it or not ; it is 

 the first lesson that ought to be learned ; and, however 

 early a man's training begins, it is probably the last 

 lesson that he learns thoroughly. 



There is another reason, to which I have already ad- 

 verted, and which I would reiterate, why any extension 

 of the time devoted to ordinary school-work is unde- 

 sirable. In the newly awakened zeal for education, we 

 run some risk of forgetting the truth that while under- 

 instruction is a bad thing, over-instruction may possibly 

 be a worse. 



Success in any kind of practical life is not depend- 

 ent solely, or indeed chiefly, upon knowledge. Even 



