as important as a knowledge of geography, spelling, defining, and grammar, of which the details are so often without interest, and do not in any way develop the nd do not faculties that deal with the realities of life; nor do such studies enable the pupils to speak of anything belonging to any calling, pursuit, or manufactured article on earth. It would seem from our system of public instruction that there existed no such pursuits as that by which men can earn a living, no employment which requires manual skill of any kind, and no such things in the world as machines and tools and applied science except as mere figures of speech. To graduate one taught to think only, is like sending a ship to sea in charge of a navigator without a pilot, or a single person on board who can understand or execute his commands. Mental improvement is an inappreciable blessing, but do not the eye and the hand improve the earth and fill the world with comfort and beauty? Man was endowed with both to subdue the earth, and a proper education necessarily includes the cultivation of a taste for lessons in regard to things as well as ideas. Our earliest education is a sensible one, and adapted to our condition. Our first teachers and masters in philosophy are our hands, our eyes, and our sensations. The facts communicated to the child by experience may seem to be acquired rather by the operations of instinct than of intellect, but the term education is as applicable to this training as to the formal teaching of the school. Whatever he sees, or hears, or feels, teaches him a thousand things necessary to a narrow set of exigencies, and gives him the mastery of his limited necessities. He learns to speak after his first or second year, and acquires grammar before he can say his alpha