not for the muscles, but the mind. Education ought not to be merely an accumulating of knowledge, of data from various sciences, of bits of learning gathered here and there. This, alas, it now is in too many modern systems. "Give the pupils facts, broad information, varied instruction," is their watch-word. And yet, facts, information, instruction, are only a means of educating, not education itself; they are, to use the above mentioned metaphor, the dumb-bells, the horizontal bars, the pulleys of this mental gymnasium, by the use of which the mind acquires that agility and nimbleness, that quickness of action, and last, but not least, that gracefulness and refinement which we call taste, the noblest result of a well balanced education. A mind thus trained and developed may then take up any special study. A young man thus educated has his intellectual tools sharpened and ready for use. He will accomplish more, and will do more thorough and successful work, in any line of professional or practical work, than the one who from the beginning took up special studies. Undoubtedly, the latter will get an earlier start in life; when twenty-five years old he is earning money, while the former has just finished his long course of training. But wait until they are thirty-five, then, ceteris paribus, the one who laid a deeper and broader foundation of general education, will be known as the more successful lawyer, physician, or teacher, perhaps even the more prosperous business man, and certainly the more cultured and more refined gentleman, one who exercises an elevating and ennobling influence on all who come into contact with him.
It may safely be said that one of the worst features
