of wealth or mere conventional reputability--must be sought, indeed, among the inner laws and necessities of the human mind. The power which we ascribe to intelligence must be exercised for ends and objects which have hitherto been too commonly overlooked, and the purposes and aims of education will need to be more intimately adjusted to the essential demands of character. A notorious consequence of the popular instruction most prevalent within the last twenty years, has been the elicitation of a certain superficial cleverness, valuable principally for marketable or ostentatious purposes, and no more indicative of intellectual elevation than the frivolous accomplishment of rope-dancing. It is for the most part an affair of memory, a mere mechanical agility, expertness in acts of routine; and in its superior developments takes most commonly the shape of a keen vulpine perspicacity, which may very readily be cultivated independently of any coincident development of the reflective reason or the moral attributes. The practical understanding, being trained into separate activity, and exercised apart from its constitutional connection, may obviously be used like an implement, in subordination to the propensities or the will, and for the accomplishment of purely selfish, or even discreditable ends. Thus, while it is perfectly true that a liberal and complete education--using the word in its largest and strictly philosophical significance--is the sole and certain means of human elevation, it is not to be denied that very considerable acquisitions of information, and much intellectual ability and shrewdness, may subsist together with a manifest unscrupulousness or depravity of disposition. And hence it is evident that the power of knowledge is good or evil according as it is used; and so long as its cultivation is enjoined out of motives involving a primary regard to worldly advantages and promotions, there will never be wanting persons to pursue it out of mercenary, and in other respects questionable considerations. The entire grounds of the common advocacy of education must be abandoned; we must ascend from the low places of expediency and selfish benefit to the nobler platform of that universal and inborn necessity in man, which demands a circular and simultaneous culture of his whole nature--that essential and inward law of being whose perfect and successful development shall be answerable to the destination contemplated in the origin and intention of the human constitution.