be, it must yield
precedence to those kinds of culture which bear directly upon daily
duties. As before hinted, literature and the fine arts are made possible
by those activities which make individual and social life possible; and
manifestly, that which is made possible, must be postponed to that which
makes it possible. A florist cultivates a plant for the sake of its
flower; and regards the roots and leaves as of value, chiefly because
they are instrumental in producing the flower. But while, as an ultimate
product, the flower is the thing to which everything else is
subordinate, the florist has learnt that the root and leaves are
intrinsically of greater importance; because on them the evolution of
the flower depends. He bestows every care in rearing a healthy plant;
and knows it would be folly if, in his anxiety to obtain the flower, he
were to neglect the plant. Similarly in the case before us.
Architecture, sculpture, painting, music, and poetry, may truly be
called the efflorescence of civilised life. But even supposing they are
of such transcendent worth as to subordinate the civilised life out of
which they grow (which can hardly be asserted), it will still be
admitted that the production of a healthy civilised life must be the
first consideration; and that culture subserving this must occupy the
highest place.

And here we see most distinctly the vice of our educational system. It
neglects the plant for the sake of the flower. In anxiety for elegance,
it forgets substance. While it gives no knowledge conducive to
self-preservation--while of knowledge that facilitates gaining a
livelihood it gives but the rudiments, and leaves the greater part to be
picked up any how in after life--while for the discharge of parental
functions it makes not the slightest provision--and while for the duties
of citizenship it prepares by imparting a mass of facts, most of which
are irrelevant, and the rest without a key; it is diligent in teaching
whatever adds to refinement, polish, eclat. Fully as we may admit that
extensive acquaintance with modern languages is a valuable
accomplishment, which, through reading, conversation, and travel, aids
in giving a certain finish; it by no means follows that this result is
rightly purchased at the cost of the vitally important knowledge
sacrificed to it. Supposing it true that classical education conduces
to elegance and correctness of style; it cannot be said that elegance
and correctnes