great principles of natural rights and
humanity.

It is a mooted question whether the purposes of human life demand a
high, classical education among the masses; or whether the general
happiness is promoted by such education. In the study of the human mind
in connection with human wants, we are continually met with
difficulties arising from the want of education; and quite as
frequently with those resulting from education. So much so, that we
hear from every wise man the declaration that as many minds are ruined
by over-education as from the want of education.

Man's curse is to labor. This labor must of necessity be divided to
subserve the wants of society--and common sense would teach that each
should be educated as best to enable him to perform that labor which
may fall to his lot in life. But who shall determine this lot? Every
day's experience teaches the observant and thinking man that no one
individual is uselessly born. To deny this proposition would be to call
in question the wisdom and goodness of the Creator. Every one possesses
proclivities for some one avocation, and should be educated for its
pursuit. This is manifested in very early life; in some much more
palpably than in others. This is always the case when the aptitude is
decisive. In such cases this idiosyncrasy will triumph over every
adverse circumstance, educational or otherwise; but in the less
palpable, it will not; and the design of nature may, and indeed
constantly is, disappointed, and improper education and improper
pursuits given. In these pursuits or callings, the person thus
improperly placed there never succeeds as he would had his bent or
mental inclination been observed, and his education directed to it, and
he given to its pursuit. Such persons labor through life painfully;
they have no taste or inclination for the profession, business, or
trade in which they are engaged; its pursuit is an irksome, thankless
labor; while he who has fallen into nature's design, and is working
where his inclinations lead, labors happily, because he labors
naturally. These inclinations the parent or guardian should observe;
and when manifested, should direct the education for the calling nature
has designed. Idiosyncrasies are transmissible or inherited. In old and
populous communities, where every pursuit or profession is full, the
father generally teaches his own to his son or sons. Where this has
extended through three or four generations, the procl