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1858.]

desire, the duty, the necessity of the age in which we live is education, or that culture which developes, enlarges, and enriches each individual intelligence, according to the measure of its capacity, by familiarizing it with the facts and laws of nature and human life. But, in this rage for information, we too often overlook the mental constitution of the being we would inform, detaching the apprehensive from the active powers, weakening character by overloading memory, and reaping a harvest of imbeciles after we may have flattered ourselves we had sown a crop of geniuses. No person can be called educated, until he has organized his knowledge into faculty, and wields it as a weapon. We purpose, therefore, to invite the attention of our readers to some remarks on Intellectual Character, the last and highest result of intellectual education, and the indispensable condition of intellectual success.

It is evident, that, when a young man leaves his school or college to take his place in the world, it is indispensable that he be something as well as know something; and it will require but little experience to demonstrate to him that what he really knows is little more than what he really is, and that his progress in intellectual manhood is not more determined by the information he retains, than by that portion which, by a benign provision of Providence, he is enabled to forget. Youth, to be sure, is his,—youth, in virtue of which he is free of the universe,—youth, with its elastic vigor, its far-darting hopes, its generous impatience of prudent meanness, its grand denial of instituted falsehood, its beautiful contempt of accredited baseness,—but youth which must now concentrate its wayward energies, which must discourse with facts and grapple with men, and through strife and struggle, and the sad wisdom of experience, must pass from the vague delights of generous impulses to the assured joy of manly principles. The moment he comes in contact with the stern and stubborn realities which frown on his entrance into practical life, he will find that power is the soul of knowledge, and character the condition of intelligence. He will discover that intellectual success depends primarily on qualities which are not strictly intellectual, but personal and constitutional. The test of success is influence,—that is, the power of shaping events by informing, guiding, animating, controlling other minds. Whether this influence be exerted directly in the world of practical affairs, or indirectly in the world of ideas, its fundamental condition is still force of individual being, and the amount of influence is the measure of the degree of force, just as an effect measures a cause. The characteristic of intellect is insight,—insight into things and their relations; but then this insight is intense or languid, clear or confused, comprehensive or narrow, exactly in proportion to the weight and power of the individual who sees and combines. It is not so much the intellect that makes the man, as the man the intellect; in every act of earnest thinking, the reach of the thought depends on the pressure of the will; and we would therefore emphasize and enforce, as the primitive requirement of intellectual success, that discipline of the individual which developes dim tendencies into positive sentiments, sentiments into ideas, and ideas into abilities,—that discipline by which intellect is penetrated through and through with the qualities of manhood, and endowed with arms as well as eyes. This is Intellectual Character.

Now it should be thundered in the ears of every young man who has passed through that course of instruction ironi-