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this theory much of the popular education is con- ducted. Such a process, however, scarce deserves the name of education. The most successful teacher in a common sense of the term, is often a most con- temptible charlatan. Under such a process, a stu- dent can very speedily be crammed with what is called learning, and at the same time be totally destitute of power to use his acquisitions to any important purpose. The reason is found in the simple fact, that notwithstanding all his acquisitions, his higher faculties remain undeveloped. He has gained no power. That education which is successful only in com- municating knowledge, accomplishes only a second- ary and comparatively unimportant work. A higher and much more important end is intellectual cul- ture. The human intellect is a unit possessed of vari- ous powers. These as arranged and classified by 90 A Busy Life. President Wayland, are Perception, Consciousness, Original Suggestion, Abstraction, Memory, Keason, Imagination and Taste. To develop these faculties is the great object of education, so far as it is merely intellectual. To cultivate these faculties, to train the mind to perceive accurately and promptly the qualities of things around, to discern accurately and