xt7ghx15n565_123 https://nyx.uky.edu/dips/xt7ghx15n565/data/mets.xml https://nyx.uky.edu/dips/xt7ghx15n565/data/0000ua001.dao.xml unknown 18561957 9.56 Cubic feet 33 boxes archival material 0000ua001 English University of Kentucky The intellectual rights to the materials in this collection are held by the University of Kentucky Special Collections and Digital Programs.  Contact the Special Collections Research Center for information regarding rights and use of this collection. James K. Patterson presidential papers Group portraits. Political letter writing Kentucky--Lexington. Universities and colleges--Finance. Women's colleges--Kentucky--North Middletown. Programs, Addresses, Arguments and Replies text Programs, Addresses, Arguments and Replies 2016 1900 1859-1900 section false xt7ghx15n565_123 xt7ghx15n565 ' :WWW 3, ~. 22_ ”g?” i “@535 =
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Latin and Greek Prose Composition, Anulytiml thwnwiry, ll)uvien‘,)
Solid and Spherical Geometry, (Daviod') Lutin unvl (hm->1; l'rusu Coulee-mien A untruuml
Spherical Trigonometry, (Dan-ion") Ancient lliumy, [Wain-Lt
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Livy, lloruce, (_Liucolu,) Tueituu (ivnnnniu uml Agricolu.
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Analytical Geometry, (Duvien'J Nuturul l‘hilvmuphy, l’ni-umutit s, llyilrimtututs.
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Modern History, (Wt-hen) trioily, Uplii'fl,
Rhetoric, (Blnir.) Logic, (Whuh-ly.)
FOURTH YEAR.
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Political Economy, (Wnyluml‘n,) urology, lletuny,
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oCheiniatry, (Sillimun,) Evidence“ of (_llirintiunily,
Natural Theology, (I’uleyJ Anutomy uml Physiology,
Astronomy, ((llmstud.) Lecturou en lnitin und Gl'lrvh lumping”. and
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~week, including fuel, lightn. wuuhing, and lodging.

EDWARD RUMBEY, President, l’roft-Hemr of lthutorit', Logic uml l’oliticul Economy, Jun;- , -
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Dear Sir~The undersigned—a committee on the
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3 publication. ‘ this
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3 . EDWARD RUMSEY, i 3501
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tc' Young Gentlemen rf Greer/wills Academy, and Friends
for of Education:
ii \Vn meet on this occasion to express our ail'eetion for
this Institution and for the cause of human learning. The
:3 friends and managers of this Academy design that it shall be
a school where young,r men may receive that discipline of mind
, and heart which shall iit them for duty and destiny. The stu—
dents and their parents, the teachers and directors, all have the
3 same object in view, and that is, to lay the basis of a sound
_ and valuable scholarship. In accordance, therefore, with this
'; purpose and the spirit of this hour, I would speak to you on
} the great tepie of human culture and character. With be- -
a comingr modesty, “ I, also, will show you mine opinion.”
1 Some one has said, “Speak the true word, and live the true
‘ life.” Such a word would Inow speak to you, and such a
' life be it yours to live on earth and in the skies. “ Lend me
» your ears” while I endeavor to analyze the elements that
'1 enter into the constitution and character of the true scholar.
‘ 1 would draw an outline or running,r sketch that may serve as
' a picture for the student to gaze upon. Thus he may be stim—
» nlated to an honorable exertion, and cheerfully and success-
_ fully put forth his intellectual energies. My theme is, the
Scholar—the grand characteristics of his culture and charac—
. ter. And certainly it is a question of the deepest interest to
. every human being—so thought the king of thinkers among
1 a nation oi‘ thinkers—“ Man cannot propose a higher and he—
_.“ lier object for his study than education and all that appertains
to ediu-ation.”t So have thought the wise and good in every
age. Some of" the proibundest problems of civilization and
humanity are connected with the educational question. As the ‘
1 great laws of the human mind must remain the same, so the .
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leading principles in the philosophy of education, must be the +
same, though they are susceptible of new applications with HGI‘
the changing condition of man. Readjustments must be made ‘ the
to meet and control the new forces that are evolved in indi- 1 the
vidual and national history. Ilencc every generation must ‘ blue
rethink the whole subject for itsellL-nay, more ; every student ’ 3309
who would be successful, ought to be able to answer for him- 1 50 1
self the first and principal question in the catechism of the the
schools—“ What is it to be a scholar 3 ” And it is to answer hm
this question, in fact as Well as in word, I trust, that you are 0f i
now engaged in aeademical studies. “ The science of science " “m3
is to improve the instrument of thinking, and develop the the
moral powers. And you have no time to lose in this work. hm
Now is the turning-point in your history. The innocence of .1 yet
childhood has passed away—the dreams of boyhood are cx- 1““
changed for the vigor of youthwnow, then, is the time to lay ‘ the
the foundations (if/manhood, deep and firm and imperishable. ill“
Says Blelanctlion, “ lecntldcm rec-6e form/Ire paulo plus cal
est quam mpugnarc Trojam.” And so we say that ev cry t3”
young man who masters his native indolencc, and the diflicul— “3C
ties that lie in the pathway of scholarship, has achieved a 3 t1”
nobler triumph than was ever won at the walls of Troy. A ‘ 503
good scholar implies an assemblage of qualities rarely to be ; fll
, found in one man. In these Western States we have plenty 111‘
of Colleges and “Learned Faculties,” but no great abundance j “b'
of good scholars -, and surely there never was an age or coun» ,3 ”bl
try in which they were so much needed for every department 5 1““
of society and every walk of life. Have we, then, no materials " 53“
here out of which scholars are made? Are there not mind ‘ -; “V"
and stamina here—the pith and marrow 01' i manity? Yes ; 5’},
over these ocean-prairies. and along these grand old rivers, b”
are to be found many a “ Village llampden, and mute, inglo- , yo
rious Milton.” \Ve have the resources, only let them be de- 33“
veloped. We have the minds, and we may have the scholars. ‘IL:
But what we need is a higher type 011' schtdarship, presented 1; 01
to our minds as an object toward which we may direct our f m
energies and aspirations. I would hold up before your mind’s t”
eye the elements and accomplishments that should be har— h”
moniously united in your character and life, and which may to
elevate you to the throne of beauty and power. 5 l0
We are told that Zeuxis, when he would delineate fe- I ‘K.
male beauty upon the canvas, had six of the most beautiful d]
maidens ot' Crotona brought before him, that he might mingle ' 9,?
their cxcellences together, and condense their beauties in one
picture, which might stand as the ideal of his mind—and _: {5,3
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with Helen remains the masterpiece of genius. So in delineating
made ~ the good scholar, we have to combine the characteristics of
indi. f the most finished scholars. And as Zcuxis could not get the
must ’ blush 0f the sixth maiden, who was too modest to unveil hcr
ardent : face, and thus could not give his work the touch of perfection,
' him. , so it is impossible to imagine or execute a finished portrait of
of the . the scholar. Perfection can only he reached when the vail of
nswey time is uplifted to let in the flashes of light from the realms
u are - of glory. Still we can group together the various elements,
ence ” and out of these draw 3. picture of beauty upon the canvas of
p the the mind. If we cannot have a perfect circle, yet we may
work. have a good circle; so if we cannot have a perfect scholar,
nce of . yet we may have a good scholar. How, then, is he to he
re cx- known? What are the elements of his culture ? \Vhat are
to 13y “j the traits of his character? Without attempting to give any-
liable. thing like an exhaustive analysis, we may make some practi~
Plus 0111 suggestions that; may he of use to the fyro while passing
cv cry , through the diilcrent Stages of education. And this suggests
1Hicul. the fundmnental characteristic, and that is cxcellcncy of cul-
:ved a , ture. What, then, is the kind of culture essential to the
y_ A ? scholar? And here we have opened up before us a wide field
. to be ;_ of discussion, comprchcmling the whole el’lucational system,
plenty in all its gradations, of schools, academics, and colleges ; the
dance 1 ability, aptitude, and enthusiasm of the teacher; the mutual
coun» obligations of Church and State to furnish the requisite appli-
‘tment 1 1111008 and incitements for the advancement of learning. In
113.1315 3 Short, here lies a wide range of philosophic thinking. But
mind . we must content ourselves, on the present occasion, with a
Yes ; small segment of such a circle of speculation. Thus we may
'ivcrs, ‘, give pructiculness to our views, and build our argument upon
1,111.10- '. your own consciousness and moral judgments. In fact, it must
be 110- :3 he a practical and personal question with each of you; for it
iolnrs. depends mainly upon yourselves whether you will be scholars
3“,th or not. it is not a paradox to say that “Every scholar
[31; our 9 must be his own teacher, or he will learn nothing.” It is 3.
nind’s truth having all the force and clcnrncss of an axiom, and
,1 11.,". must remain true so long as the constitution of the mind
1 may i remains unchanged. Hence there must be mind upon which
to cngraft the scholar, and that mind must be essentially
110 f8. 3 active in the process—not the more passive recipient of the
111111111 1 diets of other men. There must be living forces within the .
ninglc soul ofninn to shape and mould the materials of knowledge.
in 0110 , lhc mlnd becomes strong as it energizes, and the student
—3nd 3 grows into the scholar by the continuous exercise of his fecul- ,
tics. Without this, there can he no thoroughness or depth of 1
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culture; and this is much needed in this time-world of “shame I; j
and shows.” The tendencies to this superficialism are seen 3, J
everywhere through all the ramifications of modern society. :3 f

Depth is sacrificed to brilliancy. Men will not toil for the 2
golden substance; while they will clutch after the gilded , i ‘
shadow. They will not labor for the solid wealth of crudi— g 1
tion, but will bound away, par saltum. after some pictured / l 1
phantom. Everything seems to be conducted on the principle ‘
of making an impression, of startling the million by some I
“ chef d’amcre” of shallow pageantry. The whole is but— :i 1
, “ A painted ship 3 :
Upon a painted ocean.” ;
Now this system of outward seeming, everywhere so dc- _,1 1
structivc of depth of character, is producing among,r us a sap- ‘3 .
less and lifeless form of scholarship, with no roots taking hold 3. i
of the substance of the mind. There is no evolution of the J '
faculties from the center of being, but an outward whirling - 3
pageant,like “the fantastic pictures of an ever-revolving Ka- j, .-
leidoscope.” The orb of youthful genius and talent that rose l

with so much promise, and flashed athwart the morning skies,
is at last quenched in darkness, and eclipsed forever. There I
can be no permanency where there is no thoroughness of ,i 1
training. 1
The sciolist is like the “Bird of Athens—all face and feath- f l
era.” It is with mother-wit as with mother-earth; we must j l
cast the seeds of discipline deep within her bosom, if we would 5 .-
see the golden harvest waving over the fields of manhood. :
We must not deceive ourselves by the sounds that run to j
and fro over the surface of human life. There is much talk , l
at the present time about popular education and the march of .
science, and so we trust that there is substantial progress, ~ ‘
, that the bark of man is carried forward by the trade-winds : l
that sweep across the seas of time. But the mightiest forces ' '
are silent in their operations. Amidst the “sound and fury” 1
and the din of rattling wheels, where is that quiet strength 1
and voiceless energy that can only come from thorough men- 1
tal training? The shallow brook leaps with impetuous noise 3
among the rocks and hills, when nature reigns around in 1
silence; but the deep river rolls on in silent majesty, and on '
the face of the unsoundcd sea is mirrored the sleeping energies l
of omnipotence. So it is with the minds of men whose pow. :
crs move in the deep channels of discipline. There is a force i

within them working silently for the good of man. And just
as it is when the storm strikes deep into the bosom of the
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hams E ocean, that it is lashed into fury, and sends its volumed waves
seen 1 in wratht‘ul v01ces to the shore ; so such men are. prepared. for
ciety. every crisls, and ride upon the whirlwind of reyolution,
r the , Thorough culture, which can only be obtained'by patience, by
ildcd 5 , evcrytlnng .ior torl.”"‘. .It is a great law of life JD every hu-
rudi« ,1 man acquis1t1on, and it isa postulate 1n ed ucation which can“
turod ' not be set aside by‘the innovations and flashy schemes of
ciple erratic thinkers. “, lhere isno royal road to learning.” , We
some . must toil on day after day, 1n the laborious ascent, untdwe
t—— reach the pinnacle, from which we may have a l’isgah-wew
of the landscape of truth ; just as the traveler must begin at
T the bottom, and labor upward, step by step, until he reach
" the apex of the pyramid. But how dili'erent is all this from
de— _ the ideas of “ Young America,” as he struts across the field
sap- of vision, and plumes his “feathers of ostentation” for a flight
hold - among the stars! This is “ ()ld Adam,” converted into
f the " Young Diabolus,” impatient of restraint, intellectual and
rling moral, and away he hounds with the swoop of an eagle; but
'Ka~ " alas! like Icarus, he finds he was not made to fly, and he
rose ’ lands at last in a worse than Egasan Lake l
kics, I There are many who seem to think, in a a telegraphic age,
here ’5 many a silent struggle of the soul and by the severer studies
ts of = that task the mind, is the right arm of power. It was no
~ new-born strength that gave the Athlete his victory upon the
:ath- , ()lympic plains, when he was crowned amidst the huzzas of
nust . his countrymen. All this was but the concentrated might of
ould 5 seven years’ gymnastic training. So it is no spontaneous
l. l llash of precocious genius, but the severest culture of your
11 to powers, that will lit you for labor and triumph in the
talk realms of thought and aetion—“I’ossc lo/erc tazn'um gut
:h of uttulum suslulerit.” Milo, when a boy, carried the calf, so
rcss, when he was a man he could carry the ox. In the same way,
inds let the boy learn his lessons thoroughly every day, and he
)I‘COE will grow up to be a man with a scholar’s power, able to
try” carry a mightier burden than was ever laid upon the shoul‘
ngth ders of the Urotonian giant. There must be mental effort, a
nen- continuous drilling of the faculties, in order to intellectual
oise improvement and high literary attainments. The comic poet
1 in uttered a serious truth when he said that “ The gods sell us
‘1 on in an era when almost everything is done by machinery, that
'gies the process of youthful culture may be completed by a few '
)ow— months at an academy, or at least by a few walks around a
tame COlngO campus. But “Martina [ante ” is the law of human
just ,
' the " Epichuriuus 5
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8
culture. If machine-poetry can never take the place of the
inspirations of genius, so neither can machine-80110]arship be
an equivalent for a thorough training of the schools.

Perhaps there is nothing more ruinous to the substantial
discipline of the young, than the multiplication of institutions,
misnomcrcd colleges, attempting to do the work of a college.
but in reality bringing ridicule on scholastic culture. “ Uni-
versities ” spring up like mushrooms, which ought to be, and
in fact are, huge infant-schools. In one rcspect, they are un-
like tho poem of Coleridge, which was said “ to be ctcrnal.
because it had neither head uor tail.” These are headless,
but they are not tuillcss—asccphulous monsters with an eternal
tail I
' And then we have institutions that seem to be established
for the express purpose of exchanging flusll-accomplishments
for cash-payments. All the scvcrcr studies, that may serve
alone as a gymnastic for the mind, and a basis of scholarly
training, are carefully excluded, doubtless on the principle of
cxbibitiugtllo “ Play of Hmulct,witlx the part of Humlct omit—
ted.” Those arc the establishments wllcro girls are Immu-
l'ucturcd into ladics, and boys into gentlemen. Epitomcs ol‘

history, scraps ot'scicucc, callcd Cyclop:cdlas,clcgunt extracts
of poetry, and homeopathic doses of philosophy, take the
place of solid instruction ; and it" the pupil learns to think at '
all, it must be in spite of such pedagogic trifling. It must
be because he was born with tho scholar’s star shining bril-
liantly over the horoscope of" life, or rather bccausc thcrc is a
soul within him that, like Psycho, “ uncaugbt by not or
snare,” mounts to her native skies.

This training and taxing the mind to its utmost capacity,
is at first, I know, a painful process; but we cannot light with I
a law writtcu by the finger of God upon the tablet of con»
sciousucss. Tbcsc pangs and throes of the young,r thinker arc
but preparing him for the pleasurable cxcrcisc of his faculties,
for free spontaneous (energy. As Aristotlc says, “ The roots
of discipline are bitter, while tho fruits are sweet.” If, ac-
cording to Lord Bacon, there can be no atheism where there
is “depth in philosophy,” so thcre can be no sciolism where
there is depth of culture.

But the scholar must have breadth as well as depth; 110 must
have a comprehensive as well as a thorough culturing of his
powers. I am not now speaking of that obsolete, and, in
fact, mythical character, “The universal scholar.” Such a
bcing never has existed, and, from the nature of the case,
never can exist. Besides, the scholar is tested, not by the ex-

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the tent, but by the form of his knowledge; or, what is virtually
be the same thing, the touchstone of every scheme of education
is not the amount of knowledge injected into the mind, but
lial the amount of thought generated there. The scholar is known.
us, not by the number of his facts and isolated knowledges, but
go. by the compass of his ideas, by whlch he breathes into the
ni- “disjccla mambm” the breath of life, moulds them into
.nd graceful forms by a plastic power, and links them together
“1. like a twisted chain of adamant. He is not a reservoir that
al. only holds what is put in it, but a perennial fountain with
leg, gushing streams.
1al _ Or to change the figure. The Mississippi must have water
to constitute its stream; but the Missouri, rolling its volumed
icd floods from the Rocky Mountains, gives that water its peculiar
its color and character by intermingling its dark and furious waves.
rve So it is with the Scholar. There must be the stream of knowl-
rly edge, but that knowledge must be impregnated and tinged
; of with the stream of ideas gushing from the springs of his own
iit- mind.
11]. Locke compares the mind to a blank sheet of paper, and
01‘ Upham to a musical instrument. But these are both decep-
ch: tive analogies. They overlook the essential characteristic of
the the mind. The mind is not only acted upon by external
at - influences, as the paper and the harp, but has original, sug-
ust gestive, and spontaneous energies, that analyze, combine, and
'il- vivify the objects that pass through the “five gateways of
s a knowledge.” Rather compare the mind to a garden, as inti-
or mated by the Baconian Antithesis: “ As man’s nature runs
either into herbs or weeds, let us seasonably water the one,
ty, and destroy the other.” Now, as it is the quickeningpcwer of
ith ' the soil that causes the seed cast into its bosom to germinate
an» and grow into graceful plants; so there are vital forces in the
are human soul that make the germs of knowledge to shoot up
cs. into forms of beauty. And as good horticulture requires the
gag cultivation of the whole garden, so good scholarship requires
ac- the cultivation of the whole mind. \Vo cannot put every-
ere thing in the garden, though we may cultivate every foot of it;
ere so we cannot put everything in the mind, though we may
cultivate every faculty.
ust Cmnprehensiveness of culture is not to be confounded with
his universality of knowledge. And there need be no such con-
in fusion, if we remember the limitations of the human facul-
l a ties: “ There can be no preportion of the finite to the influ-
se. ite.” We cannot know everything. \Vc must even remain '
ex; ignorant of much that may be known. God only is omnis- ;
cient. Universal knowledge is to man an impossibility.

 l
10 . '
The German philosophers, by a few shufiiings and evolu—
tions of the “mes” and the “not mas,”can prove to their
own satisfaction that everything is nothing—an absolutcnihil-
ism; but methinks it needs no transcendental metaphysics to
prove that a “Universal Scholar” is a universal nothing. The
idea is about as definite as the conception of “a man standing '
on infinite space, and whacking away at eternity.”
Such “walking libraries” and animated Cyclopsedias as
‘ Solomon, Aristotle, Leibnitz, the Scaligers, Grotius, Hamil-
ton, and thwell, may occasionally appear to astonish the
world with the vastness of their erudition; but these are the
exceptions. And even these had to be trained into scholars
before they had the power to carry on their backs the “ an- '
ber of ages.” The training of the whole man is the best
introduction to the cycle of knowledge; and by the whole
man I mean the body, mind, and heart, with all their diversi-
fied capacities and powers ; man for this life and for the life
to come; man as the incarnation of a soul that must live and ,
think and feel, and will, when—
“ Flames melt down the skies.”
The grandest thing in creation is the human soul. “ What
a piece of work is man! How noble in reason ! How infin- ‘
- ite in faculties ! in form and moving, how express and admir-
able! in action how like an angel! in apprehension how like
a god ! the beauty of the world! the paragon of animals?”
No part of man, as the masterpiece of the Creator,is to be
neglected. Even the body as the organ of the mind—the shell
of the soul—must receive its share of attention. As a good
scabbard is essential to preserve the brilliancy and metal of
the sword, so good health is an essential condition of the
highest mental stamina and vigor. “films sum in corpora sano,"
is a maxim never to be forgotten by the student; and if he
would realize its truth, he must have recourse to thc prclcc-
tions of the four great Doctors—Pure Air, Active Exercise,
Strict Temperance, and Clear Water. Under those he must
pursue his studies and train his physical powers. Like the
flowers, gather freshness and bloom from the Zephyrs ol'
heaven—fish, 0r hunt, or swing, or meet in the l’almstra, and
take a full course in the “ l’ancratium ”; or if you have no
better gymnastics, “ Shovel sand, or saw wood in a ccllar.’7
If such athletic exercises are considered nndignified, why. '
then, leave dignity to pcdants and dandics ; but let scholars
retain good hard sense. Eat little and drink lcss. Do not
*Shakspcare. -

 l
. 11
)lu-- , chew,.but eschew the weed. Crucify every vile passion that
19” would corrupt the heart and darken the understanding. Prac—
llll- tice baptism in all its modes—dipping, pouring, sprinkling,
l, to ‘ plunging, and immersing. Take the sitz-bath and the douche-
_lhe , bath, and every kind of lustration known to the hydropathic
mg , faculty. A tub of pure water, with a good supply of soap,
' will be far more favorable to the inspirations of genius, than
as the fabled fountains of llippocrene and Castalia. A neglect
”11‘ of this simple hygienic discipline has wrecked many a noble
the ‘ ‘ mind, and quenched the light of genius forever. It blurs the
the Attic graces of Addison, the elaborate finish of Pope, and
ars spreads a gloom over the wild egotism of Byron, and the in-
.m- imitable lays of Burns. It is written in letters of fire, as
est plain as the “Two Records,” in the death of Hugh Miller.
'01? An overworked brain and a neglected body tell the sad tale.
lisfl'c “Reason oulsoared itself. His mind, consumed
md‘ lly its volcanic lire, and frantic driven,
' lie dreamed himself in hell, and woke in heaven."
The casket must be preserved in order to save the pearl
ennshrined within it. It is unscholarly, unwise, and sinful, to
'.m‘t trample upon the laws of health, for without health the most
1.11" splendid abilities and attainments are worthless. It is to
”I" build a palace upon the ocean-wave, or on the whirlwind’s
kc track.
The mind of man is a unit, yet it has many sides; or, to
b? speak in the language of psychology, it is a congeries or e0m~
01‘ plement of faculties. Now, all these faculties are to be com-
Od. passed by the discipline of the schools.
0t The memory must be improved; its susceptibility, reten-
hff tiveness and readiness developed. The reason must be
i? strengthened and enlarged—in its intuitive sagacity, logical
1e acumen,and compendious trains of thinking—as an instru‘
‘0' ment of investigation and popular instruction—“ Reason dis-
09 cursive and intuitive.” The imagination must be spurred and ,
[St guided in its operations, as the soul-inspiring energy of elo-
he quence and poetry, sculpture and painting, or, to use a
0‘ Uoleridgean jaw-breaker, as the “ esemplastic ” power of the
[“1 mind. The taste must be trained to detect the beautiful and
1,? the sublime, and to pass its “ extempore judgments,” in ac-
' cordance with the eternal standard that has been reared in" the
y: consciousness of man. There must be a culture of the
is esthetie sentiments. The conscience, too—God’s flaming
)t viecgerent, the kingly faculty—must be educated to a quick .
and clear discernment of moral distinctions, of the march and. f

 '12
majesty of law. The will, too, must be disciplined as the
executive power in man, and as the basis of force of char-
acter. And the heart, with all its affections and dispositions,
must be touched with “hallowed fire,” that, like the helio-
trope, it may turn towards God as the orb of light, and, like
seraphim, “adore and burn.” And. then, there are those
vast stretches of the soul—those flashes of heavenly light—
those aspirations after the perfect and the infinite—these must
come Within the scope of spiritual culture. All this is but—-
“The Divinity that stirs within us,
And intimates eternity to man.”
It seems to be an element of our nature, in which the poetic,
philosophic, and godlike are combined. And the proper man-
agement of this, is the highest and most enduring culture.
“Wou‘ldst thou plant for eternity, then plant into the deep,
infinite faculties of man, his fantasy and heart.””"

These, then, are the grand characteristics of the mind, and
that education must be partial which does not embrace them
all within the sweep of its discipline; and therefore only those
studies should be selected that are best adapted to reach the
highest number and order of the faculties; not those that im»
part the most knowledge, but those that impart the most pow-
er, and best prepare us for subsequent acquisitions; those
which are subjectively the best as a “gymnastic of the mind,”
those that may serve the best as a Whetstone to give the whole
mind razor-like keenness, that the owner may in due time
lift it up like a polished “ax against the thick trees” of know-
ledge. What thosc studies ar