xt7ghx15n565_123 https://exploreuk.uky.edu/dips/xt7ghx15n565/data/mets.xml https://exploreuk.uky.edu/dips/xt7ghx15n565/data/0000ua001.dao.xml unknown 9.56 Cubic Feet 33 boxes archival material 0000ua001 English University of Kentucky Property rights reside with the University of Kentucky. The University of Kentucky holds the copyright for materials created in the course of business by University of Kentucky employees. Copyright for all other materials has not been assigned to the University of Kentucky. For information about permission to reproduce or publish, please contact the Special Collections Research Center.  Contact the Special Collections Research Center for information regarding rights and use of this collection. James K. Patterson papers Programs, Addresses, Arguments and Replies text Programs, Addresses, Arguments and Replies 2024 https://exploreuk.uky.edu/dips/xt7ghx15n565/data/0000ua001/Box_12/Folder_8/Multipage11610.pdf 1859-1900 1900 1859-1900 section false xt7ghx15n565_123 xt7ghx15n565 AN AD 1.) 13.1118 E—l‘,

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BY WILL’LA M BISHOP.

LOUISVlJJLE:

H [11111 .R Blm'l‘IIER, I’lllNil'l‘TlffS', MAIN STREET

 

  

  

GREEN VILLE PRESBYTERIAL ACADEMY.

The next session of this Inatitiitlon wlll opt-n under favorable aimpieea, on the. tlrnt Month.)
ot‘Septcmlieriiext. Its siirewis during the twoyeursof llaexistt-nce llllH exreeded nxpoe-
tutions, and inspired Culllllit‘llt'e in its future support and (-iilargeiiieiit. It in tho thmiro of its
eonductors to render it an etlieient agent for the promotion of sound and useful education.
for the diffusion of moral mid religious truth, for the preparation of young nu-ii for the MINI»
cessful prosecution of the stiiilles connected with the learned professions.

The government will lie parental, mild, yet tirm. No youth will he admitted who ref
to comply with the rules; nor will any one be retained who repeatedly violates them. The,
absence of the usual incentives to vii-e. the. general morality, the quit-t retirement, and the
reiiiarkahle sulullrity ot' the village, make it a Filft‘ and eligilih- place for the iliHll‘ltt‘litil) ot'
voutli.

The Academic building is large and eeinniodioiis. It is already furnished with :i Lilii'ary 11!
1000 volumes for the use of the students, and will from limo to time ho aiipplii-il with all no»
C(‘Rrxni'y apparatus. The course of study will be somewhat governed by the [\l‘l‘Vi'Illi- ltt‘llllil'r—
ments of the pupil, and the extent to \rlileh lie pi'OpL-st‘fl to prom-rule his education. Four
years will 5111“?“ for the entire tlt‘tltlt‘llllC i‘ourse. the youth la-iiii: reasonably w-ll proparml on
ndniisaiuii.

 

a

 

PREPARATORY DEPARTMEN’l‘.

rissr sxssmx. SLCUNII 5|»bHKtfiN,
Town's Analysis, 'l'ewn's Analysis
Reading, [lending Continued,
English Grammar, (lliillion‘s,i English Grammar eontinuml.
Arithmetic, (Rays) Arithmetie, (ll:iy's,)
Geography. (Colt.nii‘s,) Physical Geography, LUolton F.)

ACADJflMIC DEPARTMENT.
FIRST YEAR.

 

 

 

lltlfil int-fin». illl‘uhl) “Alston.
Lutin Grammar and Reader, (Biiltioii‘m) Latin ltcaili-r. "ii:.~ul“n ('oiiimonmi “-5,
Greek Grammar and Reader, (BullionuJ Greek Reader.
Elementary Algebra, (Davics') Algolira to Quailratiex, (ltoluinson'm
Analysis and Synthesis, English Language Plane " ‘igenuimgi M, (Davimhl
Plane Geometry, (Derics‘ Legendre) Surveying, (liii‘ivfi'J
SECOND YEAR.
rinsr anssmx. ~|1t"),\'li sizmion.
‘Vil'gil, (Coopers) Latin Prosody. Cicero‘s OrllllHlH'AliiVy, (liiiieoln'r,i
Xenophon's Anabasis, (()weu‘.~4.‘) lli-rodetus—lliail ol‘ lloiiii-r, (Owen‘im
Latin and Greek Prose Coiiipiisitioii, Analytieal (it'vrllll'll'y, ll)iiviea‘,)
Solid and Spherical Geometry, (Davies') Latin llllli (hm->1; l'l‘iisu (tempo-anion A I:|.lliiIlI‘li
Spherical Trigonometry. (Darn-ah) Ancient “Mug, i\\'eln-r.i
THIRD YEAR.
Hitr'r MLFSIUH. ~izcoh'tr Ms
Livy, Horace, (_Liiicolii,) Tacitus (it‘noniiiu and Agricola.
Iliad of Homer, Gieek Prosody, “I‘llltmlllfilll'! lh- (Yoroiiii, ((llixiiiipliii‘r,i
Analytical Geometry, (Davieu'J Natural Philosophy, l’lli'lllllutlt s, llyilrimtatius.
Natural Philosophy—Mechanics, tollllfllctit) 11ydl‘tltlylltlllli":‘. .‘lt‘llllt-lll‘h', Magnetism Eli-i
Modern History, (Wt-hen) trieity, Uplii'fl,
Rhetoric, (Blnit‘.) Logic, (Wliiiii-ly.)
FOURTH YEAR.
tllIF'l‘ thfiltih. nizmsn “mum
Cicero. Tuneulaiis-Quintiliaii, Moral Philosophy, (Sn-warm
Eschylus, Prometheus, (Wolsey) Fir W, llaiiiiltoii‘n Miitiipliynien.
Political Economy, (Waylaiitl‘m) (i‘u'hlogy, llotany,
Psychology, (Walker'iy lield.) Political Philosophy,
Chemistry, (Slllinian,) Evidence“ of Christianity,
Natural Theology, (Paley) Anatomy and Physiology,
Astronomy, ((llnistud.) Lectures on Liitin and Gi-uoli lounging”. and
Literature.

’ Those who do not desire to study the Cltlrflit'fl may omit them, and lflklllK Matheiniitiitr and
the Natural Sciences, complete a scientific courno in two years. ll'rom the above Heheme. ii
may be seen that the course will he as thorough an in any of our Weati-rn ('olleigeu.

TUITION FEES—Preparatory Department, per Hl‘N~i01l of live months, 8L5. Arum-mi:
Department, 820, with 31 extra. No deduction for tibia-nee except in carton of protrat ti-d lll»
{JGEL One-half fees in advance. Genteel Boarding in private fuiiiiliea at from $2 to '2 50 pm
~week, including fuel, lighta. washing, and lodging.

JDWAnD RUMBEY, President, l’l‘oft‘HHUl‘ of lthutorii', Logic and Political Economy; Jun;-
Kzanznr PAT'rEIistiN, I’I‘lifeflmu of Mutlieniiitinu, Latin, tlll'i Natural Nclvnru; \Vll.Ll‘\\l Km
up! PA'r'i-niison. I’rofenwr ot'.\1utliumatlci- and Greek.

(Nl‘l' thinl page t!f\’0\ll

  

 fimmm @uttuw and @Imrztctzr.

 

AN ADDRESS

DELI VERED AT THE

Annihersam of fig: O‘Bmuhillfi (firsshytcriul grahemg,

GREENVILLE, 1(Y., JUNE, €23, 1858.

BY WILLIAM BISHOP

L O UISVILLE:
HULL & BROTHER, PRINTERS, MAIN STREET.
1 8 5 8.

 

  

PROFESSOR BISHOP :

Dear Sir~The undersigned—a committee on the

part of the students and friends of the Greenville, Presbytu

rial Academy—respectful1y requst a copy of your Address for

publication.
0. F. \VING,
EDWARD RUMSEY,
E. R. WEIR, JR.,
JONATHAN SHORT,

D. W. EAVES.
GREENVILLE, K12, June 24, 1858.

GENTLEMEN :
The Address to which you refer is at your disposal.
._. WM. Brsuor.
To Hon. EDWARD RUMSEY, C. F. \VING, and others.

LOUKSVILLE, K32, June 30, 1858.

 

   

tile '1
te-
for

 

  
 
  
 

    

ADDRESS.

 

Young Gentlemen rf Greer/Willa Academy, and Friends
of Education:

\Vn meet on this occasion to express our affection for
this Institution and for the cause of human learning. The
friends and managers of this Academy design that it shall he
a school where young,r men may receive that discipline of mind
and heart which shall fit them for duty and destiny. The stu—
dents and their parents, the teachers and directors, all have the
same ohject 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 tOpic of human culture and character. With be-
comingr modesty, “ I, also, will show you mine opinion.”

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 he it yours to live on earth and in the skies. “ Lend me
your cars” while I endeavor to analyze the elements that
enter into the constitution and character of the true scholar.
I would draw an outline or running,r sketch that may serve as
a. picture for the student to gaze upon. Thus he may he stinl—
ulated to an honorable exertion, and cheerfully and success-
fully put forth his intellectual energies. My theme is, the
Scholar—the grand eha 'aeteristics of his culture and charac—
ter. And certainly it is a question of the deepest interest to
every human hiring—so thought the king of thinkers among
a nation of thinkers—“ Man cannot propose a higher and he-
lier oh‘ieet for his study than education and all that appertains
to eduei tion.”"‘ 50 have thought the wise and good in every
age. Some of the protbundest problems of civilization and
humanity are connected with the educational question. As the
great laws of the human mind must remain the same, so the

'3“ Plate.

   

     

    

4

leading principles in the philosophy of education, must be the
same, though they are susceptible of new applications with
the changing condition of man. Readjustments must be made
to meet and control the new forces that are evolved in indi-
vidual and national history. Ilencc every generation must
re-think the whole subject for itself nay, more ; every student
who would be successful, ought to be able to answer for him-
self the first and principal question in the catechism of the
schools—“ What is it to be a scholar 3 ” And it is to answer
this question, in fact as Well as in word, I trust, that you are
now engaged in aeademieal studies. “ The science of science "
is to hnprove the inshanncnt of Hindihn; and develop the
moral powers. And you have no time to lose in this work.
Now is the turning-point in your history. The innocence of
childhood has passed away—the dreams of boyhood are ex-
changed for the vigor of youthwuow, then, is the time to lay
the foundations of manhood, deep and firm and imperishable.

Says Blelanctlion, “ lecnt)(lcm rec-6e form/ire paulo plus
est qaam mpugnarc Trojam.” And so we say that ev cry
young man who masters his native indolencc, and the diflicul—
ties that he in the pathivay (d'scholarship,lias achieved a
nobler triumph than was ever won at the walls of Troy. A
good scholar implies an assemblage of qualities rarely to be
found in one man. In these Western States we have plenty
of GoHegesand“Learned Faculfiesfl’butiu)greatabundance
of good scholars -, and surely there never was an age or coun»
try in which they were so much needed for every department
of society and every valk of life. Have we, then, no materials
here out of tvhich schtdars are intuhj? lire there IN)t inind
and stamina here—the pith and marrow of i manity? Yes ;
over these ocean-prahics.and along these grand ohl rivers,
are to be fiJuial niany a “‘iilhige llainlxlen,ztnd niute, niglo-
lious Lintond’ VVe have dielesources,onlylettdaan be de-
veloped. Vve have Hie1ninds,andxve1nayliave Uieschohus.
But what we need is a higher type of SCllOlttl'Sllll), presented
M)our nunds as an obkcttouwnd whid1\v>inay dnectcnn
energies and aspirations. I would hold up before your mind’s
eye the eknncnts and aceonn)Hshinents flaw shouhl be har
moniously united in your character and life, and which may
devam5yout0thethrone(d'handy and powcn

We are told that Zeuxis, when he would delineate fe—
inale beauty upon the canvas,laulsix of dieinost beautnul
maidens 0f Crotona brought before him, that he might mingle
theh'cxceHences together,and condense flicn'bcaunesin one
incture,\vhich inight stand as the ideal of ins inind——and

 

 

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5

Helen remains the masterpiece of genius. So in delineating
the good scholar, we have to combine the characteristics of
the most finished scholars. And as Zeuxis could not get the
blush 0f the sixth maiden, who was too modest to unvail her
face, and thus could not give his work the touch of perfection,
so it is impossible to imagine or execute a finished portrait of
the scholar. Perfection can only he reached when the vail of
time is uplifted to let in the flashes of light from the realms
of glory. Still we can group together the various elements,
and out of these draw a picture of beauty upon the canvas of
the mind. If we cannot have a perfect circle, yet we may
have a good circle; so if we cannot have a perfect scholar,
yet we may have a good scholar. How, then, is he to be
known? What are the elements of his culture ? \Vhat are
the traits of his character? Without attempting to give any-
thing like an exhaustive analysis, we may make some practi~
cal suggestions that may he of use to the tyre while passing
through the different stages of education. And this suggests
the fundamental characteristic, and that is excellent-y of cul-
ture. What, then, is the kind of culture essential to the
scholar? And here we have opened up before us a wide field
of discussion, comprehending the whole educational system,
in all its gradations, of schools, academics, and colleges ; the
ability, aptitude, and enthusiasm of the teacher; the mutual
obligations of Church and State to furnish the requisite appli-
ances and incitements for the advancement of learning. In
short, here lies a wide range of philosophic thinking. But
we must content ourselves, on the present occasion, with a
small segment of such a circle of speculation. Thus we may
give practi :alness to our views, and build our argument upon
your own consciousness and moral judgments. In fact, it must
be a practical and personal question with each of you; for it
depends mainly upon yourselves whether you will be selwlars
or not. It is not a paradox to say that “Every scholar
must be his own teacher, or he will learn nothing.” It is a
truth having all the force and clearness of an axiom, and
must remain true so long as the constitution of the mind
remains unchanged. Hence there must be mind upon which
to engraft the scholar, and that mind must be essentially
active in the process—not the more passive recipient of the
dicta of other men. There must be living forces within the
soul of man to shape and mould the materials of knowledge.
The mind becomes strong as it energizes, and the student
grows into the scholar by the continuous exercise of his facul-
ties. Without this, there can be no thoroughness or depth of

  

6

culture; and this' 18 much needed in this time- world of “shame
and shows.” The tendencies to this superficialism are seen
everywhere through all the ramifications of modern society.
Depth is sacrificed to brillianey. Men will not toil for the
golden substance; while they will clutch after the gilded
shadow. They will not labor for the solid wealth of erudi—
tion, but will bound away,par 801me af'tel some pictured
phantom. Everything seems to be conducted on the principle
of making,r an impression of startling the million by some
“ 0716f d’a acre” of shallow pageantry. The whole' is but—

“ A painted ship
Upon a painted ocean.”

New this system of outward seeming, everywhere so de-
structive of depth of cha1'acte1 is producing; among,r 11s a sap-
less and lifeless form of scholarship, with no roots taking hold
of the substance of the mind 'lhere is no evolution of the
faculties from the center of being, but an out11"a1d whirlino'
pageant, like “the fantastic pictures of an ever devolving Ka-
leidoscope.” The orb of youthful genius and talent that rose
with so much premise, and flashed athwart the morning skies,
is at last quenched in darkness, and eclipsed forever. There
can be no permanency where there is no thoroughness of
training.

The seiolist is like the “Bird of Athens—all face and feath-
ers.” It is with mother-wit as with mother-earth; we must
cast the seeds of discipline deep within her bosom, if 11c would
see the 1rolden har1est 11111i111_>; 01er the fields of inanhood.

We must not deceive o111selves by the sounds that run to
and fro over the surface of human life. Ther'e is much talk
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
that sweep across the seas of time. But the mightiest forces
are silent in their operations. Amidst the “sound and fury”
and the din of rattling wheels, where is that quiet strength
and voiceless energy that can only come from thorough men-
tal training? The shallow brook leaps with impetuous noise
amono‘ the rocks and hills, 1111011 nature 1eigns around in
silence, but the deep 1iver i'olls 011 in silent majesty, and on
the face of the unsoundcd sea is mirrored the SlLLlHDO‘ enemies
1:'1t omnipotence. be it is with the minds of men whose pow.
ers move in the deep channels 01 discipline There is a force
Within them working silently for the 1r00d of man And just
as it is when the storm strikes deep into the bosom of the

 

  

 

  

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seen
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7

ocean, that it is lashed into fury, and sends its volumed waves
in wratht'ul voices to the shore ; so such men are prepared for
every crisis, and ride upon the whirlwind of revolution.
Thorough culture, which can only be obtained by patience, by
everything for toil.”""‘ It is a great law of life in every hu-
man acquisition, and it is a postulate in education which can-1
not be set aside by the innovations and flashy schemes of
erratic thinkers. “There is no royal road to learning.” We
must toil on day after day, in the laborious ascent, until we
reach the pinnacle, from which we may have a l’isgah-view
of the landscape of truth ; just as the traveler must begin at
the bottom, and labor upward, step by step, until he reach
the apex of the pyramid. 'lut how dili'erent is all this from
the ideas of “ Young America,” as he struts across the field
of vision, and plumes his “feathers of ostentation” for a flight
among the stars! This is “ ()ld Adam,” converted into
"Young Diabolus,” impatient of restraint, intellectual and
moral, and away he bounds with the swoop of an eagle; but
alas! like Icarus, he finds he was not made to fly, and he
lands at last in a worse than Egasan Lake l

There are many who seem to think, in a a telegraphic age,
many a silent struggle of the soul and by the severer studies
that task the mind, is the right arm of power. It was no
new-born strength that gave the Athlete his victory upon the
Olympic plains, when he was crowned amidst the huzzas of
his countrymen. All this was but the concentrated might of
seven years’ gymnastic training. So it is no spontaneous
flash of precocious genius, but the severest culture of your
powers, that will lit. you for labor and triumph in the
realms of thought and action—“Posse lo/ere tazn'um (1152'
azitulum sustulcrit.” Milo, when a boy, carried the calf, so
when he was a man he could carry the ox. In the same way,
let the boy learn his lessons thoroughly every day, and he
will grow up to be a man with a scholar’s power, able to
carry a mightier burden than was ever laid upon the shoul‘
ders of the Urotonian giant. There must be mental effort, a
continuous drilling of the faculties, in order to intellectual
improvement and high literary attainments. The comic poet
uttered a serious truth when he said that “ The gods sell us
in an era when almost everything is done by machinery, that
the process of youthful culture may be completed by a few
months at an academy, or at least by a few walks around a
college campus. But “Festina [ante ” is the law of human

" Epicharmus

     

 

8

culture. If machine-poetry can never take the place of the
inspirations of genius, so neither can machine-echo]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,
misnomercd 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 respect, they are un-
like the poem of Coleridge, which was said “ to be eternal.
because it had neither head nor tail.” These are headless.
but they are not tailless—asccphalous monsters with an eternal
tail I
' And then we have institutions that seem to be established
for the express purpose of exchanging flash-accomplishments
for cash-payments. All the severcr 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
exhibitingthe “ Play of Hamlet,with the part of Hamlet omit—
ted.” These are the establishments where girls are manu-
factured into ladies, and boys into gentlemen. Epitomes of
history, scraps of science, called Cyclopzcdias, elegant 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 the scholar’s star shining bril-
liantly over the horoscope of" life, or rather because there is a
soul within him that, like Psyche, “ uncaught by net 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 fight with
a law written by the finger of God upon the tablet of con»
sciousuess. These pangs and throes of the young thinker are
but preparing him for the pleasurable exercise of his faculties,
for free spontaneous energy. As Aristotle says, “ The roots
of discipline are bitter, while the fruits are sweet.” If, ac-
cording to Lord Bacon, there can be no atheism where there
is “depth in philosophy,” so there can be no sciolism where
there is depth of culture.

But the scholar must have breadth as well as depth; he 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
being never has existed, and, from the nature of the ease.
never can exist. Besides, the scholar is tested, not by the ex-

  

 

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9

tent, but by the form of his knowledge; or, what is virtually
the same thing, the touchstone of every scheme of education
is not the amount of knowledge injected into the mind, but
the amount of thought generated there. The scholar is known.
not by the number of his facts and isolated knowledges, but
by the compass of his ideas, by which he breathes into the
“disjccla mambm” the breath of life, moulds them into
graceful forms by a plastic power, and links them together
like a twisted chain of adamant. He is not a reservoir that
only holds what is put in it, but a perennial fountain with
gushing streams.

Or to change the figure. The Mississippi must have water
to constitute its stream, but the Missouri, rolling its volumed
floods from the Rocky Mountains, gives that water its peculiar
color and character by intermingling its dark and furious waves.
80 it is with the Scholar. There must be the stream of knowl-
edge, but that knowledge must be impregnated and tinged
with the stream of ideas gushing from the springs of his own
mind.

Locke compares the mind to a blank sheet of paper, and
Upham to a musical instrument. But these are both decep-
tive analogies. They overlook the essential characteristic of
the mind. The mind is not only acted upon by external
influences, as the paper and the harp, but has original, sug-
gestive, and spontaneous energies, that analyze, combine, and
vivify the objects that pass through the “five gateways of
knowledge.” {ather compare the mind to a garden, as inti-
mated by the Baconian Antithesis: “ As man’s nature runs
either into herbs or weeds, let us seasonably water the one,
and destroy the other.” Now, as it is the quickeningpcwer of
the soil that causes the seed cast into its bosom to germinate
and grow into graceful plants; so there are vital forces in the
human soul that make the germs of knowledge to shoot up
into forms of beauty. And as good horticulture requires the
cultivation of the whole garden, so good scholarship requires
the cultivation of the whole mind. \Ve cannot put every-
thing in the garden, though we may cultivate every foot of it;
so we cannot put everything in the mind, though we may
cultivate every faculty.

Cmnprehensiveness of culture is not to be confounded with
universality of knowledge. And there need be no such con-
fusion, if we remember the limitations of the human facul-
ties: “ There can be no preportion of the finite to the influ-
ite.” We cannot know everything. \Ve must even remain
ignorant of much that may be known. God only is omnis-
cient. Universal knowledge is to man an impossibility.

   

 

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 absolute nihil-
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 Whewell, 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 wood
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. “Mans sum in corpora same,"
is a maxim never to be forgotten by the student; and if he
would realize its truth, he must have recourse to the prelec-
tions of the four great Doctors—Pure Air, Active Exercise,
Strict Temperance, and Clear Water. Under these he must
pursue his studies and train his physical powers. Like the
flowers, gather freshness and bloom from the Zephyrs 01'
heaven—fish, or hunt, or swing, or meet in the l’alzestra, and
take a full course in the “ Pancratium ”; or if you have no
better gymnastics, “Shovel sand, or saw wood in a ccllar.’7
If such athletic exercises are considered undignified, why,
then, leave dignity to pedants and dandies ; but let scholars
retain good hard sense. Eat little and drink less. Do not

*Shakspeure.

 

 

  

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11

chew,.but eschew the weed. Crucify every vile passion that
would corrupt the heart and darken the understanding. Prac—
tice baptism in all its ,i'nodes—dipping, pouring, sprinkling,
plunging, and immersing. Take the sitz-bath and the douche-
hath, and every kind of lustration known to the hydropathic
faculty. A tub of pure water, with a good supply of soap,
will be far more favorable to the inspi 'ations of genius, than
the fabled fountains of llippocrenc and Castalia. A neglect
of this simple hygienic discipline has wrecked many a noble
mind, and quenched the light of genius forever. It blurs the
Attic graces of Addison, the elaborate finish of Pope, and
spreads a gloom over the wild egotism of Byron, and the in-
imitable lays of Burns. It is written in letters of fire, as
plain as the “Two Records,” in the death of Hugh Miller.
An overworked brain and a neglected body tell the sad tale.
“lieason oulsoared itself. His mind, consumed
lly its volcanic lire, and frantic driven,
lle 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
trample upon the laws of health, for without health the most
splendid abilities and attainments are worthless. It is to
build a palace upon the ocean-wave, or on the Whirlwind’s
track.

The mind of man is a unit, yet it has many sides; or, to
speak in the language of psyelmlogy, it is a eongcries or e0m~
plement of faculties. Now, all these faculties are to be com-
passed by the discipline of the schools.

The memory must be improved; its susceptibility, reten-
tiveness and readiness developed. The reason must be
strengthened and enlarged—in its intuitive sagacity, logical
acumen,and compendious trains of thinking—as an instru‘
ment of investigation and popular instruction—“ Reason dis-
cursive and intuitive.” The imagination must be spurred and
guided in its operations, as the soul-inspiring energy of elo-
quence and poetry, sculpture and painting, or, to use a
Uoleridgean jaw-breaker, as the “ esemplastic ” power of the
mind. The taste must be trained to detect the beautiful and
the sublime, and to pass its “ extempore judgments,” in ac-
cordance with the eternal standard that has been reared in" the
consciousness of man. There must be a culture of the
esthetie sentiments. The conscience, too—God’s flaming
vieegercnt, the kingly faculty—must be educated to a quick
and clear discernment of moral distinctions, of the march and.

 

  

   
   
 
  
  
    
 
 
 
  
 
 
 
 
  
 
  
 
  
 
  
 
  
  
  
 
 
 
  
 
 
  
 
 
  
 
 
  
  
 
 
  

'12

majesty of law.
executive power in man,

“The Divinity that stirs

course of our argument.

impression. Such was a Grecian

tion of Michael Angelo’s genius,

* Carlyle.

   

The will, too, must be disciplined as the
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—-

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 r ‘ach 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
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 those studies are will be mentioned in the

“gymnastic of the mind,”

Moreover, there must be a symmetrical culture. Every
faculty must receive its proper proportion of training—~thc
weak points strengthened, the asperities chiseled off— so that
the scholar may appear a finished
lute.” We may make this plain b
’We all know what proportion means in architecture—asuch a
relation of the parts in the whole as to produce a pleasing

result, “ a rounded abso-
y one or two illustrations.

temple, and it stands for

every age an embodied archetype of genius. The proportions
cannot be disturbed without destroying the elements of beauty.
So the dome of Saint Peter’s at Rome was the grand concep-

and it must ever be ad-

mired by the connoisseur of art. ‘_But change the proportions,

 

     

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