xt7ghx15n565_124 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 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 https://exploreuk.uky.edu/dips/xt7ghx15n565/data/0000ua001/Box_12/Folder_9/0785.pdf 1903-1915, undated 1915 1903-1915, undated section false xt7ghx15n565_124 xt7ghx15n565 , ~~_ ., ‘ , I ‘ (“V
' ’\!".,'.,/€|‘; , ,,..v‘.- \ 1,,. . 2. ,..
353$ ”33;??- F _ a _m {5) 2 j ‘ ryzyw -, (@111 , .
‘ ' figiflififigégbmwflfi@t@flfi%
#3: (22¢
22 hi? mlmlmlu Mlturr mm 0; bumrtrix i3;
§E§§ .' ' ' J21:
€39; .A,N ADDRESS @2 . .
‘1g3 I l»n.xn.m1-;\_u HH. \.\.,\"1 \;‘!:;i:s+1:\' u; ' é?
’7 L 3”" ‘3» q. ‘ my $49., _
Qmmmhc $31,651: aim-1.1 b mhmug, g
, HHIHCNYILMC. m; mm; :3, ms 5.
49 ‘3 .~V
r5 ’1 *1,
L 1': ,2: N.
%; . at?!
‘ BY WILLm M msuov.
1 P
I 2 3'
P ‘ , Iii
. f ’N/‘Eszif?‘\--‘—~ -- ~
‘V “L ‘59
“:3 7'6)‘
W ' :4?
«~;? “
k5}, . 1 8 5 .'s‘. "‘ .
. g (5‘ , (J . \.
‘5 Q “ (”mm gggmn _ n 3%? C‘Mia ' \ 7‘" “
@F '-_. LEE“.- LCM}; , --‘ ”W22" =Y" Lia-A ~ - ~“ w W” ‘
a: \ 2’ 3'} 3‘ V v Q m“ 1:: C9 ‘7 I ~33 ME: \H:y/Q:Q?§$§'
." 'J ‘ v
\. .

The next session of this Institution will open under favorable auspices, on the tirst Monday
‘ of September next. Its success during the two years of its existence has exceeded expec—
tations, and inspired confidence in its future support and enlargement. It is the desire ot'its
conductors to render it an efficient agent for the promotion of sound and useful education,
for the ditfusion of moral and religions truth, for the preparation of young men for the suc-
cessful prosecution of the studies connected with the learned professions.

The government will he parental, mild, yet firm. No youth will be admitted who refuses
to comply with the rules ; nor will any one be retained who repeatedly violates them. The
absence of the usual incentives to rice, the general morality, the quiet retirement, and the
reuxagkable snluhrity of the village, makcl it a safe and eligible place for the instruction or
yout .

The Academic building is large and commodious. It is already furnished with a Library of
1000 volumes for the use of tho students, and will from time to time be supplied with all no-
cessary apparatus. The course of study will be somewhat governed by the previous acquire—
ments of the pupil, and the extent to which he proposes to prosecute his education. Four
ygar? will aniline for the entire academic coursu= the youth being reasonably well prepnrmi on
s in sexual

rmsr sssexox. sscoxn sssssos.
Town’s Analysis, Town‘s Analysis
Reading, [leading Continued,
English Grammar, (Bullion‘s.) English Grammar continued.
Arithmetic, (Ray’s,) Arithmetic, (Rny's,)
Geography. (Colt/ens) Physical Geography, (Coltun‘m
nus-r snssms’. seamen ssssim.
Latin Grammar and Reader, Builion’s, Latin Reader, Unasar's Commentaries,
Greek Grammar and Render, EBullinns3 Greek Reader,
Elementary Algebra, (Davics’) Algebra to Qmuirntics, (Robinson‘m)
Analysis and Synthesis, English Language, Plano Triganmnetry, (Davios‘.)
Plane Geometry, (sties' Legendre,) Surveying, (b.1vies‘.)
riusr HEBBION. sncosn session.
‘Yirgil, (Coopor’sJ Latin Prosody. Cicero‘s Oratiuns—liivy, (I.inoo|n's,_i
Xenophon‘s Anebnsis, (O\von’s.) Herodotus—Hind of Homer, (0wen‘n,)
Latin and Greek Prose Composition. Analytical Geometry, (Dnvios‘,)
. Solid and Spherical Geometry, (Davies') Latin and Gnu-k l‘rnso Composition routinutsd.
Spherical Trigonometry, (Davios'.) Ancient History, (“’:.-bur.)
FHLST session. .\l-ZCUND sixsiosi
Livy. Homes, (Lincoln,) Tacitus Germunin and Agricola,
Iliad offlomer, Greek I’rosody, Demosthenes Do Corona, (Cliarnplin‘s,)
Analytical Geometry, (Davies‘,) Natural Philosophy, Pneumatics, llydrostaties.
Natural I’hilosophy—Mechanics, (Olinstcd,) Hydrodynamics, Acoustics, Magnetism, Elm-—
Modern History, (Walton) tricit , Optics,
Rhetoric, (Blain) Logic, (’thmnly.)
nasr session. snoosn snssws.
Cicero, Tuscnlnns-Quintilian, Morel Philosophy, (Stewart,)
- Eschylus, Prometheus, (Wolsoy,) Sir W. Hamilton's Metaphysics.
- Political Economy, (Wayland’s,) Geology, Botany, ,
Psychology, (Walker‘s Reid.) Political Philosophy,
Chemistry, (Silliman,) Evidences of Christianity,
Natural Theology, (Polcy,) Anatomy and Physiology,
Astronomy, (Olmsted) Lectures on Latin and Great; Language»: and
' Those who do not desire to study tho classics may omit them, and taking Mathematics and
the Natural Sciences, completo a scientific course in two years. From tho above scheme, it
may be seen that the course will be as thorough as in any of our Western Colleges.

TUITION FEES—Preparatory Department, per session of five months, 815. Academic
Department, 820, with 31 extra. No deduction for absence except in cases of protracted ill-
snsss. One-half fees in advance. Genteel Boarding in private families at from 8'2 to 8'.) 5i! pur
week, including fuel, lights, washing, and lodging.

Enwann Romszv, President, Professor of Rhetoric, Logic and Political Economy; Jam:- . .
Kssnnbr Parrsnson, Professor of Mathematics, Latin, and Natural Science; WILLIAM KEN"
not PA'rrnxsoN. Professor of Mathematics and Greek.

(see thini pay- of cowr.
. l ‘
, :5 s

 ; ' gtlxulmly @ulture and @Imrmter.
.’ ' ~
gullibersm‘y of fig: @rnmbills figmhytcriul 30mm], I
GREENVILLE, KY., JUNE, 23, 1858. ’
1 8 5 8. '

< Dear Si)‘——Th<3 undersigned—a committee on the
part of the students and friends of the Grecnvillc, Prosbyte Y0;
i V .
i rial Academy—~1'especthilly requst a copy of your Address for Q
)ublication. -
l I this
5 C F \VING f-' ‘
j - - a 1191
l and
; E. R. W'EIR, JR., i den
‘ am
; D. W. EAVES. pm‘
i ' , v the
; GREENVILLD, Jun, June 24, 1858. corr
, s
V . , life.
. lifc
' The Address to which you refer IS at your disposal. , I w‘
- 21 pi
i ) _ , 4
,z WM. Lisuoi. 111a!
‘ To Hon. EDWARD RUMSEY, C. F. \VING, and others. \ 18111;];
_ c
LOUISVILLE, KY, June 30, 1858. ter.
, Y: a n:
‘ Iicr
g to Q
~ as
c 332:; age
' ; g is: h n n
. ‘ ; grc
- fjé}
‘.‘. .mm «———~~..vm_--_.-__. l

 ' ' l
._.; t
. i
A D D R E S S. ‘
he ' _____
tc' ' Young Gentlemen Q)" Greenville Academy, and Friends
"or . of Education: ‘
, WE 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 be
-; a school Where young men may receive that discipline of mind '2
y and heart which shall fit them for duty and destiny. The stu- ~
. dents and their parents, the teachers and directors, all have the
" same object in view, and that is, to lay the basis of a sound
j 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- ~
” coming 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 I now speak to you, and such a
:3 life be it yours to live on earth and in the skies. “ Lend me ;
.5, your ears ” 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 sketch that may serve as Q
.;;3 a picture for the student to gaze upon. Thus he may be stim—
_ ulated to an honorable exertion, and cheerfully and success- i;
-, fully put forth his intellectual energies. My theme is, the ;'
’,i Scholar—the grand characteristics of his culture and charac— V‘
.5]; ter. And certainly it is a question of the deepest interest to 1
every human being—so thought the king of thinkers among
iii anation ol' thinkers—“ Man cannot propose a higher and he-
~51; her object for his study than education and all that appertains V
F to education.“ So have thought the wise and good in every
age. Some of the profoundest problems of civilization and -
; humanity are connected with the educational question. As the :,
s9," great laws of the human mind must remain the same, so the 1_
,3 6* Plato.
' 1‘
‘ - I '
A r I l

V leading principles in the philosophy of education, must be the it?

same, though they are susceptible of new applications with $5 Helen
the changing condition of man. Readjustments must be made 3 the g0
to meet and control the new forces that are evolved in indi- 3 the Inc
vidual and national history. Hence every generation must 3 blusht
l re-think the whole subject for itself—nay, more ; every student .. ’3 face, 31
who would be successful, ought to be able to answer for him- 30 it is
self the first and principal question in the catechism of the 3.7 .3 the Ed
schools—“ What is it to be a scholar?” And it is to answer time i5
this question, in fact as well as in word, I trust, that you are 0f 3101
now engaged in academical studies. “ The science of science ” and 0“
is to improve the instrument of thinking, and develop the f the mi
moral powers. And you have no time to lose in this work. . have a
Now is the turning-point in your history. The innocence of yet W5
childhood has passed away—the dreams of boyhood are ex- known
changed for the vigor of youth—now, then, is the time to lay ~‘-‘ A‘ the tra
the foundations of manhood, deep and firm and imperishable. 1 f thing 1
. Says Melancthon, “ Juventalem rectc for-mare paulo plus : ‘ CR1 Eng
, est quam expugnurc Trojam.” And SO we say that every I : throng
young man who masters his native indolence, and the difficul— '5 3 the fl“

is ties that lie in the pathway of scholarship, has achieved a ture.
g nobler triumph than was ever won at the walls of Troy. A 3"! “110]?“
good scholar implies an assemblage of qualities rarely to be 1 9f disc
‘» found in one man. In these Western States we have plenty ”1,311 j
of Colleges and “Learned Faculties,” but no great abundance “bllity
of good scholars ; and surely there never was an ace or coun- if obligat
try in which they were so much needed for every department Pg? ”“098 4
of society and every walk of life. Have we, then, no materials short,
here out of which scholars are made? Are there not mind _f{ we m1:
and stamina here—the pith and marrow of Linanity? Yes; 13 small 5
over these ocean-prairies, and along these grand old rivers, ":2 give pj
‘ . are to be found many a “ village Hampden, and mute, inglo- your 0'
rious Milton.” We have the resources, only let them be de- iii; be a. p!
veloped. We have the minds, and we may have the scholars. g3, (lepem
But What we need is a higher type of scholarship, presented fl}; 01' “Qt
to our minds as an object toward which we may direct our 3;; must 1
' energies and aspirations. I would hold up before your mind’s ”11th .
1 eye the elements and accomplishments that should be har- mllSli'I
j moniously united in your character and life, and which may “imam
,z elevate you to the throne of beauty and power. to eng
We are told that Zcuxis, when he would delineate fe- 2% “WW
male beauty upon the canvas, had six of the most beautiful dlcta C
maidens of Crotona brought before him, that he might mingle soul 0f
their excellences together, and condense their beauties in one jg fhe It
, DICture, which might stand as the ideal of his mind—and flows.

; z s.

3 i
if f.
i 5 I:
b th f s ' i l' t' i
e . e ' be master ieee 0 coins. o in t e meal 1113
‘ Wlth Eilenoggnhihlosldr we havd) to cemghine the characteristics of ‘
"had? vi the 505$ finished,scholars. And as Zcuxis could not get the 3,
l ”“11" blush of the sixth maiden, who was too modest to unv‘aihlier '
. must "<23 face and thus could not give his work the touch of perfection, .
tud'ent so it, is impossible to imagine or execute a finished portrait of. .
r 1.11m ii the scholar. Perfection can only be reached when the vail ot . '
01 the ‘23; time is uplifted to let in the flashes of light from the realms ,
inswer ii of 101-y, Still we can group together the various elements, '
)u are 32 antigeut of these draw a picture of beauty upon the canvas 0*
'ence 5&5 the mind. If we cannot have a perfect circle, Q’Ct We may .
)P the $52 have a good circle; so if we cannot have a perfect scholar,
work._ Z; yet we may have a good scholar. How, then, is he to be ‘
ince 01 ; known? What are the elements of his culture? What are ,
ire ex- 3 the traits of his character? Without attempting to give any-
to lay « thino‘ like an exhaustive analysis, we may make some practi-
ihable' cal aiggestions that may be of use to the tyre while passmg
i Plus through the different stages of education. And thlS SllggOStS ;
.ev ery ii the fundamental characteristic, and that is excellency 0t cul- ‘-
iflicul- ture. What then, is the kind of culture essential to the
aved a a scholar? And here we have opened up before us a Wlde field
’3’. A '»‘l of discussion comprehending the whole educational system, _.
7 to be i in all its irradations, of schools, abademies, and colleges; the 5
plenty -" ability apjtitude and enthusiasm of the teacher; the mutual .
idancc i oblioataions of Church and State to furnish the requisite appli- -
'I coun- ':‘:: ancgs and incitements for the advancement of learnlng. In
rtinent ’i short here lies a wide range of philosophic thinking. . But ,
Ltel‘ials : we must content ourselves, on the present 0001181011, Wlth h ,
2' 117nm] "‘“: small segment of such a circle of speculation. Thus we may i
.1 es; i give practicalness to our views, and build our argument upon i
rivers, .‘i your own consciousness and moral judgments. In fact, it {must .
mglo- be a practical and personal question with each of you; for it l‘,
be de- depends mainly upon yourselves whether you Will be Scholars
holars. is or not. It is not a paradox to say that “Every scholar ~
sented : must be his own teacher, or he will learn nothing’i It is a ,
5th 0&1} » truth having all the force and clearness of an aXiom, and ,
mm 5 i must remain true so long as the ceiistitiftion of the mind g
c liar- ’7‘ remains unchanged. Hence there must be mind upon whlch .
h may ' to engraft the scholar, and that mind must be essentially :
-_ active in the process—not the mere passive _rec1pient of the ,
ate-i6 $5; dicta of other men. There must be living forces Within the _
aqtlml soul of man to shape and mould the materials of knowledge.
mingle The mind. becomes strong as it energizes, and the student , i
m on: grows into the scholar by the continuous exercise of his facu1-_
i—an ties. Without this, there can be 110 thoroughness or depth 01 l
L l"
. . (l

 culture; and this is much needed in this time-world of “shams 2 909?

and shows.” The tendencies to this superficialism are seen i ”1 V

everywhere through all the ramifications of modern society. ' ever

3 Depth is sacrificed to _brilliancy. _ Men will not toil for the 5 The

j golden substance ;. wlnle they ‘w1ll clutch after the'glldeld '3 5,3, 0V0

] shadow. They w1ll not labor for the Solid wealth of erudr , mar

" tion, but will bound away,])e7' saltum, after some pictured 21‘ “013

phantom. Everything seems to be conducted on the principle ,3,; ”1'3

of making an impression, of startling the million by some 1 jg mus

“ 07ch d’aaum’a” of shallow pageantry. The whole is but— if; 1'0le

“ A painted ship is! ($10"

Upon a painted ocean.” ' ii: the

New this system of outward seeming, everywhere so de- . "i the

struetive of depth of character, is producing among us a sap- of v

less and lifeless form of scholarship, with no roots taking hold 5 amo

. of the substance of the mind. There is no evolution of the . ~‘ Sf?

l faculties from the center of being, but an outward whirling 2 .5 h; nlor

'l pageant,like “the fantastic pictures of an ever-revolving Ka- -. ‘ alas

'{ leidosCOpe.” The orb of youthful genius and talent that rose land

1 with so much promise, and flashed athwart the morning skies, T

i is at last quenched in darkness, and eclipsed l'orcver. There man

can be no permanency where there is no thoroughness 01' 5 E, that

- training. ‘ "3: new

The sciolist is like the “Bird of Athens—all face and feath- ‘ { ()ly;

ers.” It is with mother-wit as with mother-earth; we must » his <

cast the seeds of discipline deep within her bosom, if we would 2 3 seve

see the golden harvest waving over the fields of manhood. T flasl

We must not deceive ourselves by the sounds that run to 5 pow

and fro over the surface of human life. There is much talk _ J‘s. reah

' . at the present time about popular education and the march 01' vita

science, and so we trust that there is substantial progress, ‘ 1% Whe

. that the bark of man is carried forward by the trade-winds ' :5 let i

that sweep across the seas of time. But the mightiest forces , will

, are silent in their operations. Amidst the “sound and fury” , f5? earrl

‘ and the din of rattling wheels, where is that quiet strength _ i ders

and voiceless energy that can only come from thorough meu- , 2} cont

,3' till training? The shallow brook leaps with impetuous noise . imp]

among the rocks and hills, when nature reigns around in utte:

{1“ silence; but the deep river rolls on in silent majesty, and on ‘ in a

if: the face of the unsounded sea is mirrored the sleeping energies the

of omnipotence. So it is with the minds of men whose pow- ,, E} men

; ers move in the deep channels of discipline. There is a force ,« Ii; collt
j within them working silently for the good of man. And just ,
2 as it is when the storm strikes deep into the bosom of the 5 -5
. :. ;-.

7 :

“shame i ocean, that it is lashed into fury, and sends its volumed waves
are seen .« in wrathtul VOICGS to the shore ; so such men are prepared for ‘
society. every crisis, and. ride upon the Whirlwind of reyolution.
for the Z Thorough culture, which can only be obtained'bypatience, by '

3 gilded ‘_";,3 everything _lor t01l.”*'_ .It IS a great law of life 111 every hu- .

.f erudi f ’ man acquiSItion, and 1t lea postulate in education which can- '

pictured - not be set made by the i_nnovat1ons and flashy schemes ot‘
)rinciple g erratic thinkers. “,There 1s_no royal road to learning.” . We '
)y some . j: must tell on day after day, in the laborious ascent, untilwe
but— reach the pinnacle, from which we may have a Pisgah-yiew
jg; of the landscape of truth ; Just as the traveler must begin at ' ‘
._ T,jZ the bottom, and labor upward, step by step, until he reach
j the apex of the pyramid. But how different is all this from

so de— ‘ l" the ideas of “Young America,” as he struts across the field .
is a sup 5;? of vision, and plumes his “feathers of ostentation” for a flight

.ng hold . among the stars! This is “ Old Adam,” converted into '

n of the 7 “Young Diabolus,” impatient of restraint, intellectual and s

whirling - ' moral, and away he bounds with the swoop of an eagle; but 7

ing Ka- .,jg alas! like Icarus, he finds he was not made to fly, and he ‘

hat rose ' 7 lands at last in a. worse than Egnean Lake !

1g skies, ,1 3ft, There are many who seem to think, in a. a telegraphic age,

There ‘ 1;} many a silent struggle of the soul and by the severer studies
mess 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

d l'cuth- ‘ ’T, Olympic plains, when he was crowned amidst the huzzas of

vc must ' 5;" his countrymen. All this was but the concentrated might of

cwould 3 seven years’ gymnastic training. So it is no spontaneous .

I-OOd. flash of precocious genius. but the severest culture of your _ -

'. run to 343 powers, that will fit you for labor and triumph in the j

tch talk '_ 3,2. realms of thought and action—“Posse tolm’e taurum gui

:iarch ol' - ta uitulum sustulerz't." Milo, when a boy, carried the calf, so 7

rogress, i ‘3 when he was a man he could carry the ox. In the same way, , ‘1

e-winde - 2 let the boy learn his lessons thoroughly every day, and he .

t forces , Will grow up to be a man with a. scholnr’s power, able to ~

1d fury” f j_-'fd carry a mightier burden than was ever laid upon the shoul- .

strength 2 f3 ders of the Crotonian giant. There must be mental effort, a .

;h men- ;_ 3 continuous drilling of the faculties, in order to intellectual .

18 noise 3 Improvement and high literary attainments. The comic poet .

)und in 5,3 uttered a serious truth when he said that “ The gods sell us ‘ . ,

and on .. ,3 111 an era when almost everything is done by machinery, that 5
energies E 3‘: the process or youthful culture may be completed by a few _
use pow- months at ’au academy, or at least by a few walks around a .‘

l a force iii; college campus. But “Festina Zente 7’ is the law of human l

LDd just ’

1 Of the . * Epicharmus ,~
4 _{r . f
’57:} Z ll



. 8 ‘ 3?
culture. If machine-poetry can never take the place of the I i ten
inspirations of genius, so neither can machine-scholarship be ;- the

’ an equivalent for a thorough training of the schools. ‘ .f is 1

Perhaps there is nothing more ruinous to the substantial . '1} the
discipline of the young, than the multiplication of institutions, ' n01

fi misnomered colleges, attempting to do the work of a college, ._ by
but in reality bringing ridicule on scholastic culture. “ Uni- ' ‘_ “ a
versities ” spring up like mushrooms, which ought to be, and ' .: gri

i in fact are, huge infant-schools. In one respect, they are un- f lik

i like the poem of Coleridge, which was said “to be eternal, , onl

' because it had neither head nor tail.” These are headless, ' .. gux

' but they are not tailless—-—aseephalous monsters with an eternal 1 L i

1 tail ! t0 ‘

l ' And then we have institutions that seem to be established flO‘

, for the express purpose of exchanging flash-accomplishments ; 001

: for cashpayments. All the severer studies, that may serve : 30

l. alone as a gymnastic for the mind, and a basis of scholarly ‘ . Cdg

1 training, are carefully excluded, doubtless on the principle of ' Wi}

cxhibitingthe “ Play of Hamlet,with the part of Hamlet omit- 1, m1,

ted.” These are the establishments where girls are manu— L 7

l factured into ladies, and boys into gentlemen. Epitomes of U1

‘ history, scraps of science, called Cyclopiedias,elegant extracts ‘ tIV

, of poetry, and homeopathic doses of philosophy, take the ,. i1“

7, , place of solid instruction; and if the pupil learns to think at ' . mi

all, it must be in spite of such pedagOgic trifling. It must - - g9!

be because he was born with the scholar’s star shining bril- ‘ Vl‘

liantly over the horoscope of life, or rather because there is a kn

soul within him that, like Psyche, “ uncaught by net or , mi

snare,” mounts to her native skies. ‘ at

This training and taxing the mind to its utmost capacity, ' an

‘ , is at first‘;l know, a painful process ; but we cannot fight with » “It

a law written by the finger of God upon the tablet of con- 3 an

sciousness. These pangs and throes of the young thinker are «i .1111

but preparing him for the pleasurable exercise of his faculties, ‘ mt

for free spontaneous energy. As Aristotle says, “ The roots ' i 011

of discipline are bitter, while the fruits are sweet.” If, ac- . ,' thj

cording to Lord Bacon, there can be no atheism where there i “11

t is “depth in philosophy,” so there can be no sciolism where . 30,

there is depth of culture. ' \ C“
I: But the scholar must have breadth as well as depth; he must .7 g

i have a comprehensive as well as a thorough culturing of his , : “D

powers. I am not now speaking of that obsolete, and, in _ fl“

, fact, mythical character, “The universal scholar.” Such a . .1 lie

7. being never has existed, and, from the nature of the case, 'i '5 lte

never can exist. Besides, the scholar is tested, not by the ex- 5 ~ 1g]

7 - 01¢
. , ‘ i

 y if 9 1
the ; tent, but by the form of his knowledge; or, what is virtually ‘
be ” the same thing, the touchstone of every scheme of education

‘iéi is not the amount of knowledge injected into the mind, but ‘
tial “ 5% the amount of thought generated there. The scholar is known, ;
ms, " ; not by the number of his facts and isolated knowledges, but
age, g by the compass of 1115 ideas, by which he breathes into the ‘
1m; E “disjecta membra” the breath of life, moulds them into :
and " graceful forms by a plastic power, and links them together i
un- , ' _f like a twisted chain of adamant. He is not a reservoir that 1'
aal. - only holds what is put in it, but a perennial fountain with ,
ess, ' f gushing streams.

.1331 Or to change the figure. The Mississippi must have water

' to constitute its stream ; but the Missouri, rolling its volumed
hed . d floods from the Rocky Mountains, gives that water its peculiar
ants " color and character byintermingling its dark and furious waves. .
arve 3 So it is with the scholar. There must be the stream of knowl- ‘
arly ' edge, but that knowledge must be impregnated and tinged -
e of with the stream of ideas gushing from the springs of his own i
nit- . mind.
mu- Locke compares the mind to a blank sheet of paper, and
s of 4% Upham to a musical instrument. But these are both decep-
acts _ tive analogies. They overlook the essential characteristic of
the i the mind. The mind is not only acted upon by external
k 33 g' influences, as the paper and the harp, but has original, sug-
rust L gestive, and spontaneous energies, that analyze, combine, and
)ril- vivify the objects that pass through the “five gateways of
is a knowledge.” Rather compare the mind to a garden, as inti- ‘
t or g 5e mated by the Baconian Antithcsis: “As man’s nature runs .

. either into herbs or weeds, let us seasonably water the one, _
city, f and destroy the other.” Now, as it is the quickening power of
with g the soil that causes the seed cast into its bosom to germinate
con» '2 E and grow into graceful plants ; so there are vital forces in the
:are ’ human soul that make the germs of knowledge to shoot up
.ties, . into forms of beauty. And as good horticulture requires the | ‘
-oots ~ 3 cultivation of the whole garden, so good scholarship requires v
I, ac- ; the cultivation of the whole mind. We cannot put every- 3
,here _ E thing in the garden, though we may cultivate every foot of it; C
here I. so we cannot put everything in the mind, though we may “‘

; cultivate every faculty. -' i
nust j, {j QOmprehensiveness of culture is not to be confounded with '
t' his k '% universality of knowledge. And there need be no such con- 3
j, in 1,, fusion, if we remember the limitations of the human facul- ,
ch a _tles: “ There can be no proportion of the finite to the infin- j
ease. I }te.” We cannot know everything. We must even remain i
3 ex; Ignorant of much that may be known. God only is omnis- '

-, E Clent. Universal knowledge is to man an impossibility. ‘


10 .. i ‘
The German philosophers, by a few shufliings and evolu-v : ,1
tions of the “mes” and the “not mas,”can prove to their '. j C
own satisfaction that everything is nothing—an absolutcnihil- ' :5,
ism; but methinks it needs no transcendental metaphysics to ‘ )1;
prove that a “Universal Scholar” is a universal nothing. The i i l),
idea is about as definite as the conception of “a man standing ' rti
on infinite space, and Whacking away at eternity.” ‘ w
Such “ walking libraries” and animated Cyclopaedias as ' . th
' Solomon, Aristotle, Leibnitz, the Scaligers, Grotius, IIamil- ._’ of
ton, and thwell, may occasionally appear to astonish the ‘ m
world with the vastness of their erudition; but these are the 1; '1 l
| exceptions. And even these had to be trained into scholars , 1 : )
3 before they had the power to carry on their backs the “ an- ' I ifr
J ber of ages.” The training of the whole man is the best ' )1
i introduction to the cycle of knowledge; and by the Whole _ ‘ 1A
1 man I mean the body, mind, and heart, with all their diversi-
., fied capacities and powers; man for this life and for the life ' ‘
l to come; man as the incarnation of a soul that must live and j , _
fl think and feel, and will, when— . p
f “ Flames melt down the skies.” l ,
The grandest thing in creation is the human soul. “ What in
a piece of work is man! How noble in reason 1 How infin- 7. 91‘
- its in faculties l in form and moving, how express and admir- _. ' 3 1,1)
able! in action how like an angel! in apprehension how like , 4 ”if,
' a god 1 the beauty of the world ! the paragon of animals!”""-’ , ' ‘
No part of man, as the masterpiece of the Creator, is to be r_ ' g ‘
neglected. Even the body as the organ of the mind—the shell ‘ ' ' l)
‘ of the soul—must receive its share of attention. As a good 1 4 1:;
} scabbard is essential to preserve the brilliancy and metal of . I
the sword, so good health is an essential condition of tho 3 tiv
,. ' highest mental stamina and vigor. “Aims sum in corpora sano,” str
; is a maxim never to be forgotten by the student; and if he , : aci
-‘ would realize its truth, he must have recourse to the proloc- nu
‘ tions of the four great Doctors—Pure Air, Active Exercise," f (.m
. Strict Temperance, and Clear Water. Under these he must ‘ ’1 (in
pursue his studies and train his physical powers. Like the ' ‘ Tu
; flowers, gather freshness and bloom from the Zephyrs of « (1)0
heavenwfish, or hunt, or swing, or meet in the l’alicstra, and y . mi
3; take a full course in the “ Pancratium”; or if you have no ‘ thr
, better gymnastics, “ Shovel sand, or saw wood in a collar.” 3 c0,
If such athletic exercises are considered undignified, why. l-L cox
* then, leave dignity to pedants and dandies ; but let scholars '3. est
retain good hard sense. Eat little and drink less. Do not " Vic
1 "('Shakspeare. ‘ i am
- 7' «i

 1'12 '-
. "El
'01?" ‘ E chew,.but eschew the weed. Crucify every vile passion that .
51191” ;' i would corrupt the heart and darken the understanding. Prac- ,
1hll' i ticc baptism in all its modes—dipping, pouring, sprinkling, "
:s to ; ‘j~,3 plunging, and immersing. Take the sitz-bath and the douche-
The 75 bath, and every kind of lustration known to the hydropathic .
ding ' if faculty. A tub of'pure water, with a good supply of soap, 3
'3' will be far more favorable to the inspirations of genius, than ..
S as .- I. the fabled fountains of Hippocrene and Castalia. A neglect
.mil- 3 of this simple hygienic discipline has wrecked many a noble‘ ‘
the 3 mind, and quenched the light of genius forever. It blurs the
:the Attic graces of Addison, the elaborate finish of Pope, and
flare 1, .1. spreads a gloom over the wild egotisrn of Byron, and the in- ,
.nm- _3 imitable lays of Burns. It is written in letters of fire, as .
best f plain as the “ Two Records,” in the death of Hugh Miller. .
11?]? 3‘ An overworked brain and a neglected body tell the sad tale-
EIiSfl-e 7 1 “Reason outsoared itself. IIis mind, consumed ., _
and '2’ By its volcanic fire, and frantic driven, ’
, He 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
Vhat 7 trample upon the laws of health, for without health the most '
“h.” , splendid abilities and attainments are worthless. It is to -
31111:: " " build a palace upon the ocean-wave, or on the whirlwind’s
' 5 track. '
M _’ The mind of man is a unit, yet it has many sides; or, to
0 b? - '7; speak in the language of psychology, it is a congeries or com- -
3110b , 2 plement of faculties. Now, all these faculties are to be com- .
KOOd. ; 7 passed by the discipline of the schools. ‘
ll 0‘ A < The memory must be improved; its susceptibility, reten- 2
thff . 1 tiveness and readiness developed. The reason must be _
moa ’ strengthened and enlarged—in its intuitive sagacity, logical t
f he '3 acumen, and compendious trains of thinking—as an instru- ‘
llcci . ,. ment of investigation and popular instruction—“ Reason dis- ‘
3150: " cursive and intuitive.” The imagination must be spurred and 3
must , guided in its operations, as the soul-insp