give but an epitome, for the full detail would be tiresome.
But besides these agencies, we must also consider the cultivation itself: what it is in quality, nature, character, and purpose. This is too large a theme for one day's discussion, but some few simple things I may say. In this cultivation of manhood in a nation, boys and girls are to be our main material to act upon. And I would say that they should have every item of culture, every element of instruction, all the treasures of science and learning which we can possibly command. I hope there is no man here to-day who fears that learning will spoil our youth!—who, poor father!—
("The booby father claims a booby son"—)
trembles lest his child, by too much knowledge, should get harm, and hurt, and injury! You may dismiss your fears; learning only spoils fools, and pedants, and smatterers—the creatures who can easily pick up tools, but know not how to use them—who pride themselves more upon the show of tools than men of common sense upon the skilful handling of them. Your true scholar is not such. His learning is his instrument; his knowledge is designed for good and useful ends, not for ornament and display; and whether it be his treasures are from the languages, or the rich revealings of history, or skill in the sciences, or the beautiful creations of art; in all he sees the great and plastic power of man for human well-being and human progress.
With all this mental culture, let it be also remembered, that man has a body, is of a composite nature,
