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LAW AS AN EDUCA-

TIONAL FACTOR

BY

COLONEL WILLIAM HOYNES

Dean of Daw Faculty of the University of Notre Dame

NOTRE DAME, INDIANA

THE UNIVERSITY PRESS



'



THE LAW AS AN EDUCA

TIONAL FACTOR

BY

COLONEL WILLIAM HOYNES

Dean of Law Faculty of the University of Notre Dame

NOTRE DAME, INDIANA

THE UNIVERSITY PRESS





THE LAW AS AN EDUCATIONAL

FACTOR *

In the treatment of my theme I will be mind-

ful that brevity has the sanction of custom in the

preparation and reading of papers at the annual;

meetings of your association.

In developing the subject chosen for my paper,

I will first touch upon education in general, and

then undertake to show, in the second place, that

an education can hardly be called finished, in a

strict sense, without at least an elementary

knowledge of the law.

First of all, then, let us inquire “What is

education?” The question has often been asked,

but seldom satisfactorily answered. As in the

case of another word of equally vexed meaning

— the word ‘ 4 civilization ’ 5 — there appears to be
no generally accepted standard for it. That

which constitutes education in the opinion of one

person may be far from it in the estimation of

another, just as our conception of civilization

may not square at all with the standards of the

Asiatic, the African, the South American and

even the European. Our civilization might be

* Paper read by Col. William Hoynes, Dean of the

Law Faculty of the University of Notre Dame, before

the Indiana Bar Association.



— 4 —

as unsuited and disagreeable to them, in view of

their fixed habits and environments, as theirs

would be to us.

Tike the law, the mutable standard of civiliza-

tion usually adjusts itself to the conditions and

wants of men and nations. And every careful

observer knows that these vary from time to

time, and are subject even to radical changes. A
nation may be committed to a policy of peace

to-day, and to-morrow spontaneously for war.

There is nothing more fickle than the mob, save

possibly the wind. As Horace Greeley says

:

‘
‘ He who praises to-day may curse tomorrow. ’ ’

Whole communities seem at times to become

insane in their wild, turbulent and intolerant

advocacy of things that in cooler moments, or on

second thought, they would disavow and re-

pudiate. Such exhibitions of popular feeling

afford evidence of infectious diseases of the mind,

as well as of the body. As epidemics sometimes

sweep over the land, causing suffering, distress

and death, so these diseases of the mind may

assail communities and nations, causing a craze

not less blind than vicious, not less cruel than

fanatic, not less dastardly than destestable.

It may be stated, however, as a general propo-

sition that education and civilization are closely

allied, and that without the one there can not be

much room for the other. To educate consists

in exercising the faculties in such way, by

instruction and discipline, as to develop the

natural powers and render them efficient to the



— 5 —

fullest extent practicable. In short, education

aims at attainment to the highest powers and

qualifications within the scope of man’s capacities.

And yet the natural gifts of some men surpass

in brilliancy, power and resourcefulness the

acquired knowledge of others. Some of those

most noted in our history, not excepting Washing-

ton and Jackson, Clay and Lincoln, attended only

primary schools, and studied in these but for a

short time. The noted philanthropist Peter

Cooper attended school for less than a year in his

whole life
;
although, after the founding of his

institute for the free education of poor boys, he

was wont to say :

If I had such advantages as we can give

the poorest boy now, how much more could

I have done !

One of the ablest lawyers and most learned

men in the state of Wisconsin, a man of charming

personality— one who served his country with
conspicuous bravery in the civil war and conspic-

uous ability in congress— found occasion in the
course of a correspondence on other subjects to

write me recently that he had never been inside

the walls of a university .or college, and that he

had received but an ordinary school education.

Yet in the Latin, Greek and several ofthe modern

languages he is exceptionally erudite, while in

his general education he deserves to rank as one

of the most accomplished scholars in the north-

west. He attained to his enviable rank in



— 6 —

scholarship by private study, and without the aid

of a teacher.

On the other hand, there are many persons

whose privilege it is to write in bewildering

array and variety after their names the collegiate

and university degrees and titles they received

;

and yet, considering their educational advantages,

the want of tact or common sense exhibited by

them in dealing with the practical affairs of life

is hardly less than amazing. Presuming to know

much, their acts and the opinions they express in

regard to matters demanding some vigor and

originality of thought prove clearly the narrow

range and unreliability of their reasoning powers.

You would expect even school-boys to show

as much adaptability and intelligence in facing

the difficulties and surmounting the obstacles to

be encountered in the great world of enterprise

and action. Possibly Steele had such persons in

mind when he wrote :

He that wants good sense is unhappy in

having learning, for he has thereby only

more ways of exposing himself; and he that

has sense knows that learning is not knowl-

edge, but rather the art of using it.

In these instances I refer, of course, to the

exception, and not to the rule. I seek only to

show that some minds may soar to the stars of

destiny on the wings of favoring opportunity and

natural endowments. In such exceptional in-

stances their innate abilities and strength of



— 7 —

character seem to stand them in better stead than

could mere educational equipment.

Personally, I yield to no one in recognition of

the value of learning and in appreciation of its

utility to the individual and the state. It tends,

as I believe, to develop the intelligence and

capacity of the citizen, to suppress lawlessness,

to strengthen the sentiment of fraternity and

union among the people, to eliminate from society

the distrust and discord inherited from the savage

state, to enhance the general welfare of the

nation and afford assurance of the perpetuity of

its free institutions. Not only do I concur with

Daniel Webster in regarding “ Education as the

best police ,'

*

but I go further, and say with

Thomas Jefferson that “It is the only sure foun-

dation that can be devised for the preservation of

peace and happiness
M

There have been and still are persons who

entertain a contrary view, strange to say, but I

am sure you will agree with me in believing that

they belong properly to some benighted and

oppressed part of the world rather than to a free

and progressive country. Quite apposite to the

subject is a quotation which I will venture to

make from Bancroft. It consists in the language

ascribed to Governor Berkeley, of Virginia, in

discountenancing the spread of education among

the people, and is as follows

:

The ministers should pray oftener and

preach less. But I thank God there are no

free schools nor printing, and I hope we



8 —

shall not have them these hundred years
;

for learning has brought disobedience and

heresy and sects into the world, and printing

has divulged them, and libels against the

best government, God keep us from both !

I can not undertake to estimate how many of

you may have heard like sentiments expressed,

but I have myself listened amusedly more than

once to a very learned gentleman who stoutly

advocated opinions quite analogous to those of

Governor Berkeley, although contending further

that the poor are rendered unhappy and discon-

tented by education, which opens to them a

domain of hopes and dreams that their condition

inexorably bars them from entering or realiz-

ing. There is a material loss of time and money

in educating them, he contends, with the result

only of making them discontented with their lot,

a disturbing factor in the orderly development of

social conditions and a possible menance to the

ultimate peace and security of the state. To say

the least, such sentiments seem very incongruous,

and especially so when voiced by one who

proudly points to the distinguished services of his

ancestors in the revolutionary war— in short, an
American of Americans. Such views, as I con-

ceive, are based upon some latent prejudice, and

serve rather to amuse than to provoke argument.

At any rate, I have regarded this advice of

Sydney Smith as quite pertinent in the matter :



— 9 —

Never try to reason prejudice out of a

man. It was not reasoned into him, and

can not be reasoned out.

The stronger the current of the mighty river,

the more certain the counter-moving eddies near

its banks. And so in respect to the momentous

question of education. The great current of

opinion in its favor may not inappropriately be

marked by the inconstant counter- flow of the

shallows.

Ever pressing onward, ever inquiring and

investigating, ever seeking greater proficiency

and power to deal with and direct the forces of

nature, the spirit of education and progress be-

comes at once an inspiration and stimulus to

mankind. It calls ever for more light, renewed

energy and increase of knowledge. At times it

may take the form of what we call curiosity, as

where designed to satisfy some trifling, transitory

or prurient feeling of inquisitiveness. Of course,

such would be a debased manifestation of it.

But commonly it assumes an educational char-

acter, as where it concerns itself with useful facts

additional to or explanatory of things known to

us or things we are now seeking to know. It is

a law of our being to be active, and the love ofedu-

cation directs this activity to the acquisition ot a

better knowledge of such things. Though the

way be dark, yet we grope
;
though results be

not visible or definable, yet we struggle tenta-

tively toward them. This persistent impulse is

the key to invention, progress, development. It



io—

stimulates and urges men on and on to the fullest

limits of their natural powers. And it does not

stop there. Some of the ulterior effects of its

activity are briefly stated by Herbert Spencer :

All observing instruments, all weights,

scales, micrometers, verniers, microscopes,

thermometers, barometers, etc., are artificial

extensions of the senses
;

aiid all levers,

screws, hammers, wedges, wheels, lathes,

etc.
,
are artificial extensions of the limbs.

Thus has been increased and broadened beyond

natural limits the scope of vision and physical

power in dealing with the forces of nature. In

response to this spirit we are constantly seeking

to improve the things that concern us or the

things wre control. Hence the call for the cor-

rection of alleged evils in institutions and states
;

for improvement in machinery and short-cuts or

economy in time and labor
;
for progress in edu-

cational concerns and systems of jurisprudence

—

in short, for advancement in everything. As

thought is linked to thought, one awakening and

energizing another, so in every field of human

effort each act naturally leads to or suggests

another, all contemplating improvement or ad-

vancement and tending toward ultimate perfec-

tion. Let us but consider, for example, how

man has progressed, step by step, from the bare

hand and crotched stick in planting to the

improved grain drill and steam plow
;
from the

rude flail and plodding hoofs of cattle to the



— II —

steam-propelled thrashing machine
;
from the

rough concave stone or mortar for grinding to the

complex machinery of the great mill
;
from the

primitive ox-cart, with wheels of wood, to the

monster locomotive that swifter than the wind

sweeps by with its long train of gorgeously fur-

nished cars
;
from the rude canoe and ancient

galley to the magnificent steamship that plows

the ocean and rules the deep, and from the simple

hand-press in printing to the intricate machinery

of the great steam power-press which, swifter

than the enumerating capacity of any tongue, can

print, fold and count even the largest newspapers.

I may repeat, however, that this is a law of

our being. And all institutions must respond

and conform to it, or suffer the fate of burial

under the shifting sands of time. In their con-

formity to it we behold intense action, and

competition, and experimental groping toward

progress. Everywhere we behold men and

nations reaching out and endeavoring to acquire

greater strength, skill, proficiency and power.

Things that are passive, helpless or unchangeable

are swallowed up or destroyed by the active

forces of this incessant struggle. The same law

that makes the minnow food for the fish, the

robin prey for the hawk, the insect or worm a

choice morsel for the robin, and the inoffensive

lamb a dainty meal for the wolf or lion, makes

also in the natural order, without the interposi-

tion of positive law and religion, the weak and

defenseless among men slaves of the strong and



— 12

aggressive, the careless and indolent mere tramps

or pitiable dependents in competition with the

active and vigilant, the ignorant and credulous

unsuspecting victims ot the crafty and unscrupu-

lous. and weak or helpless peoples or states the

conquered possessions of mightier and more

warlike powers.

Education explains the present and reveals the

future in the light of the past. It summarizes all

history, brings to our knowledge all branches of

human learning, exhibits the different nation-

alties of men in their social and political relations,

makes known to us their languages and religious

affiliations, familiarizes us with their literature and

laws, discloses what they have done in the arts

and sciences, and opens up the whole world of

valley and mountain forest and prairie, land and

sea, to our contemplation and wonder.

What a broadening influence is thus exercised

upon the mind of a true scholar ! It enables him

to trace the nearness of his relationship to all

other men and creatures. He recognizes the

mysterious fact that a certain kinship runs

through all forms of life. He realizes how closely

we are united in common traits and impulses.

He knows, as Emerson says, that “ In going

down into the secrets of his own mind he has

descended into the secrets of all minds.’ * He

becomes persuaded that, after all, we constitute

but one great family, and finds himself concur-

ring with Seneca in saying :



— 13

We are to relieve the distressed, to put the

wanderer on his way, and to divide our

bread with the hungry— all of which is but
the doing of good to ourselves, for we are

only several members of one great family.

Such knowledge of men, while insuring a broad

charity and indulgence of their weaknesses, yet

gives increase of power in directing and dealing

with them
;
and to no one should this be better

known than to the lawyer, whose duty it becomes

at times to sound every chord of human feeling

and passion.

But, aside from the practical benefits of educa-

tion, it affords pleasures surpassing those to be

derived from probably any other source in life

It brings us close to the great heart of nature. It

gives a new significance to every star in the sky,

to every flower that blossoms in field or gar-

den, to every tree and plant of forest or woodland,

to every bird that sings in grove or meadow, to

every rock that comes from mine or mountain,

or lies in the way to indicate the area of the great

glacial fields that antedated the field of Paradise.

And now, in the second place, let us consider

more particularly the relation of the law to edu-

cation
;

or, if you please, let us consider it as an

educational factor.

The ancients regarded law as the invention and

gift of heaven
;
and, as none of them explained

and stated its scope and object more strikingly



— 14

than Demosthenes, a free translation of what he

says on the subject may pertinently be given

:

The design and object of laws is to ascer-

tain what is just, honorable and expedient

;

and when that is discovered, it is proclaimed

as a general ordinance, equal and impartial

to all. This is the origin of law, which for

various reasons all are under obligation to

obey, but especially so because all law is the

invention and gift of heaven, the sentiment

of wise men, the correction of every offense,

and the general compact of the state, to live

in conformity with which is the duty of

every individual in society.

While that quotation may be regarded as suf-

ficiently explicit in respect to the opinions of the

ancients with reference to the origin of laws, yet

Sophocles expressed so beautifully a like thought

in his poetical numbers that, at the risk of being

chargeable with cumulativeness of citation, I

venture to quote from him :

The laws dwell on high, heaven-born,

ethereal, by Olympus begotten. Mortal man

did not beget them, and never shall oblivion

shroud them, for in them abideth the great

God, who knoweth not the decline of years.

In the earlier forms of government, theocratic

in the main, the laws were generally proclaimed

and enforced as of divine origin. The theocratic

government of the Jews affords probably the most

striking example. As we read and have been



15 —

taught, Moses received the Ten Commandments

directly from the hand of the great Jehovah, and

God spoke to His people by the voice of His

prophets.

For many ages such appears to have been the

dominant belief in respect to the origin and

source of the laws. In process of time, however,

a tendency toward cleavage or separation became

manifest and pressed its way to recognition. Thus

the Scriptures came to be regarded as more pecu-

liarly the word and law of God, while the com-

mon and statutory laws afforded indubitable

evidence of their own origin and facility of

adaptation to the changing conditions of business

and the affairs of life.

Of course, the natural law, as ordained by the

Creator, existed from the beginning, as it exists

now, and as it must always exist. It is definable

as a body of moral principles which reason itself

teaches— principles binding on all men. Accord-
ing to the Pandects :

Natural laws, which are observed alike

among all nations, are due to a Divine

Providence. They remain in full force and

are immutable. But the laws which are

enacted by individual commonwealths are

wont to be often changed, either by the tacit

consent of the people or by new legislation.

To this law we ascribe the natural traits of

parental and filial love, self-love and the instinct

of self-preservation, social tendency and adapt-

ability, the religious feeling, etc. This law fixes



— 1 6—

immutably our stature, complexion and span of

life. It prevails over all other laws. If opposed to

it they must be declared by all courts to be with-

out validity or effect. The chief aim of the laws

enacted by communities and states is to supple-

ment the natural law and protect men in the

exercise of their rights under it. All men are

invested by it with the absolute rights of personal

liberty, personal security and private property.

And yet without human laws and impartial

tribunals of justice to represent the government

in applying them, the government itself looking

to their enforcement, these absolute rights would

be ineffectual as against the depredations and

aggressions of thieves, robbers and murderers.

Hence as men in the natural state advanced in

experience and knowledge, they realized more

and more the need of security and repose through

law and government. They saw that otherwise

the acquisition of property or things of value

through their labor would serve merely as a

temptation to the cupidity of the indolent and

criminally disposed, and be tantamount to put-

ing a premium on their own lives. They saw

that there could be no property nor general

industry without security, and no security with-

out law. Thus they were led step by step

through the consciousness of a pressing necessity

to give form to society and to organize govern-

ment, clothing it with the powers which they

had from nature to defend, protect and preserve

their absolute rights.



— ij —

The organization of our federal government

affords so apt an illustration of how men originally

entered into the social compact, instituting laws for

their common protection, that it may be pardon-

able to touch somewhat in detail on the com-

parison :

When the independence of the thirteen original

states was acknowledged by the British govern-

ment, it was their privilege to organize

thirteen sovereign states or governments, each

possessing the powers that it now has, as well as

the powers conferred by the constitution on the

federal government. In such case it could claim

to be as much a separate and autonomous nation

as France, Germany or Russia. But it was seen

that by this course the states would be greatly

weakened and their independence jeoparded.

It was believed that antagonistic and selfish

interests, foreign overtures and conspiracies,

internal complications and civil wars, would at

least impair their credit, undermine their influence

and threaten them with subversion and loss of

liberty. In view of the situation it was agreed

that to avert these perils and maintain the com-

mon independence a union of all the states would

be necessary, and that a central government to

represent and act for them in specified relations

would be indispensable. Hence the federal

government was organized under the constitution,

and the people of the states transferred to it by

that instrument all the powers deemed requisite

for the vigorous exercise of its specified functions



— i8 —

— powers that if retained by the states would be
likely to cause friction and discord, if not possible

conflict. These powers were granted to the

federal government, and the states can neither

exercise ror claim them any more.

So did men yield up, on entering into the

governmental relation, powers claimable under

the natural law to protect and maintain their

absolute rights. These are now formulated into

laws for the common welfare and protection, and

the agencies chosen to enforce them must do so

with absolute impartiality and an eye single to

what is right and just. Otherwise they would

betray a sacred trust and violate the purpose of

their creation. But it is gratifying to state that

no institutions founded by men have been more

constant and faithful in fulfilling the duties of the

trust thus committed to them. Despite upheavals

in the social status, corruption in office, revolu-

tion in states and subversion of empires, the

courts have never ceased to be mindful of their

obligations to society and government. Even

under the most adverse circumstances they have

admittedly been the ultimate fountain of right

and justice, the last hope of the oppressed and

wronged, the last refuge of civic virtue and

despairing patriotism.

The separation between what has been termed

the divine and human elements of the law has

proceeded so far that practically all ground for

misunderstanding on the subject has been re-

moved The state deals with and punishes acts



19 —

violating the express provisions of existing laws,

while religion puts the seal of its condemnation

upon thoughts deliberatly entertained to violate

these laws. Such thoughts can not be punished

by the law of the land unless reduced to action.

In this case it applies its prescribed penalty to the

unlawful act, and if the thought leading to it can

be considered at all, it is taken into account for

the purpose simply of determining whether it

should be viewed as criminal or tortious in its

nature. A thought repeatedly entertained is
very likely to grow into fixed purpose and force

itself into action. From this point of view the

service of religion in placing its prohibition upon

it, as well as upon the act to which it leads, is

conducive to the effectiveness of the law and the

security and welfare of the public. So, while the

church and the state have parted company in

their relations to the law, the one dealing with

revelation and the other with the law of the land,

they are still mutually aidful in their work.

The law, needless to state, is not to be viewed

as a system of arbitrary rules. It rests upon a

consciousness of the needs of society. It adapts

itself or is enacted with reference to these needs.

To illustrate, when it becomes evident that a by-

law is requisite in the administration of the

business concerns of a corporation, the members

meet and adopt it. And the same is true of the

state, which may be viewed as a corporation on a

large scale. The law draws its inspiration from

the customs, social conditions and sense of inde-



20

pendence of each people. Such is its guide,

while the settled trend of transactions and affairs

among men is its anchor. Burke says that

“L,aw is beneficence acting by rule,” while Coke

characterizes it as “The perfection of reason.”

Sir John Powell states that
‘

‘ Nothing is law

which is not reason.” Particularly apposite,

however, appears to be Dr. Johnson’s definition :

The law is the last result ofhuman wisdom,

acting on human experience, for the good of

the public.

Not only is the law the highest manifestation

of human wisdom and sound reason, but it serves

also as a most important educational agency. It

teaches not only directly, but by its analogies,

and fixes in the mind a habit of close reasoning.

It tends to create a method of thinking peculiarly

its own. It directs investigation to the origin of

things. It insists upon concentration and con-

tinuity of thought in the investigation and proof

of the subjects with which it deals. And the

habit of reasoning to which it leads is not

restricted solely to subjects of legal cognizance.

It is applicable to all the relations of life. Who has

not heard men speak of a lawyer-like treatment

of a matter that has been skillfully developed and

convincingly proved ?

The rules of pleading and evidence offer the

surest means of ascertaining the truth in litigious

controversies ever yet devised by the human

mind. With what facility they enable the trained



21

intellect to separate the wheat from the chaff

-

the truth from falsehood !

While serving as a key to the treasury of

truth, the law is yet, in a broader sense, a temple

for justice and wisdom. According to a respected

authority :

’Tis the divine’s part to convert by

faith, the soldier’s to overcome by force, the

politician’s to circumvent by art; but to the

bar it especially belongs to prevail with men

through means which their reason can com-

prehend, which their courage need not

disdain, and which their honesty must revere.

The law is in itself a liberal education. There

is no branch of human knowledge foreign to it.

l£ach is subject to its care and supervision. In

learning the law the mind seems to grasp and be-

come familiar with many of the subordinate or

minor subjects within the range of its concern

and protection. To illustrate, from an educational

point of view : In pleadings we have logic
;
in

evidence, a study of human nature and the means

of ascertaining truth
;
in the common law, estab-

lished customs and underlying motives of human

action
;
in the statutory law, facts regarding the

organization of states and the practical operations

of government; in equity jurisprudence, the rules

of ethics and the limitations of justly regulated

conscience upon act and thought
;
in criminal

law, sociology and prison reform and questions

bearing upon the most vital issues of life and



22 —

death
;
in real property, an outline of the feudal

system and the subsequent changes regarding

title that marked the growth of liberty among the

people
;
in agency, partnership, insurance and

commercial paper, a practical acquaintance with

the varied and complicated transactions and affairs

of the great business world, and in international

law, deep historic research and the relations to

one another in foreign affairs of the civilized

nations of the world.

The general education received in schools and

colleges is undoubtedly an excellent basis upon

which to build and develop in preparing for

effective work and usefulness either in the pro-

fessions or the more common pursuits of life, but

of itself alone it bridges none of the chasms to be

crossed in the rugged domain of competitive

strife. A knowledge of this fact has led many
educators to declare that a person having no

training in the law lacks an essential element of

a complete education. They know that there is

a practical philosophy inherent in its very

nature which teaches of the opportunities and

obligations of human life.

In Rome it was deemed disgraceful for any per-

son of the patrician class to be ignorant of the

law. The most notable names in history, from

Demosthenes and Cicero to the present time,

have been associated with it in some measure or

degree. Blackstone and Kent delivered their

lectures not to law students alone, but to those as

well who sought a finished education by adding



— 23 —

to their acquirements an acquaintance with the

jurisprudence of their country. It is axiomatic

that “ Ignorance of the law excuses nobody/ ’ for

“ Every person is presumed to know the law.”

How, then, can an education be deemed complete

without at least an elementary knowledge of it?

One who knows the law has a guide for every

step he takes and every act he does. He knows

that all agreements into which he enters involve

the law of contract, and, familiar with the princi-

ples applicable to the subject, he is aware of his

rights and duties and can state whether or not a

valid agreement has been formed. If some act be

done which ought properly to form the basis of a

contract, he knows that the law itself is capable

of creating one under the quasi-contractual rela-

tion. Proceeding further, if he be negligent in

the performance of his undertakings, or the duties

assumed by or devolving upon him, and injury

to another results therefrom, he knows that he is

liable to an action of tort, and may be required to

respond in damages. Should he be attacked or

deprived of his property by a thief, burglar or

robber, he would know that a crime had been

committed, and that, on complaint by him, it

would be the duty of the state to prosecute and

punish the offender. If his property interests are

threatened with irreparable injury, or such as

will not admit of adequate compensation in dam-

ages, he knows that he can have recourse to

equity, which has power to forbid by injunction

the apprehended wrong. In traveling, he knows



— 2 4 —

the reciprocal rights and duties existing between

himself and the carriers and innkeepers that he

patronizes. In his dealings with partnerships,

corporatibns and employers of men he knows the

nature and range of his rights and duties and of

their undertakings and responsibilities.

In short, he recognizes the fact that all pro-

gress would cease, civilization be turned backward

and anarchy enthroned over chaos but for the

saving hand of the law. He is conscious that

the egis of its protection is extended both by

night and day over the unborn child, the helpless

infant, the thoughtless youth, the matured man,

the aged patriarch, and him who has paid the

debt of nature and gone to his final rest. He

knows that we are all within its care and protec-

tion. By night and day, on land and sea, in

valley and on mountain, in field and forest, in town

and country, it is ever with, around and over us,

ever assuring by its presence, ever guarding by

its vigilance, ever protecting by its power.





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