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^ 
 
 /LECTURE, 
 
 Delivered on behalf of the Carlelon Literary Association, in ihc New 
 City Hall, being the First of a Course, in Jan., 186S. 
 
 Re- Delivered, by request, in the Mechanics' Institute of St. John, as 
 the Closing Lecture, in March, 1866. 
 
 f SuBjiicr. — Education injts Higher Belations, and the advantages to be derwed j 
 
 from the use of Libraries. / 
 
 BY REV. JAMES BAIRD, A. M., 
 
 I'ttstor ofCarleton rresbyterian Church, City St. John. 
 
 "trt agVT sine cultura, sic sine doctrina aniimis est." 
 
 rpUF^LmHECp §Y ^EqUBST. 
 
 SAINT JOHN, N. B. : 
 WILLIS & DAVIS, PIUNTERS, CANTERBURY STREET. 
 
 1867. 
 

 ■*■ " ):l 
 
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 ^vh;, 
 
 .yh i 
 
 -'.r 
 
 ■ i'.i- I 1 1 1/ 
 
 ^ .1 
 
INTRODUCTORY REMx\RKS 
 
 - \.. ■N-'-v y 
 
 A FEW \V(>UUS OF INTKiJinCTlON IN THE CAULETON ( Tl'V IIAJ !.. 
 
 This is au auspicious occasion, fraught with bwlliant promises lor tiit- 
 I'iiture to the people of Carle! on. 1 hail it as the eve that heraids the 
 Milvent of advancing day. This (^v(MUU^ shows tliat our side of tlie havMoi- 
 has started in the race of excellence, and that our people aw determined 
 not to lag behind fhe world as i( I'uslies onward i)i its career (»f pro^-res- 
 sive iulvancemcnt. 
 
 Occupying my present position 1 am but the advance-guavd of a host 
 who arc to follow nie, the lieraid, so to speak, of those who are to cdily. 
 delight and arouse you to noble action, ivu^h in Ins place, wliile 1 in :i 
 )it;inner the most general, can only glance at the general field and t<dl 
 yo» of the subjects that are to l)- Inindled by those who may su<'(ee(i nte. 
 
 INTKOrn'CTiiliV WOi;i>r< 1>. IHE MEC lIANMCS' INSTITi'l'K. 
 
 Mr. Piesident and Directcnvs of this Institute ; Ladles and (.ientlemi n 
 voii'.posing this audience, f ,'iTeatly fear that I appear before you tlii.- 
 '•\ ening under disadvantageous circumstances. 
 
 'I'lie Lectures that have been delivered through tlie Season, aud parri- 
 eularly those of late vrere of such a nature that probably mine now af the 
 close will be considered by ma5iy so entirely out of j^lace as ni:i\ not 
 command the calm and thoughtful attention wliich the importance of my 
 subject requires. However, t!u'(nving myself on your sympathies, and 
 chiiraing your indulgoice, you will permit me respectiully to request ;i 
 considerate, calm and patient attention during (lie tinu! 1 a)n to occiniy 
 thi< ))latfoi'm. 
 
 
/ 
 
 J'- 
 
 . 
 
 
LECTURE. 
 
 ■ ii 
 
 The subject of my Lectui*e, as you are already aware, is, " Education 
 IN ITS HidHER Relations ; and the Advanvaors to be derived fbom 
 THE ufi^. OF Libraries," 
 
 This is a subject wide, diversified, and worthy of our most sei'ioua re- 
 gards ; it is a matter indeed of the deepest possible importance and the 
 greatest possible interest to all nations and to all communities. 
 
 Would we define our terms, e. duco — i. e., to lead or draw out, to con- 
 duct, to forai or fashion, &c. The teacher, the educator draws out the 
 powers of the pupil so that they are developed and stimulated into healthy 
 exercise ; not sb much the (iramming into the mind, the storing of the 
 memory, the burdening with a heavy load the intellect, as the drawing 
 out, the polishing and quickening of the intellectual jjowers; so that 
 these powers may come into contact with every thing around, abovo 
 and below us, that we may see them, know them, use them, and 
 stand in- such relation to them as we who are the lords of creotion 
 with noblest faculties endowed with mental action ought to do. Edu- 
 cation comprehends all setK of instruction and discipline which is 
 intended to enlighten the UMerstanding, coiTect the temper and fonii 
 tl o manners and habits of youth, and thus fit them for usefulness in their 
 f ';ure station — all in fact that is necessaiy to elevate the taste, refinu tht> 
 mainere and ennoble the faculties of the mind. The educator, howe\ er 
 guided and assisted by the past, has to perform this great work upon th(^ 
 individual during the few short years jghieli in each case at most can bo 
 allotted to be his task : and thereforejPris that he needs all the wisdom 
 wliich the history of the past can cast upon the problem of hun an educa- 
 tion itself. Education, however, is not merely Avhat is done to form the 
 character in school, ")ut it comprises all the influences which are exerted 
 upon the young in training them i<p and fonning their characters. It 
 begins ia the family, and is carried forward in the school and in the, 
 world. It is effected for good or for evil by the influence of public woi-- 
 ship, lectures, books, amusements, scenery, ti'avels, &c. ^ou may be 
 drilled through all the schools, and may ha.ve every advantage at home 
 and in society, and yet without your jwn active co-operation you can 
 never be educated. But if you ai'e determined to be educated you will 
 rn every thing to some accoun t. Every thing will be a school to you : 
 for you will make contributions to your stock of knowledge from every 
 object you see, and by seeking to act discreetly, wisely, and correctly in 
 (Nvery place. You will converse witli God in your secret place, and seek 
 wisdom of Him who has promised to give liberally to those who a>«k 
 
6 
 
 You will study philosophy in the fields, l)y the brooks, in the valleys, on 
 the hills, und(!r the broad canopy of heaven. It has been well ol)Mei-ved 
 that th(^ difri'r(mee between a wise man and a fool is, that the " one goes 
 rhrough the world with his eyes wide open, while the other keeps them 
 shut;"' thus endorsing the important truth, that it is the mind that sees as 
 well as the eye. 
 
 Now, in the eultivation of our powers three gi'eat things are accom- 
 plished. 1. The power of observation and the capacity for the cf)llection 
 of facts is strengthened. Discrimination and observation oeconie easy, 
 accurate, and thus the materials for use by the mind are procured. 
 ■2. The capacity I'or classification and arrangement is cultivated, and 
 thus the masses of facts gathered up are laid each in their resi)ective 
 places lor futiu'e use. In this way the diilerent sciences are separated 
 I'rom each other, the facts and the matti^r that belong to e.aeh department 
 of study are appropriated to that department, and thi^s science is advanced. 
 ;>. The mind is enabled to use the facts aceumujated and classified for 
 future progress as instruments of greater poAver for further advancement. 
 Thus .a rude, imperfect steam engines, in Avhich the power of steam is 
 discerned, may be taken as an incentive to future improvement. Its weak- 
 ness, its wants as Avell as its powers are seen, and thus occasion is sup- 
 [)lied for ncAV aiTangc^ments, new inventi(MM, greater improvemrnits ; and 
 they again lead to others, and so the riR is run. Thus we have the 
 f(j?jndatiou of the sciences and of all the mechanical arts. So^ikdvise 
 we see how the different departments of literature come to be ewitivated. 
 The thoughts of one age are recorded, and they come to be of use in an- 
 other age. Tlie ideas of the thinking men of one land are brou.'j^lit ])efore 
 the minds of another land, and thus the Avork is carried on. But confine 
 the minds of mankind to mere otffcard oljjeets, and to their oavu country, 
 and you contract their observatiM to a very small sphere. litt there be 
 no record of the past, no anticipation of the future, no poe< r}', no science, 
 no moral or sacred philosophy, no books, no AA'ritings ol any kind, and 
 the tendencies of the mind Avill be retrograde rather than i)rogressive. 
 It is often aifirmed that mind is mind all the Avorld over. There is no 
 radical difl:erence either in the substance or poAvers of the Sctd of an 
 ancient sava<ro or barlnirian and those of the most learned, relined and 
 intellectual European of the present day. It has been Avell said that 
 Milton could not have been a Milton in Australia or Egypt. Bacon, Shak- 
 speare and NeAvton avouUI have Ijcen lost in Japan or among the Druids 
 that formerly inhal)it<,'d the island of Gr(;at Britain. You mu*t have the 
 pen, the ink, the paper, the copious language, the tract, the pamphlet, 
 the volume, before you can have a countiy, a nation, intellectually and 
 morally great. Do not, hoAvever, forget the definition and illustration 
 we have jrlven : Education is tlie di-aAving out the culture of our various 
 ))OAV','rs. Errors "iud their Avay into the minds of theorists on this subject 
 fha*: arc ofton of grave consequences. One Avould cultivate the poAvers 
 
 of the 
 spend 
 gathen 
 for use 
 tangibl 
 eapaeiti 
 what vv 
 gest to 
 Toil] 
 Ixiauty 
 we brin 
 coIl(!et i 
 the othc 
 them, A\ 
 hoAV we 
 foundati 
 mental ( 
 still: Avi 
 men, no. 
 that we : 
 guilt, ou 
 Avhat mo 
 fore dem 
 ourselves 
 have Old 
 classify, 
 eess Ave 
 such exe 
 tiful in tl 
 as Avel 
 beauty ii 
 the foun( 
 that hav( 
 ing, as 
 thinking, 
 these de 
 toAvards 
 as in the 
 man Avas 
 cer, tailo 
 when tilt 
 to rneta]) 
 to classic 
 example 
 Shakespt 
 
 
valleys, on 
 ell obrtevvJHl 
 ; " one goes 
 kocps them 
 I UuiL sees a!« 
 
 an* accom- 
 tlie collection 
 oecome easy, 
 tre procui't'd. 
 Itivated, and 
 cir vcspootivc 
 xve separated 
 ■h deparlnient 
 c is advanced. 
 
 classiliod for 
 advancement, 
 er of steam is 
 int. Its weak- 
 icasion is sup- 
 vemonts; and 
 s we have the 
 . So -likcrtvise 
 he cultivated, 
 e of use in an- 
 brought before 
 . But confine 
 r ov,ai country. 
 Lilt there be 
 ly, no science, 
 
 any kind, and 
 i,n prOj'^ressive. 
 •. There is no 
 the Seal of an 
 3d, rfclined and 
 well said that 
 :. Bacon, Shak- 
 long the Druids 
 . must have the 
 :, the pamphlet. 
 tclloctuaUy and 
 and illustration 
 c of our various 
 s on this subject 
 rate the powers 
 
 of the intellect, forgettin;i: that man has a moral nature. Another would 
 spend all his time in collecting and storing away facts in the memory, 
 gathered and huddled away in confusion, and without order and fitness 
 f(jr use. A third would devotc.all his timi> and energy to matters that arc 
 tangible aiul physical, omitting the culture of our reasoning powers and 
 capacities with which God has endowed us — whereas a correct view of 
 what we are, where W(; are, and whither we are tending, Avill alone sug- 
 gest to us what a correct system of education must include. 
 
 To illustrate. 1. The world around us, that Gotl has made, is full of 
 l>eauty and variety. It is worthy of our examination and our study. If 
 we bring oiu' ppwers of observation to bear on the world avo shall simply 
 colhsct the materials for botany, mineralogy, geology, asti'onomj', and 
 the other natural sciences. 2. But, in collecting the facts and arranging 
 them, we are obliged to look at the exercises of our own minds and see 
 how we act in our arrangements and conclusions : and here we have the 
 foundation of meiatal science, of logic, of psychology and all those severe 
 mental exercises in which we study tlie nature of mind. But further 
 still : we cannot live in the world and come into contact ^Hth our brother 
 raen^ nor even look into the working of our own spii'its, \vithout seeing 
 that we are the subjects of moral rule ; and thus sin, holiness, moral law, 
 guilt, our future state, our future need— when we have passed h|i!nce, 
 what morally we are and morally we need — all these things must there- 
 fore demand of us the exercise of our serious contemx)lation. To kno%' 
 ourselves is as much our duty as to know the world around us ; and w^ 
 have only to turn our mental eye inward and to watch, and note, and 
 classify, and thus we come to Igaow the world within as by a similar pn 
 cess Ave know the world without and around us. And farther still iu 
 such exercises we are made to feel that tliere are things which are beau- 
 tiful in the outer world, and grand and majestic in the thought and heart 
 as vvcll as in the world of matter. There is beauty in the mind, and 
 beauty in action. The soul feels this and is pleased with it ; and here is 
 the foundation of Poetry, of Belles Lettres and Rhetoric, the departments 
 that have to do with the beautiful, the emotional departments of our Ix^- 
 ing, as Logic has to deal with our reasoning, and Metaphysics with our 
 thinking, and Conscience with our moral powers. In the cultivation of 
 these departmenlj of study certain minds will display certain tendencies 
 towards one branch rather than another ; and thus it comes to pass that 
 as in the ordinary division of labor, all work is better done than if even- 
 man was to be his own farmer, gardener, butcher, baker, carpenter, gro- 
 cer, tailor, «&c., so in the regions of thought more progress was made 
 when the powers of one are on the whole given to astronomy, of anoUier 
 to metaphysics, of another to engineering, of another to ethics, of another 
 to classics, of another to history, another to theology, and so on. For 
 (example : Watt, Stephenson, Hugh Millar, Locke, Bacon, Plato, Milton, 
 Shakespeare, Homer, Newton, and many others, each iu their several 
 
 ■ 'llfl.uii .7 ■ -.i'j /• ■ I ■ li Ji •.>.. t 
 
 •) 1ll 
 
 ate?,., 
 
 >nA A] 
 
 
 ^ 
 
8 
 
 dcpavLnionU". The colobratod Watt, the inv<>ntor of tho steam-engino, 
 laljorcil so as.siduously that he turned all to pi actioal purposes that he did 
 know. For t(!n years he went on contriving nnd inventing, till ho brought 
 Mia engine into a pruelieal working condiLion. This engine was perfect- 
 ed by (jieorg(^ Stejjlmnson in ine invention of the railway locomotive. 
 One of the llrst grand results, however, of Watt's inventioq, was the es- 
 tablishment of the cotton manufacture of Great Britain. Sir Richard 
 Arkwright was closely identified with the foundation of this great branch 
 of industry, who probably stood in the same relation to the spinning ma- 
 chine that Watt did to the steam engine and Stephenson to the locomotive. 
 (Jthers might be cited as great benefactors to the world, who by marvel- 
 lous energy, ardor and application, rose to the highest d(!gree of emi- 
 nence and usefulness, (rifted by nature with fine endowments they 
 cultivated them to the very utmost. It is the close observation of little 
 things which is the secret of success in business, in art, in science, and in 
 every pursuit in life. Human knowledge is but an accumulation of small 
 facts made by successive generations of men, the little bits of knowledge 
 and experience carefully treasured up by them, gi'owing at length into a 
 mighty pyramid. Many and great are the names which enter into it. 
 Let me refer to some that will not be strange to your ears, beginning 
 with old Homer. His great epics are destined to live to the end of time. 
 No one of learning, jjDbably, can read him in Greek without wishing 
 for time to peruse him again and again. The thought, and the beau- 
 tiful, sublime and hannonious combination of thought, exhibit a continual 
 efVusion of poetry. His large and genial spirit ; hi,4 exquisite delinea- 
 tion of character; his graphic fancy; his tenderness; his sublimity, 
 might be descanted on did time permit. 
 
 Let me now refer to but two of our English poets : Shakespeare and 
 Milton. Shakespeare was not so learned in books as was Milton, but he 
 was more deeply niad in nature, and therefoi*e the more popular of the 
 two, independent of the dramatic form of his verse. He had evidently 
 studied the world around. Men and things were his principal volmues. 
 He found, to vise his own words, " Tongues in trees, sermons in stones, 
 books in running brooks, and good in everything." He was the man who, 
 of all modern, and perhaps ancient poets, had the largest and mo.-jt com- 
 prehensive soul. All the images of nature weuo still present to him, and 
 he drew them not laboriously but luckily. When he describes anything 
 you more than see it — you feel it too. He was naturally learned ; he 
 need(Kl not thc^ spectacles of books to read nature r he looked inward and 
 foimd her there. Milton, inferior only as a poet to ^hakei-'peare, was a 
 better scholar ; and his Paradise Lost is almost a cyclopedia of the learn- 
 ing, s:;ienee and philosophy of his time. Hence many c<' his readers and 
 admirers never uiiderstand the half of what he says. His age of popu- 
 larity is yet to come. .He was a deep read man and a profound student. 
 He knew the ancient classics well ; and in his ver?e we peruse Homer 
 and vigil again ; not that he was a copyist : but ho used their writings ar, 
 
 V 
 
 
 a nniii 
 niaj( s| 
 tietiom 
 was al: 
 of l)ur 
 individ 
 losoplu 
 , others, 
 ters, an 
 our kiK 
 vated o 
 mental 
 <leeply, 
 I neei 
 ■^tandinj 
 of study 
 Bishop 
 William 
 phenoin 
 <jf whicl 
 whose \\ 
 men's ])ii 
 ties. Itr 
 and com] 
 up to eai 
 tra\c'l fai 
 est of ni 
 elovv-ii, ii 
 gical kiK 
 well dig< 
 of seiciit 
 make a 
 that hav 
 phers if 
 losophist 
 pursue tl 
 dissect, 
 receive, 
 engages 
 been a IS 
 haps, she 
 would iiji 
 which his 
 l>een the 
 to aslrou( 
 
 i8e 
 
9 
 
 beam-engine, 
 es that he did 
 ill ho brought 
 B was perfect- 
 y locomotive. 
 Q, was the es- 
 Sir Richard 
 9 groat branch 
 
 spinning ma- 
 hc locomotive, 
 lio by marvel- 
 higroe of emi- 
 owments they 
 vation of little 
 science, and in 
 ilation of small 
 i of knowledge 
 it length into a 
 I enter into it. 
 jars, beginning 
 he end of time, 
 vithout witching 
 , and the beau- 
 libit a continual 
 cquisite delinea- 
 
 his sublimity, 
 
 hakespeare and 
 s Milton, but hi' 
 3 popular of the 
 e had evidently 
 ncipal volmues. 
 ■mons in stones, 
 as the man who, 
 t and mo.4 com- 
 sent to him, and 
 scribes anything 
 ally learned; he 
 oked inward and 
 ike.'^peare, was a 
 3dia of the learn- 
 (■ his readers and 
 His age of popu- 
 rofound student, 
 c peruse Homer 
 their writings a;-. 
 
 a mine whence he drew gold which lie east into new and lovely forms of 
 majesty and sublimity. In him, likewise, wo read anev/ most of the 
 fictions, science, and history, metaphysics and divinity of Jiis age. lie 
 was also mighty in the Scriptures, and as a cousecpienco there is a vjin 
 of pure morality, piety and deviation running through his poems. The 
 individual who thoroughly comprehends ^Milton must be a scholar, a phi- 
 losopher, and a Christian. But 1 need not proceed. Those poets and 
 _ others, which tinni permits not to name, were among our best schoolmas- 
 ters, and did much to advance the literature of the day. They enlarged 
 our knowledge of men and things ; they purified our language and ele- 
 vated our minds ; and by calling forth intellect and heart Increased our 
 mental and moral energy, and thus prepared us to think freely, to muse 
 deeply, and to act vigorously. 
 
 I need only I'efer to a few metaphysical writers. Locke "on the Under- 
 standing," who may be said to have almost led the way in this department 
 of study, can still be read with profit. Then we have Reid, Stewart, Brown, 
 Bishop Berkle}-, Clarke, Sir Jame.s McKintosh, Hume, Beattie, and Sir 
 William Hamelton, each of whom has done good servictj in elucidating the 
 phenomena of the mind. We have also a host of philosophical writei*s ; one 
 of Avhich deserves more than a mere passing notice — namety, Bacon — 
 whose woi'k, the Novum Organum ScienLiarum, brought science home to 
 men's business and bosoms. It has endued their lives witli new commodi- 
 ties. It recommended that a College should be built for questioning natui'e 
 and compelling her to disclose her secrets ; and the Royal Society sprang 
 up to carry out the recommendation. This was in the year 1662. Men 
 tra\ (.'I far and stud}^ under the teaching of him who was one of the great- 
 e,st of men. The Baconian philosophy, in short, is suited to all. The 
 clown, if he chooses, may reduce it to practice. What volumes of geolo- 
 gical knowledge occur to the eye of the miner, the railway laborer, tlu^ 
 well digger, the quarry man and the breaker of stones ; and what au age 
 of science and philosophy it will be when these sons of toil shall only 
 make a prosier use of their eyes and their intellects, and register the facts 
 that have come under their observation. Our children may bo philoso- 
 phers if they please ; the operator, the artizan, and day laborer may phi- 
 losophise all the day long without losing any time ; our tradesmen may 
 pui'sue these studies to any extent. We take every thing to pieces, and 
 dissect, or analyse it. We examine, if possible, and impro^'e what we 
 receive. This has been the case with astronomy and everything that 
 engages our attention. If there had not been a Copernicus there had not 
 been a Newton ; and had there been no Galileo, or Ilerschel, we. per- 
 haps, should not have heard of Lord Rosse. But systems and telescopes 
 would have benelitted us little had not a Bacon existed. The induction 
 which his lordship taught as the only true principle of philosophising has 
 l)een the secret of all our improvement and prosperity. When we turn 
 to aslrouomy and some of the other departments of science, we have new 
 
 B 
 
10 
 
 revelations of the power of this science. Mathematics in its various 
 branches of geometry, trigonometry and number, was the seraph guide 
 that took Newton and others thi'ough the orbits of the planets and the 
 regions of the stars, and gave unerring certainty to their discoveries, ob- 
 servations and calculations. What would the world have been without 
 mathematics ? This science enables us to surpass all the magi of the 
 autient world. We might go on at length with the subject and i-ecord 
 the names of great men and great discoveries in succession that have • 
 arisen from this branch— mathematics alone — and show that not one of 
 them would have blessed their age but for the pure science. 
 
 Time fails else I should refer also to the importance of learning and study- 
 ing the ancient and modem languages, particularly the languages of the 
 old world civilization, which so naturally keep their place in a liberal and 
 scientific education : for there is history in language as well as philoso- 
 phy. Language affords the landuiarks of nations, of civil polity, of na- 
 tional advancement, of social change — of moral and political progi'essiou 
 or retrogression. The Classics, however, are the finest models of com- 
 position, and should be tau^it accordingly. They are the examples of 
 every species of style, from the simplest narrative of Herodotus and 
 Xenophon to the profoundest disquisitions of Plato, the philosophic history 
 of Tacitus, the epic fulness of Homer, the lofty drama of Soj)hocles, and 
 the lyric beauty and fire of Pindar and Horace. Then the modern Euro- 
 pean languages — French, German, Italian, Spanish — which have become 
 so important in the intercourse of nations, and which contain so many 
 stores of literature and science, A practical use of those languages will 
 he found in tho mercantile transactions which are carried on daily in 
 niany of the mercantile offices of this great continent. 
 
 But lest T be too tedious I now proceed to notice a few of the more . 
 practical and popular aspects of the subject. 
 
 Education aims at the cultivation of our powers for future usefulness ; 
 and in striving to attain this end all means are to be used that will work 
 together toward this end. There is the voice of the living instructor ; 
 there is the accumulated learning of our race as it is treasured up in text 
 l)Ooks, treatises, libraries, museums and other receptacles for the preser- 
 \ation or dissemination of human thought. These in their respective 
 places : Tlie jouiig pupil in his School-room, the youth in his Academ3% 
 and the student in his Lyceum, his College and the University ^ in these 
 halls of learning drinking in knowledge from every source, and thus ex- 
 pitnding, strengthening and nerving the mind for its future career. One 
 pvdt glory of our rac(! is the capacity of collecting the accumulated wis- 
 dom of past ages and using them as our own. Seeing all that antiquity 
 has gained and gatliered, Ave can use it for our profit, and thus prei)are 
 to take a step in advance. The lower animals of the days of Noah had 
 their instincts just as perfect as we have the animals of tlie same species 
 in this lytli ci'utury. The horse of the Sahara or of the Steppes of Tar- 
 
cs in its various 
 the seraph guide 
 
 planets and the 
 r discoveries, ob- 
 ive been witliout 
 
 the magi of the 
 abject and record 
 session that have • 
 (V that not one of 
 nee. 
 
 aming and study- 
 ianguages of the 
 ;e in a liberal and 
 3 well as philoso- 
 dvil polity, of na- 
 itical progi'essiou 
 t models of com- 
 the examples of 
 f Herodotus and 
 liilosophic history 
 )f Sophocles, and 
 ;he modern Euro- 
 lich have become 
 contain so manj'^ 
 je languages will 
 Tied on daily in 
 
 few of the more 
 
 ixture usefulness ; 
 d that will work 
 iving instructor ; 
 isured up in text 
 es for the preser- 
 their respective 
 in his Academy, 
 versity ^ in these 
 i*c<!, and thus ex- 
 ure career. One 
 iccumulated wis- 
 ill that anticjuity 
 uid thus prei)are 
 lays of Noah had 
 the same .species 
 3 Steppes of Tar- 
 
 11 
 
 tary a thousand years ago knew as much and was as far advanced rela- 
 tively to liis race as the brood that now roam over the sam gions ; and 
 passing thence in our onward march to the family of ma. , contemplate 
 the successive ages of the red-skin Indians that roam over our western 
 prairies and lie in wait to steep their weapons in each other's blood. 
 Three hundred years ago their ancestors had as much knowledge as their 
 descendants of the present day. They roamed over the wilds of the 
 West or they threaded the paths of the forest with eyes as keen as those 
 of the animals that they hunted as their prey ; and their children, except 
 when degraded and brutalized by the vices learned from civilized man, 
 are no farther advanced than they. So also with the benighted dusky 
 sons of Central Africa ; and so likewise with the savage tribes of Austra- 
 lia and the Islands of the South Seas. None of them took the gathered 
 experience of the jjast, and, as a germ of value, as an acoru laid in the 
 earth, that in future ages it might spread and become a mighty ti'ee. Not 
 thus was it in Egypt, in Greece or in Rome. In these lands the accumulated 
 intellectual wealth of one age became as an advanced stepping stone for 
 the next age to move forward from in the advancing civilization of the 
 race. These nations of antiquity, in acting in the manner described, 
 adopted the best and most efltective guarantee for securing their own 
 dignity and doing good to the succeeding races of men. 
 
 Forexample, let us look to the eflfects of the cvdtui'e of geometiy in Egypt. 
 That science, leading men to the recognition of intuitive principles which 
 are felt by all mankind to be universally and unchangingly true, wliich were 
 classed as axioms, by proceeding in the use of sternly strict terms to the 
 process of definitions, a basis was laid for a system of incontrovertible rea- 
 soning on magnitudes and the relations of number and space. Not only did 
 the projectors of this department of human knowledge rise themselves into 
 a lofty atmosphere of cultured thought but by leaving behind thejii the accu- 
 mulated stores of their learning they laid a foundation for th^ successful cul- 
 tivation of all the physical sciences. Natural philosophy in all its de- 
 partments has been the result of the labors of the geometers of the Nile. 
 Had the literature then of Egypt not been preserved, the progress of our 
 race might have been retarded indefinitely ; but once the solid foundation 
 was laid the erection of the gorgeous superstructure was only a matter 
 of time. For thus the instrument was provided for opening up all the mys- 
 teries of meqhanics, for developing and applying all the principles which 
 rule in the world of physical force, whether in the form of solids or in 
 hydraulics and hydrostatics, when the action of fluid bodies liad to be 
 measured and utilized. 
 
 And further still : the science of Astronomy, that noblest of all the 
 departments of human thought, by means of which we can arise and leave 
 the world behind us, and take our flight amid the stars, what would it ever 
 have been without the solid foundation which by Geometry has been laid 
 I'cr its successful culture and accurate study. Like a strong elastic spring 
 
i; 
 
 12 
 
 that raises a body upwards, so has Geometiy in its application to bodies 
 in motion raised the astronomers of the world into the heavens, and ena- 
 bled them to weigh the planets in their balance, to measure the orbit of 
 their course, and to foretell their movements among the stars. But facts 
 are accumulated, and if not recorded by means of Libraries handed down 
 to posterity, would soon be lost. 
 
 Tradition is a fickle record ; and especially so is this the case in numbers, 
 angles, dates, lines, and figures, manifold in forms, in orbs and spheres, 
 and calculations long protracted, and in all the facts which science cau 
 accumulate, as well as in the processes and intricate details by which 
 these facts have beep gained. Let these facts of one age be lost and the 
 next age has again to renew the process ; and thus with our race it would 
 ever have been a beginning, and progress ; rapid progress could not 
 have been the order of any age. 
 
 Now notice further the labors of the historians ofthe remotest age. His- 
 tory has well been uefined "Philosophy teaching by example." But if there 
 had been no record of human events, and if such records when made had 
 not been preserved thei'e would have been no materials for philosophy to 
 examine, and from which to deduce the lessons of the past. All the ex- 
 periences of the different forms of government in foraier ages, their 
 effects on mankind in seeming the liberty of the person, the culture of 
 oiu* powers, the preservation of property and genei-ally the promotion of 
 the best and highest interest of man, would all liave been lost. Despotism 
 might have niled with a rod of iron ; democracy might have agitate d and 
 contended about personal rights ; oligarchy might, in the spirit of con- 
 servatism, have sought by many hands to do what one could not effect in 
 ruling the turbulence of the mass and i*estraining the wilful in well de- 
 fined bounds ; but unless the experiences of these forms of human rule 
 liad all been recorded, the struggles of the errlier nations of the globe 
 would all have been endured in vain. The value therefore of history lore 
 umst be above all price. The student in his library in this 19th centuiy can 
 now, in his calm retirement, live over in rapid thought tlie life of Egjp- 
 tian dynasties. He can march with Babylonian conquerors and Persian 
 armies and see tlieir oiierations in the field. He can watch the influence 
 of their governmental systems or conquered provinces, and sec the man- 
 ner in which results have followed from the eftects of their devastating 
 sway. He can turn his eyes westward and watch the rise of the Grecian 
 power, and behold the results of advanced civilization with colonies, 
 commei'ce, philosophy, literature, poetry, in its train. He can see what 
 the culture of language, the examples ol art, of architecture, of painting 
 and poetiy can do when brought to bear on a people of a lower condition 
 of thought and social being. He can meditate on the causes which 
 Hubjugated the Eastern nations to the sway of Greece, and in time dis- 
 ;inu the influences which so rap'dly dissolved tlic Grecian power and 
 prepared the broken fragments ol the Alexandrian kingdom to acknow- 
 
13 
 
 lication to bodies 
 eavens, and ena- 
 isure the orbit of 
 stai-s. But facts 
 ies handed down 
 
 case in numbers, 
 •rbs and spheres, 
 hich science cau 
 details by which 
 e be lost and the 
 3ur race it would 
 Jgress could not 
 
 motestage. His- 
 ?le." But if there 
 when made had 
 br philosophy to 
 ast. All the ex- 
 ■mer ages, their 
 n, the culture of 
 he promotion of 
 lost. Despotism 
 ive agitatt d and 
 le spirit of con- 
 »uld not effect in 
 llful in well de- 
 1 of human rule 
 ons of the globe 
 ■e of history lore 
 L9th centuiy can 
 he life of Egyp- 
 ors and Persian 
 3h the influence 
 id see the man- 
 leir devastating 
 3 of the Grecian 
 with colonies, 
 "e can see what 
 ire, of painting 
 lower condition 
 I causes which 
 md in time dis- 
 ian power and 
 om to acknow- 
 
 ledge the Roman sway. So likewise he is enabled to follow the chang- 
 ing scenes of Roman stoiy and see how monarchical tyranny prepared the 
 way for democratic change, and how n-mid all the varied forms whicli 
 popular rule demanded as time rolled on, the contest raged between 
 authority on the one hand as essential to government and national life and 
 anarchy, on the other hand as the abuse of liberty. He can trace the tur- 
 bulence of the Roman mob, the growth of wealth, and the effects of licen- 
 tiousness, until at length the Republic fell before imperial power ; and 
 thence onwards his philosophic eye may watch the varied fortunes of the 
 Roman power as it staggered onward in its fickle march, until it fell in 
 its own rottenness before the assaults of the northern hordes. 
 
 And coming down to our own period and more modern times, what 
 materials for thought in the history of our father-land as it emerges out 
 of the mist of antiquity, and we begin to see it writhing in the hands of 
 Roman legions, who, however, were anxious to establish their authority' 
 and to accomplish their purpose, united the people, and confirmed to 
 them many of their antient privileges. 
 
 Then comes the Ijrawny Saxon and the iron-handed Dane ; and the 
 chivalrous Norman next appears upon the scene, and through the ages 
 of chivalry and feudal daring, until the people in their might arise as the 
 Seventh Henry is seated on tlie throne ! What sjilendid scenes pass in 
 array, and what lessons crave our thoughtful meditation ! 
 
 Then the Elizabethan age. The insecure state of the throne when 
 Elizabeth ascended it rendered it utterly liopeless that she could remain 
 safe had she not enlisted the affections of her people, her subjects. 
 
 The struggles of the people v/itli absolutism under Charles, and the 
 assertion of their rights in the land, the formation of such constitution, in 
 all its elements and cheeksy in which the people at the base send up their 
 chieftains to aid in sustaining the throne at the apex of the pyramid; the 
 reverse of unlimited democracy which turns the pyraniid ujjside down, 
 and with the populace above presses down on the executive, and always 
 crushes it to the ground. Such lessons history teaches us ; and in a 
 library may be found the materials for mental cultxirc. 
 
 Turn again to the Idngdoms of nature and look out on the world. See 
 it in its external garniture, and in its material sulistance, in the woods 
 and grasses, the plants and herbs, that, with their mantle of Ijcauty, the 
 eye of the untaught beholds nothing but confusion. To the man of sci- 
 entific culture all is order, cla>>s and harmony. 
 
 In botany is laid the foiindation of the great scientific department ot 
 the darling art known under the technical t(.'rm of Materia Medica ; and 
 so in reference to geology, which examines the cruwt of the earth, and 
 tluis deals with the mysteries of working in time, as astronomy displays 
 his wonders in the field of space. The classifications of geologists ena- 
 ble our practical men to read the earth as they would a book, and hence 
 comes the ability to tell where coal maybe found; where gold and all 
 
14 
 
 the ijrecious metals have their abode. A library can provide those vari- 
 ous works that are necessary to set forth the researches and extensive 
 explorations of travellers and scientific men in their discovery of these 
 thing's. So also in the matter of the regions of the globe that have, until 
 latel}', been unknown. Private wealth may do much for private homes 
 in detailing the results of explorers, whether the prmciple on which our 
 libraries are founded will alone suffice. 
 
 And fuilher still. Man does not merely live for toil. He has the sense 
 of beauty. He can feel the heroic, and the pure, and the lovely, and 
 hence his soul is fitted for the joys that poetry inspires. Now it is with 
 poetiy and romance as it is with philosophy and history. However val- 
 uable the private collections may be of wealthy homes, the public, the 
 great body of the people must associate their wealth if they would enjoy 
 the stores that Greece and Rome, and Britain and Gemiany, Italy and 
 other lands have accumulated in the past. 
 
 As it is Avit?i poetry so also is it with romance. We do not mean the 
 trashy silly paper covered novel, the vik literature of the depraved : for 
 in fact, my friends, the world is flooded with a muddj ovei'flow of literary "^ 
 trash. We mean the solid productions of a Der'"<e, a Bunyan, for the 
 great allegory, though in one aspect religious and spizitual, yet in an- 
 other, and an artistic sense, it is a romance. We mean the productions 
 of a Scott, a Tliackeray and a Dickens ; and when we notice we say that 
 a romance or a real novel, a work that is worthy of the name must be a 
 poem in prose, and if it be not, then it is not worthy of being I'ead. 
 
 How vast and varied is the talent that now in England is devoted to 
 the prose poems usually styled a novel. Mrs. Traflford, Miss Richards, 
 Mrs. Thomas, ISIrs. AndrcAVS, Mrs. Oliphant, and many others are pro- 
 nounced master spirits. 
 
 Again : for tliis class of literature the public library can alone supply 
 the public wants. As in every well selected library there will be books 
 on travels, l}iography, politics, history, philosophy, and all the other de- 
 partments of learning. 
 
 Lord Bacon has well said, "Libraries are the sln-ines where all the 
 relics of the ancient saints, full of true virtue, and that without delusion 
 or imposture, are preserved and reposed." 
 
 Then, my friends, consider the value of a library to the masses. God 
 has not caused talent to rim in any one class of men, whether high or 
 low, rich or poor ; as the talent of any nation or people is to be found in 
 the families of that people, a brilliant mind in one home, a deeply tliink- 
 ing mind in another, a poetic temperament in another, a mind in another 
 household fitted to collect and arrange the facts of science — it hence be- 
 comes the duty of evciy well-wisher of the race, of every intelligent citi- 
 zen and pati'iot to promote the universal spread of education : to see to 
 it that facilities are enjoyed for all of every class, though poor and desti- 
 tute, to enjoy the blessings ot leai'ning. 
 
 Thus 
 the sorvi 
 widely s 
 
 Theol 
 «!ducate 
 the talen 
 the insti 
 and thus 
 though 
 
nde those vari- 
 and extensive 
 !oveiy of these 
 hat have, until 
 private homes 
 ! on which our 
 
 5 has the sense 
 le lovely, and 
 fowitis with 
 However val- 
 ihe public, the 
 Y would enjoy 
 my, Italy and 
 
 not mean the 
 lepraved: for 
 ow of literary* 
 nyan, for the 
 al, yet in an- 
 e productions 
 3 we say that 
 me must be a 
 g read, 
 is devoted to 
 iss Richards, 
 hers are pro- 
 alone supply 
 nil be books 
 ihe other de- 
 
 here all the 
 out delusion 
 
 asses. God 
 ther high or 
 be found in 
 eeply think- 
 l in another 
 it hence be- 
 lligent citi- 
 i : to see to 
 : and desti- 
 
 15 
 
 » 
 
 Thus only can any State or Pi'ovince develope the faculties and enjoy 
 the si-rvices that may be had from the mental powers that God has so 
 widely scattered through the households of our country. 
 
 The object of the Church is to christianize all; of public education to 
 ♦niucate all for the welfare of the State ; for the State the country needs 
 the talent and the servic. ^ of all ; and by means of a well sustained library 
 the instruction which accumulated ages afford may be enjoyed by all : 
 and thus the way opened up for the advancement of the child of talent, 
 though he be the child of an humble man. The poet has said : 
 
 " Full many a flower is born to blush unseen, 
 And waste its sweetness in the desert air." 
 
 And so also many inglorious Miltons of deep poetic thought, many 
 historians, logicians and others who would have been an ornament and 
 a blessing to the race, have been left uncultivated and untaught, and so 
 the world has not been the gainer. 
 
 Calvin in Geneva, and Knox in Scotland, wei'e therefore profoundly 
 wise in taking steps to secure the extension of education, so that its bles- 
 sings should be commensurate with the whole people. In these they 
 were wise and beneficent. Much as Scotland has gained by what was 
 effected by Knox and his successors, still his plans were rendered com- 
 paratively abortive by the rapacity of the nobles and the laity, who seized 
 on the property of the Church, and thus enriched themselves by the spoils 
 of the Church ; tl^ey robbed every family in the land, and so far did a 
 pei'manent injury to the country. 
 
 On the other hand, consider the benefits to Great Bi'itain that have fol- 
 lowed the establishment of all her noble seats of learning. Take the 
 Universities of Oxford and Cambridge, and watch the career of thousands 
 who have gone forth from those Halls of Science and cultured thought. 
 From generation to generation they have been a blessing. So also the 
 noble foundations of Academic training with all the rust that in the lapse 
 of years has grown over them. Are not the names of Eton, Harrow, 
 Rugby, Westminster, St. Paul's, The Charter House, Winchester, Bed- 
 ford, and Shrew&ljury, hallowed as the scenes in which generations of 
 noble youth have in manly emulation been i>repared for a future course 
 of study, in which their powers were matured for the successful culture 
 of every branch of learning ? What has not Britain gained by such es- 
 tablishments ! ' 
 
 Later, though, in the lapse of time, but tending in tlie same direction,- 
 has ])een the dissemination of education in Ireland during the last quarter 
 of a century, as is alnmdantly e\'idenced by the annual returns of the 
 Board of Examiners for ai^pointments to India in the service of the Go-\- 
 ernment. 
 
 In the report of last year — 1865 — one of the Presidents of the Queen's 
 Uni\ "sity in Ireland, the Rev. Dr. Henry, stated the following : "In 
 various departments of the public .service the students continue to obtain 
 
16 
 
 \ aluable and lucrative ijlace.s. The history of some of them, both at home 
 and abrof d, lie said, was quite remarkable on account of the adaptation 
 they have shown for their particular employments, of their rapid jjromo- 
 tion through the recommendation of their superiors, as well as of the 
 unabated affection many of them continue to evince toward their relations 
 and their former instructors and fellow students." The success which in 
 so remarkable a manner has been secured by those candidates who have 
 (iujoyed the benefit of a solid training in that country has been as credit- 
 able to the teachers as it has been honorable to the taught. 
 
 In NcAV Brunswick it is yet the day of small things. Still, much pro- 
 gress has been made from the primaiy to the highest Schools and Aca- 
 demies in the educational departments. Very much credit is justly due 
 to the Chief, with his staff of auxiliary Inspectors, for their untiring ex- 
 (u-tions disjilayed in their attention to their respective duties. The 
 reports of the examinations of the Grammar Schools and higher Acade- 
 mies must tend to im^iress every one with the fact that the higher edu- 
 e^ition of this Province is advancing. The increased attention given to 
 this important subject, the progress or the imperfections brought to light 
 touching the intermediate schools are alone of great value. The able and 
 indefatigable President, Dr. Jack, with his learned colleagu >«, have la- 
 bored hard in, order to extinguish the prejudices that stood in the way of 
 the University ; and if only the preparatory schools, many of which, as 
 far as I can learn, have well qualified preceptors — if these labor assidu- 
 ously, to prepare for matriculation — the highest seat of learning in this 
 Province, may yet become a great and shining light. From the Calen- 
 dars received from time to time the steady progress of the University is 
 ol)serva]5le, but the numljcrs in attendance, I regret much to say, are not 
 so large as might reasonably be expected, considering the population of 
 Xew Brunswick, and notwithstanding the flicilities and inducements held 
 out to the youth of the Province. 
 
 \Ve have a University at least in name. It is, however, the commence- 
 ment, liut only a commencement of an Institution in which we hope the 
 student may range over the circle of the sciences, where Logic, Meta- 
 physics, Ethics — where every department of Mental Philosophy, where 
 Law and ^Medicine shall stand out as prominent as do the few branches 
 that have been already provided l)y the liberality of the country. 
 
 The Goverimieut and Legislature are truly praiseworthy in deal- 
 ing liberally with the educational wants <>f the Province; however, 
 1 would rejoice much to see the full equipment of chairs which every 
 other College necessaril}'^ has that pretenus to confer the degree in Arts. 
 Let us hope that the University will yet be placed on a broader basis, and 
 tlien we may expect a commanding position for our Province ; and when 
 such is effected the University of New Brunswick will command a re- 
 spect arnong her Compeers that will be justly and properly accorded to 
 lier ; or, to use the language of a popular and well known writer in this 
 
 city, "It I 
 Old Worll 
 have beer 
 On us i\ 
 own mine 
 us make 
 thi&— wbi^ 
 Let par 
 cherish a 
 knowledgj 
 ges. Will 
 8633 those 
 almost ev| 
 position ii 
 the sound 
 Fx'om ai 
 William I 
 Education! 
 said in his 
 vaded witl 
 could leav( 
 attributed 
 Permit i 
 I'eference 
 born of hui 
 he had atts 
 "Being 
 dinner pai 
 day. Afte 
 Erskine go 
 He said, tl 
 son to be j 
 unworthy 
 "TheK 
 of the Iris 
 most exqu 
 trast evinc 
 ation of th 
 "The r 
 which he 
 as he is of 
 means of 
 feelings, j 
 fession wl 
 And no 
 
 \ 
 
, both at home 
 the adajjtation 
 ' rapid jiromo- 
 vqU as of the 
 their relations 
 !cess which in 
 ites who have 
 eon as credit- 
 ill, much pro- 
 •ols and Acu- 
 is justly due 
 • untiring ex- 
 duties. The 
 ligher Acade- 
 e higher edu- 
 ition given to 
 )ught to light 
 The able and 
 ju >R, have la- 
 in the way of 
 of which, as 
 labor assidu- 
 rning iai this 
 m the CaJen- 
 University is 
 » say, are not 
 iopulatiou of 
 cements held 
 
 i commence- 
 we hope the 
 ogic, ]\Ieta- 
 )phy, whert- 
 w branches 
 try. 
 
 ly in deal- 
 however, 
 vhicli every 
 roe in Arts. 
 r basis, and 
 and when 
 mand a re- 
 icoorded to 
 iter in this 
 
 17 
 
 city, '• It will do for New Brunswick at least what the Universities of the 
 Old World have done for its people Avherever investigation and enquiry 
 have been free. 
 
 On us it is incumbent to do two things :^ 1. Sedulously cultivate our 
 own minds ; and in order to attain such progress as we should aim at let 
 us make use of all diligence to procure and sustain institutions such as 
 thi&— which is so highly creditable to its founders and pi'omoters. 
 
 Lei parents and all guardians of youth encourage their families to 
 cherish a generous love of learning, to rise above sordid desires, to prefer 
 knowledge to gold, the cultivation of the mind to direct social advanta- 
 ges. Wliat would some of our merchants and traders now give to pos- 
 sess those advantages in respect to education which are to be had in 
 almost every enlightened and civilized country. There is scai-cely any 
 position in life in which a man will not derive constant advantages from 
 the sound education i-eceived in his youth. 
 
 From an English paper lately fonvarded I read the following : — Sir 
 William Atherton, Attorney General, was requested to preside at an 
 Educational Meeting held at Wodehouse-Grove School, in England, and 
 said in his address, "He believed that a sound literary education, per- 
 vaded with the pi'inciple of true religion, was the best heritage a father 
 could leave his son. And added, that to such an education he himself 
 attributed his success." 
 
 Permit me to relate an anecdote which I remember having read in 
 reference to Curran, the Irish orator and eminent barrister, who was 
 born of humble parents, and who rose to such splendid forensic fame as 
 he had attained ;— 
 
 " Being a particular favorite of King George IV., he was invited to a 
 dinner party together with Lord Erskine and other notable men of that 
 day. After dinner the King proposed the health of the Bar. Lord 
 Erskine got up to reply to the toast, with which the King was chagrined . 
 He said, that descended from a line of illustrious ancestors, he had rea- 
 son to be proud of the profession of the LaAV which had raised him, an 
 unworthy member of it, to the Peerage, &c., &c. 
 
 " The King, determined not to be baffled in his aim, proposed the health 
 of the Irish Bar. Here, Curran w. s his man, who made a refined and 
 most exquisite speech. The Kng was particularly struck with the con- 
 trast evinced in that between Lord Erskine and Curran in the termin- 
 ation of their respective speeches. 
 
 "The noble lord, said Curran, in speaking of the high lineage from 
 which he has had the good fortune to be derived, has added, that proud 
 as he is of his ancestry, he is not less so of his calling that has been the 
 means of elevating him to the Peerage. If such be the noble lord's 
 feelings, judge, sire, what must be mine at this moment towards a pro- 
 fession which has raised the son of a peasant to the table of his Prince." 
 
 And now, while it would be foolish for all the clever yoimg men before 
 
 { 
 
I! 
 
 18 
 
 me, or others in this City or Province, to expect to be future Governors 
 or Attorney Generals, or attain such eminence as Curran, yet it would 
 not be a great stretch of ambition to desire to be able, if called upon, to 
 adorn the position of an M. P. P. or any of the honorable civic appoint- 
 ments. 
 
 But let me impress upon all not to conclude that education is complete 
 when you have accjuired Languages, and Geography, and Mathematics, 
 and other scientific facts, for be assured the process lies far deeper than 
 this — in the very core and centre of your nature. 
 
 Hence, it may be aflirmed that reading is not education, writing is not 
 education, nor is the mechanical mode of teaching arithmetic, or even 
 Latin or Greek, or aay of the modern languages, education. The cul- 
 tivation of all the natural faculties of the soul is the only thing that de- 
 serves the name of education. It is only when the intellectual faculties 
 of man shall be progressively expanded from one step of advancement 
 to another, when the will shall be trained to put forth its powers unre- 
 strained except by reason and conscience, when the emotions shall be 
 at once controlled and refined, when the energies of the whole man 
 shall be taught to meet in one point — where all distinctions are lost in 
 the love of truth — all truth alike for its own sake ; it is only then, I say, 
 that education in its spirit and its results can be pronounced complete. 
 And if this be truly education, then I aflirm that education must be a 
 gi*eat work ; and perhaps the very dissatisfaction we may all feel in 
 having so imperfectly accomplished it is to a healthy mind the very stim- 
 ulus it can have to press forward with renewed vigor towards the end. 
 
 The world is full of men and women superficially and uselessly edu- 
 cated. They talk much ai i do little. There is much show and little 
 substance. This lamentable ignorance may be traced in p degree to the 
 unfavoraTile training of earlier years, if not reckless habits of thought 
 and action. 
 
 In view of these startling facts, is it not time for teachers and parents 
 and guardians of youth to enquire of those committed to their care, not 
 how much they have acquired, but how well — not how far they have 
 progressed, but how thoroughly. , , . . 
 
 Every intelligent educator knows that it is not mere knowledge con- 
 sidered as a bundle of facts which should chiefly be sought in a course of 
 study, but rather that enlarged and generous culture of mind which shall 
 discipline, strengthen, harmjnize and refine all its forces. 
 
 And now, while we fostev useful Institutions among ourselves, of all 
 the lights that we can secui-e let us in the second place cast our influence 
 on the side of Schools and Education. 
 
 Our Schools ought to be models of Common Schools ; and the people '| 
 who have been educated in them ought to show the most perfect intelli- i^ 
 gence. Every school ought to have its excellent little library and | 
 mechanical apparatus ; the higher Schools and Academies, in addition to | 
 
 I 
 
itiire Governors 
 
 an, yet it would 
 
 called upon, to 
 
 le civic appoint- 
 
 tion is complete 
 
 id Mathematics, 
 
 far deeper than 
 
 n, writing is not 
 thmetic, or even 
 lation. The cul- 
 ly thing that de- 
 sUectual faculties 
 of advancement 
 its powers unre- 
 imotions shall "'^e 
 f the whole man 
 ictions are lost in 
 only then, I say, 
 ounced complet?. 
 ication must be a 
 may all feel in 
 ind the very stim- 
 towards the end. 
 nd uselessly edu- 
 h show and little 
 in p degree to the 
 liabits of thought 
 
 <;hers and parents 
 
 to their care, not 
 
 )w far they 
 
 have I 
 
 re knowledge con- 
 
 ight in a course of 
 
 f mind which shall - 
 
 ;es. 
 
 g ourselves, of all 
 
 ! cast our influence 
 
 lis ; and the people '• 
 lost perfect intelli- $ 
 little library and | 
 nies, in addition to | 
 
 19 
 
 their present requirements, a p.i losophical apparatus which the intelli- 
 gent teacher can use in his experiments in instructing his pupils. 
 
 While I rejoice at the striking improvements in progress through many 
 parts of the Province touching School Architecture, I must here stale 
 with regret, and you will permit me respectfully to submit, that the 
 attention of our citizens on both sides of the harbor is not yet fully awa- 
 kened to ;,iie duty and propriety of erecting buildings that would be more 
 in kee^iing and harmony with the noble and important work of educating 
 and training the youth of our City. The other public buildings such as 
 this — the Institute, or City Hall in Carleton- ho Custom House, the 
 Court House, the Alms House, the Lunatic Asylum, the New Hospital, 
 are aU grand and imposing, and which would do credit to any city. 
 
 Now, our merchants can form companies for erecting other fine build- 
 ings for pleasant amusement and healthful exercise — such as the Skating 
 Rink and Gymnasium — all very useful, proper and commendable in their 
 way — but which of oar liberal and worthy merchants and citizens will 
 display the commendable ambition of being the first to associate their 
 name with a great Institution or College which shall be a blessing to the 
 inhabitants, and which will hand down the memory of the founders to 
 future generations. 
 
 I am pleased to understand steps are being taken to re-model the archi- 
 tecture of the Granamar School. Now this is a commencement in the right 
 direction ; but wha^ is required in addition to the Grammar School, Aca- 
 demies, and other Schools in this City, above and beyond all, is an Insti- 
 tution or College to be aflUiated with the University, where our youth, 
 after leaving those Schools, can be carried forwai'd in their studies, gra- 
 duate, and prepare for any profession, and where many aspiring young 
 men may recive such an education as will qualify them for the highest 
 departments of public usefulness in this or in any other country. For 
 what should we be then doing ? We would be taking steps to provide 
 for our own mental culture, and for the culture of our children, and our 
 children's children the literature of our race, by wliich we and they may 
 be elevated and fitted for deeds of noble daring ; for running the race of 
 duty in a manner that is suited to the progressive age in wliich we live 
 and the Ituid that presents to us so many fields of usefulness and asks of 
 us that wo should be men. 
 
 But speaking of Schools in general — they ought to be models of Com- 
 mon Schools. And childhood should be suiTounded with indications of 
 decency, and propriety, and if possible with beauty, whether of nature 
 oi' of art, and everything that is calculated to cheer and make happy. It 
 is said of Spensippas, ^ nephew and successor of Plato in the Academy, 
 that he caused the pictures of joy and gladness to be himg around the 
 walls of his School to signify that the woi'k of education should be made 
 as pleasant as possible. And so it should be in order to secure the love 
 of the student for his books and the highest development of liis facidties. 
 
I ! 
 
 ! 
 
 ' "sre every effoit of 
 IS counteracted by 
 
 20 
 
 I pity iiuleed a crowd of children when I see them confined in a dark, 
 chilly, bare, unadorned, prison-like school-ro' 
 the teacher to awaken the dormant conscioi . 
 friglitful olyocts wliich repel instead of alluring the senses. 
 
 Every School-house and other Educational Institution should have, 
 whc/e it is possible to be had, a play ground attached with its amusing 
 accompaniments, a space of ground also where llowers can be trained, 
 where a few tender blossoms tell of the glory of the Spring or the luxu- 
 riance of Summer ; and in the very School-room, in this age of cheap 
 manufacture, the furniture may have something artistic about the form 
 and coloring that will attract the eye and throw some straggling beam of 
 beauty to the soul within. Education should^ius not only be scientific, 
 religious, moral and practical, but eminently J^thetic — and should impart 
 information calculated to ennoble our distinctive tastes for order and 
 harmony in creation, and for, admiring *' v/hatsoever things are lovely" 
 in works of nature and of art as well as to convey instruction to the mind. 
 
 Let us, however, encourage by all lawful means the increase of educa- 
 tional institutions, the formation and support of libraries and reading- 
 rooms, that thus many may be improved whose early training had been 
 neglected, and that others who have advanced a certain longth may have 
 facilities for going forward in a progresaive career. 
 
 Guard against the danger of merely pleasing curiosity and satisfying 
 novelty. To be of use all Educational Institutions, Schools, Academies, 
 Colleges, Universities, Halls and Institutes such as tliis, must be fostered, 
 attended to ; and libraries must be diligently used. And what ! though 
 our Institutions be but in their youth ! though we have not the Colleges 
 and Universities of Great Britain, Ireland, the United States, and the 
 Ciinadas, &c., &c., as Cambridge with its 18 Colleges and 5 Halls, or 
 Oxford with its 20 Colleges and 6 Halls, or Scotland with her noble Uni- 
 versities, or Ireland with her splendid Universities and Colleges, or the 
 United States with their splendid and jjopular Colleges and Universities,* 
 or the Canadas with theirs. And what ! though your present library be 
 but in its youth ; though it has not the 80,000 in a libraiy as in Philadel- 
 phia, the 100,000 as in New York, the^|0,000 in Boston, the 700,000 vols, 
 and 80,000 MSS. of the Royal Library of Paris, the 800,000 in Munich, 
 the 300,000 in Vienna ; though we do not yet reach the magnitude of the 
 British Museum in London, whose catalogue would require several carts 
 to draAV it through the sti . cts so numerous are its volumes, nor the splen- 
 dors of the libraiy of Tiinity College in Dublin with its inestimable 
 MSS., or the treasures that enrich the Advoca|^ library in Edinburgh ; 
 though here, and with us now, it is but the da^f small things, though 
 we are in the mere germ of our youth, let us lay our plans broad and 
 
 * The University of the Cify ot New York, of which the Rev. Dr. Ferris is Chan- 
 cellor. Is thoroughly equipped, having the Arts, Law, Medicine, &c., with a staff o| 
 Professors numbering, I believe, 50. Harvard University, near Boston, is also weU 
 
 equipped. 
 
 /> 
 
 ■/' 
 
 /^ 
 
 
 J^- 
 
 'I r <c 
 
 "^ 
 
 
onfined in a dark, 
 ire eveiy effoit of 
 i counteracted by 
 ses. 
 
 bion should have, 
 with its amusing 
 •s can be trained, 
 •ring or the luxu- 
 this age of cheap 
 ic about the form 
 raggling beam of 
 only be scientific, 
 md should impart 
 ;es for order and 
 lings are lovely " 
 ction to the mind, 
 ucrease of educa- 
 es and reading- 
 raining had been 
 1 jngth may have 
 
 ty and satisfying 
 ools, Academies, 
 nust be fostered, . 
 ad what ! though 
 not the Colleges 
 States, and the 
 
 and 6 Halls, or 
 h her noble Uni- 
 Colleges, or the 
 id Universities,* 
 esent libraiy be 
 y as in Philadel- 
 the 700,000 vols. 
 ,000 in Munich, 
 agnitude of the 
 re several carts 
 s, nor the splen- 
 
 its inestimable 
 Y in Edinburgh ; 
 
 things, though 
 lans broad and 
 
 r. Ferris is Chan* 
 5C., with a staff of" 
 jston, is also well 
 
 Ml 
 
 long, plan and govern for the future, and calculate on growth. All those 
 immense establishments referred to were once young, and they grew 
 under fostering influences. Let us then learn a lesson of duty from con- 
 templating the success of those who achieved such things. Let us labor 
 and go on in hope, remomboiing that similar causes will produce similar 
 results, and God will smile on our efforts to do good. 
 
 And now let me say a word of encouragement to those whose educa- 
 tion has been neglected, either for want of opportunity or means, while 
 in eai'lier life. Many instances might be cited of those late in life who 
 learned the languages and made considerable proficiency in the arts and 
 sciences. For example : Tellier, the Chancellor of France, learned Dia- 
 lectics, or the Art of Reasoning, seven years after he became a grandfa- 
 ther. OgilJjy learned Latin when 70 years. Cato learned Greek when 
 80 years. Socrates learned to play on musical instruments not long be- 
 fore his death. There are many more instances of illustrious names 
 which go to prove the truth that it is never too late to learn. E\en at 
 advanced years men can do much if they will determine on making a 
 beginning. Sir Henry Spelman, the Antiquarian, did not begin the 
 study of science till between 50 and 60 years of age. Franklin, who 
 drew lightning from the clouds with his kite, and so discovered tlie iden- 
 tity between it and electricity, was 50 when he fully entered on the study 
 of natural philosophy. Dryden and Scott were not known as authors till 
 each was above 40 years. Boccacio was 85 when he commenced liis lite- 
 rary career. Afieri, when he commenced the study of Greek, was 35. 
 Dr. Arnold learned German at an advanced age for the purpose of I'eading 
 Niebuhr in the original. James Watt, while working at his trade, learned 
 French, German and Italian, to enable him to peruse works in mechani- 
 cal philosophy in these languages. The Prince of Preachers, Robert 
 Hall, lay on the floor racked with pain, in his advanced age, learning 
 Italian, in order that he might judge of the parallel drawn by Macaulay 
 between Milton and Dante, the Italian poet. Handel, the celebrated 
 musician, was 48 before he published any of his great works. 
 
 There have been many distinguished men, who by the efforts of their 
 genius and perseverance rose from the lowest stations of society. I shall 
 give a few instances. iPope Adrian VI., one of the most eminent schol- 
 ars of Ills time, began life in great poverty, and as he could not afford 
 candles, often read by the light of street lamps or in the Chm'ch porches 
 where light was kept burning; his eminent acquirements and unim- 
 peachable chai'acter led him successively through diflerent preferments 
 in the Church till he w^fcippointed Pope. The eminent Prideaux, who 
 rose to be Bishop of Winchester, was born of such poor parents *hii> 
 they could with difficulty keep him at school ; and he acquired the rudi- 
 ments of his education by acting as an assistant in the kitchen of Exete' 
 College at Oxford. Jeremy Taylor, the eminent Theologian and Prelate 
 of the 17th century, was the son of a barber. Miss Benger, the Authoress 
 
22 
 
 of the Life of Mary Queen of Scotts and many other productions of merit, 
 was 80 \ecy poor in early life that for tijt) sake of reading she used to peruse 
 Uie pages of books in a bookseller's window in a town in Wiltshire, where 
 she resided, and returned day after day in the hope of finding another 
 page turned over. Sir Edmond Saunders, Chief Justice of the King's 
 Bench in tlie reign of Charles II., was originally an errand boy t'^ tho 
 young lawyers. One of the Archbishops of York, in England, whose 
 picture I saw when visiting the Archbishop's palace near that city, was a 
 lK)or shepherd boy. Shield, the famous English violinist and musician, 
 was the son of a singing-master and boat-builder. John Bunyan, whom 
 to name is to pronounce his eulogium, was a travelling tinker. Dr. 
 Andrew Murray, the celebrated Orientalist and Professor, of whom i^^^ was 
 said that he could speak his way to the walls of China, had been brought 
 up to the primitive occupation of shepherd. John Brown, of Hadding- 
 ton, the eminent Commentator, was also a shepherd boy. The celebrated 
 Hugh Millar, author of " The Footprints of the Creator »" was a stone 
 mason. Sir Humphrey Davy was a country apothecary's apprentice. 
 Burns, the national Bard of Scotland, was born a peasant, and his early 
 life was spent as a ploughman. Captain Cooke, the eminent Circumna- 
 vigator, was born of humble parents in Yorkshire, and began his career 
 as a cabin boy in Lhe mf ^.hant service. Linnseus, the Naturalist, was 
 apprenticed to a shoe-maker, with whom he wrought for some time, till 
 rescued by a generous patron who saw his genius for learning. Brydel|, 
 one of the most eminent print sellers in Europe, and at one time Lord 
 Mayor of London, was originally a working engraver. Demosthenes, 
 one of the greatest orators of antiquity, was the son of a sword blade 
 manufacturer at Athens, and was left an orphan at seven years of ^.ge, 
 and it was with incredible perseverance and labor that he brought him- 
 self into notice. Abbott, Archbishop of Canterbury, who flourished in 
 the 16th centuiy, and distinguished himself by opposing the schemes of 
 Charles I., was the son of a clotli worker at Guilford. The late Professor 
 Heyne of Gottingen, one of the greatest scholars of his own or any 
 other age, was the son of a poor weaver, and for many years had to 
 struggle with the most distressing poverty. His efforts seem to have 
 been greater and more protracted than those of any other on record, bv.t 
 he was finally rewarded, it is said, with the highest honors. Sir Richard 
 Arkwright was a barber. Cen'antes, the author of Don Quixote, a common 
 soldier. Sir William Herschel, whose genius raised him to title and to fame, 
 in his youth was a poor musician, having been placed at the age of 14 in 
 the band of the Hanoverian Guards. Brand, the Antiquarian, was a shoe- 
 maker. Giordani, the famous violin-player, was a soldier. Ramsden, 
 one of the most eminent of the English opticians, in his early years was a 
 clerk in a London ware house. Doleand, a still more eminent optician, 
 the inventor of the achromatic telescope, was a Spitalfields weaver. Pro- 
 fessor Daniel was at one time a sugar refiner. Franklin was a printer. 
 
 I 
 
Auctions of merit, 
 she used to iieruse 
 Wiltshire, where 
 'f finding another 
 iice of the King's 
 iiTand boy t'l tho 
 England, whose 
 ir tliat city, was a 
 [ist ard musician, 
 Bunyan, whom 
 [ling tinlcer. Dr. 
 r, of whom it was 
 lad been brought 
 wn, of Hadding- 
 The celebrated 
 tor," was a stone 
 iary's apprentice, 
 int, and his early 
 ninent Circumna- 
 began his career 
 le Naturalist, was 
 br some time, till 
 aming. BrydelJ, 
 at one time Lord 
 r. Demosthenes, 
 of a sword blade 
 ren years of ^ge, 
 he brought him- 
 'ho flourished in 
 ^ the schemes of 
 'he late Professor 
 his own or any 
 my years had to 
 ts seem to have 
 3r on record, but 
 )rs. Sir Richard 
 lixote, a common 
 title and to fame, 
 the age of 14 in 
 ■ian, was a shoc- 
 lier. Ramsden, 
 arly years was a 
 minent optician, 
 s weaver. Pro- 
 was a printer. 
 
 2S 
 
 To this list, long as it is, I might have added many more names, but 
 this is unnecessary. Thinli upon it for a minute. You find names which 
 emerged into celebrity from situations the most obscure — from tho wea- 
 ver's loom — from the shoe-maker's stool — from the carpenter's bench — 
 from the counter — from the warehouse — from the mill — from the mines 
 — from the tapster's cellar — from the mason's shed — from the scullion's 
 pantry — from the sheep fold — from the camp — from the ship's deck — 
 from the barber's shop. Are you not assured, then, that neither com- 
 merce, nor manufactures, nor business, nor handicraft, nor menial labor 
 have proved a barrier to eminence in any of the walks of human know- 
 ledge. 
 
 Many instances might be named of dull youth, but who turned out 
 afterwards brilliant men. Newton was foot of his class ; and one day 
 being kicked by a boy above him, ho challenged the lad to fight, and 
 having conquered him, he thought he could conquer and succeed in what 
 was far more noble and commendable — the mastery of his lessons — so 
 that ere long he reached the top of his class. 
 
 Many of our greatest divines, too, were reputed to bo anything but 
 clever or bright boys. Isaac Barrow was known for idleness, and noto- 
 rious for his pugilistic encounters. Adam Clarke was called by his father 
 a grievous dunce. Dean Swift was • 'plucked" at Dublin University, and re- 
 commended only by speciali gratia to Oxford University, but aftei-wards 
 became one of the greatest writers of pure English. The celebrated 
 Scotch authors and theologians, who were boys together at St. Andrew's 
 Parish School, were repoi-ted so stupid and mischievous that the master 
 dismisEcd them as incorrigible dunces. Sir Walter Scott was pronounced 
 y)y Professor Dalzell, of Edinburgh University, when in his youth, that 
 " dunce he was, and dunce he would remain." Goldsmith spoke of him- 
 self as a plant that flowered late. Napoleon and Wellington were dull 
 boys, not having distinguished themselves above their fellows in any way 
 either at Eton or at the French Military College at Augers. 
 
 The diff'erence is not so much in talent as in energy, perseverance and 
 application. Provided the dull boy has persistence and application he 
 will head the clever boy without tliese qualifications. Slow but sure 
 wins the race. The liighest culture is not oljtained from teachers when 
 at school or college so much as by our own diligence — self-education, 
 pei'severing application when we have become men. 
 
 It is by dint of steady labor ; it is by giving enough of ai;)plication to 
 the work, and having enough of time for the doing of it ; it is by regular 
 pains taking and the plying of constant assiduities : it is by these, I say, 
 that we secure the strength and the staple of real excellence. 
 
 It was thus that Demosthenes, clause after clause, and sentence after 
 sentence, elaborated, and that to the uttermost, his immortal orations ; 
 it was thus that Newton pioneered his way by the steps of an ascending 
 geometry to the mechanism of the heavens, and after which he left this 
 
24 
 
 testimony behind hira that he was conscicms of nothing else but a habit 
 of patient thinking that could at all distinguish him from other men. 
 
 It is certainly true that in scholarship there are higher and lower walks. 
 But still the very highest of all is a walk of labor. 
 
 Parents, however, need not be too anxious to see their children's tal- 
 ents forced into bloom. Let them watch and wait patiently, setting good 
 examples, and with quiet training doing their duty, and leave the rest 
 to Providence. 
 
 Let childi'cn be provided with free exercise of their bodily powers 
 with a full stock of bodily health. Tlie perfection of education was pro- 
 nounced by the Romans 2000 years ago to be Mens sana in corpore sano — 
 i. e., "A sound mind in a sound body." 
 
 Modern education consists in schooling, and in accordance with this 
 idea we have some perfect pi'odigies. The exercise of the body should 
 be as vigorous and systematic as that of the mind, and should be at- 
 tended to in its proper time and place. It is scandalous as well as ab- 
 surd to see the manner in which children are confined several hours 
 together within the walls of a prison-like school house. Some parents 
 declare that they cannot bear to see their children idle ; but when a child 
 is enjoying itself in the open, air and acquiring healtUf it cannot be said 
 to be idle. 
 
 With health comes strength of body, and with strength of body comes 
 strength of mind. Our children — our families should be fairly set on the 
 road of self culture, carefully training them in the habits of perseverance, 
 inculcating sound moral and religious principles, and as they grow up to 
 be men they will, by the grace of God, be useful to their country and a 
 blessing to the world. It is proper, right and commendable that every 
 means should be taken to inspire youth with the ambition of well-doing ; 
 to be diligent and persevere in their every calling to the very utmost of 
 their ability. Things should no longer be as they have been. A loyal 
 attachment to this place should be always manifested ; the blessings un- 
 told to the coming as well as the present generation will be the result. 
 
 I now conclude with an expression of my thankfulness that we are not 
 stationary. We are advancing ; evidences of growth are visible on all 
 hands. Let institutions such as this be fostered and encouraged, which 
 indeed I trust will long continue to be a blessing to our people and a great 
 incentive to self culture. We should live not for ourselves but for others, for 
 
 " Lives of great men all remind us 
 
 We should make our lives sublime, 
 And, departing, leave behind us 
 
 Footprints in the sands of time— ^ • , 
 
 Footprints that perhaps another, 
 
 Sailing o'er lire's stormy main, 
 Some forlorn or ship wrecked brother 
 
 Seeing may take heart again." . < ' 
 
 V 
 
 ll# 
 
 i»^*-> 
 
y else but a habit 
 n other men. 
 and lower walks. 
 
 leir children's tal- 
 ntly, setting good 
 nd leave the rest 
 
 ir bodily powers 
 lucation was pro- 
 in corpora sano — 
 
 irdance with this 
 the body should 
 nd should be at- 
 us as well as ab- 
 ed several hours 
 I. Some parents 
 but when a child 
 it cannot be said 
 
 h of body comes 
 
 ! fairly set on the 
 
 of perseverance, 
 
 they grow up to 
 
 ir country and a 
 
 able that every 
 
 of well-doing ; 
 
 veiy utmost of 
 
 been. A loyal 
 he blessings un- 
 
 ie the result. 
 that we are not 
 
 e visible on all 
 ouraged, which 
 5ple and a great 
 ut for others, for 
 
 n 
 
 V 
 
 I 
 
 ^tl