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ADDRESS 
 
 DELIVERED BEFORE THE 
 
 TWO LITERARY SOCIETIES 
 
 OF THE 
 
 mmnm w mm m%\m, 
 
 June 6, 1849s 
 
 BY HON. WILLIAM A. GRAHAM. 
 
 PUBLISHED BY ORDER OF THE DIALECTIC SOCIETY. 
 
 RALEIGH, N. C. 
 
 PUBLISHED BY SEATON GALES, 
 
 1849. 
 
Dialectic Hall, July 29, 184P. 
 
 Sm: 
 
 The undersigned have been appointed a Committee, to ten- 
 der to you the grateful acknowledgements of the Dialectic Soci- 
 ety, for the very instructive and appropriate Address which yon 
 delivered before the two Literary Societies, in Gerard Hall, on 
 the day preceding our Annual Commencement, and to request a 
 copy for publication. 
 
 Permit us, sir, personally to express our wishes that you will 
 comply with the request of the body which we represent. 
 With very high respect, 
 
 WASHINGTON C. KERR. 
 HENRY HARDIE, 
 SAMUEL E. WHITFIELD. 
 Hon. William A. Graham. 
 
 Hillsborough, Jlugust 13/^, 1849. 
 Gentlemen : 
 
 I have had the honor to receive your favor, expressing the 
 acknowledgments of the Dialectic Society for the Address de- 
 livered by me, under their appointment, at the late Commence- 
 ment of the University, and requesting a copy for publication. 
 
 Actuated by the sense of duty which prompted the under- 
 taking of this task, I do not hesitate to comply with the request 
 you have so politely communicated, though satisfied that the So- 
 ciety has estimated the Address above its merits. 
 I am, Gentlemen, with high respect, 
 
 Your obedient servant, 
 
 WILL: A. GRAHAM 
 
 Messrs. Washington C. Kerr, ^ 
 
 Henry Hardie, > Committee. 
 
 Samuel E. Whitfield, S 
 
ADDRESS. 
 
 Ge>tleme>' of the Dialectic Ax\d 
 
 Philanthropic Societies : 
 
 I come to acquit myself of an obligation I could not disre- 
 gard, and to attest my sense of the distinction you have been 
 pleased to confer, however much I regret that the cause of letters, 
 and this occasion of ever recurring interest, have not a more fit 
 representative. Though poor must be my contribution to the 
 annual festival of the friends of learning, so redolent of pleasant, 
 but mournful remembrances of the past, and joyful hopes of the 
 future, so cheering to our country and our University, in view of 
 tiie intellectual harvests which have been here gathered, and of 
 those which are in promise, I could not decline the grateful office 
 of welcoming forth those, Avho, having finished with approbation 
 their course here, now go forward to the duties and trials of man- 
 hood, and of speaking a word of encouragement and counsel to 
 the ingenuous youth, who continue in these peaceful shades, 
 pursuing the same liberal studies. 
 
 It would, doubtless, be a most agreeable communication, could 
 one, who after a long separation, returns to bear a part in the 
 ceremonies of this day, and finds in these classic halls, a new 
 generation, emulous in every ennobling quality, announce any 
 discovery or improvement, in an age so abounding in wonderful 
 changes, by which the student could be relieved of the toil and 
 labor now deemed indispensable for his discipHne, and by wliich, 
 youth could be at once invested with the wisdom and learning, 
 thus far attainable only by long years of industrious application. 
 
Insomuch as might depend on the suftVages of Collegiate s, such 
 an improvement would certainly entitle its author to a place in 
 the most delightful region of those Elysian fields, which Virgil 
 has consecrated to Heroes and Sages and the inventors of other 
 useful arts. But however sincere would be the pleasure enjoyed, 
 as well as imparted, by the bearer of such tidings, I am charged, 
 my young friends, with no such mission. It was the consolation 
 of the scholar, under the afflictions of neglect, persecution and 
 poverty, in the monarchies of the old world, that "there was no 
 royal road to learning." Whatever other advantages we have 
 gained under our freer institutions, we have found it equally true, 
 that there is no popular road. The acquisitions of liberal schol- 
 arship are neither elective nor hereditary, but the results only of 
 the patient toils of genius. Neither place, nor power, nor wealth, 
 can bestow them — no canons of succession transmit them. They 
 are the purchase only of the ingenuous mind. Yielding, there- 
 fore, to that necessity which is our common lot, let us not lament 
 nor despond : but rather rejoice, that they are prizes held out for 
 the free competition of all, and endeavor to alleviate our labors, 
 and illumine our path, in their pursuit, by a cursory review of 
 the objects of a liberal education. The subject has no claim to 
 novelty, but it may not be unprofitable, occasionally to examine 
 the grounds of our opinion and practice, though they challenge 
 general approbation. 
 
 The objects of a Liberal Education ! Why the endow- 
 ment of Colleges, and establishment of Professorships, and the 
 tedious and laborious course of studio required for graduation ? 
 When Omar, the Mahometan Caliph of Egypt, was entreated not 
 to consign to the flames the magnificent Library at Alexandria, 
 the repository of the productions of the human mind for forty-six 
 centuries of the world's history, he replied: "If there be that, 
 " contained in these books, which accords with the Koran, the 
 " latter is all sufficient without them ; but if there be any thing 
 "repugnant to that sacred book, we can have no need of them. 
 " Order them, therefore, all to be destroyed." The historian 
 informs us, that they were accordingly made to supply fuel for 
 the luxurious baths of that Capitol, for more than six months, 
 until the whole were consumed. Perhaps, in impatience and 
 despondency of mastering the ponderous volumes prescribed to 
 him, the modern student may sometimes indulge a momentary 
 
regret, that a summary, alike compendious with the Koran, had 
 not been digested of the discipline and knowledge required for his 
 instruction, and that all other books, if not doomed to the fate of 
 the Alexandrian Library, had been at least postponed from his 
 tasks, until, with a more matured mind, and greater conversancy 
 with the world, he could perceive the advantage, utility or plea- 
 sure he was to derive from learning their contents. If we, like 
 the fanatical and destructive Caliph, aspired to nothing more 
 than a life of conquest, rapine and violence here, and sensual 
 indulgence hereafter, we might readily content ourselves with 
 like views of the extent and utility of study and information. — 
 But formed for a nobler destiny, we are impressed with the ne- 
 cessity of cultivating our powers for its fultilment, as reasonable 
 and immortal creatures. 
 
 The design of all education being to prepare the young for the 
 duties and employments of life, the system has no doubt varied with 
 the phases and progress of society in different ages. When the 
 strongest arm, the most dextrous spear, lance or scimetar, or even 
 the successful combinations of embattled hosts, were the tests of 
 human excellence, and Hercules or Achilles, Sampson or 
 Richard cceur de Lion, were the impersonations of all that com- 
 manded the admiration of men, there was but little need of a refi- 
 ned taste, a critical knowledge of Languages, of Mathematics, or of 
 Physical or Moral Science. Even in times and countries where 
 learning was esteemed and cultivated, the zeal and energies of its 
 votaries were too often w^asted in futile speculations and vagaries, 
 and the aspiring youth, fired with a noble ardor for intellectual 
 distinction, was doomed to wear out his life in the intricacies of a 
 vain philosophy, or a false theology, w^hich has been dissipated, as 
 the mists of the morning, before the light of the Christian and re- 
 formed religion, or in the labyrinths of metaphysical disputation, 
 serving no other end than to whet the mental appetite, without fur- 
 nishing it any appropriate food. And since the establishment of 
 Universities, which were unknown to the Ancients, and have arisen 
 consequently to the revival of letters, after the dark ages of history, 
 much that once engaged their attention, and procured for their 
 sophisters high Academic honors, has been found unequal to the 
 scrutiny of common sense, and of that new philosophy of which 
 Lord Bacon was tjie founder, and has been exploded as obsolete 
 pedantry. 
 
6 
 
 Having our lol cast in a period favored beyond all others, 
 because blessed with the light of their experience, and the re- 
 searches and inventions of our own, our scheme of instruction is, 
 of course, designed to fit us to act well our parts, in the maturity 
 of knowledge, and the higher civilization which it is our privilege 
 to enjoy. With Governments of vast and complicated affairs, 
 appealing to justice, truth and reason, instead of force, in every 
 step of their administration ; Avith systems of Law, attempting to 
 define every individual right, and the appropriate remedy for its 
 infraction ; — a Medical Art, which puts in requisition a knowledge 
 of the ininutest functions of our bodily organs, and calls on all 
 the kingdoms of nature for its remedies; — a Theology, which, 
 though simple and easily intelligible in its essential features, runs 
 back in its details and history, through all the learned languages 
 of the world, to the veiy origin of our race ; — with a Literature, 
 preserving for our use the wisdom and learning of past ages ; — 
 when Commerce brings us into acquaintance and friendly com- 
 petition with all the nations of the earth, and every Art is becom- 
 ing illustrated, adorned and dignified by the discoveries of Sci- 
 ence ; a system of Education, corresponding in its provisions 
 with this stage in the progress of mankind, is obviously necessary. 
 And modern nations, sensible of this necessity, instead of leaving 
 such provision to be made by the voluntary and unaided eflbrts 
 of the friends of learning, as was the case even in the most pol- 
 ished ages of Greece and Rome, have established Universities in 
 their fundamental systems of Government. Not to supersede 
 inferior Schools, but as a part of the same system ; to supply the 
 wants of the noble aspirants, whose thirst for knowledge has not 
 been quenched at these humbler fountains of learning. Not that 
 it is expected that every youth can participate in their teachings, 
 however desirable it may be among a free people that all should, 
 but because the State will be remunerated for their endowment, 
 if those who do, shall become worthy representatives of their age 
 and country, in useful and elegant erudition and good morals. 
 
 If, in the estimation of Cicero, himself " a sublime specimen 
 " of the perfection to which the best parts, with the best culture, 
 ■can exalt human nature," the education of an Orator, the fin- 
 ished scholar of his day, should comprehend " a knowledge of 
 every thing in nature or art, worthy to be known," this standard 
 ought, at least; to be kept in view, in an age near two thousand 
 
voars subioquont, and onrlched l)y the proili!J;lous aJvanceiiK'nt 
 ill kiiowlodgo of things human and ilivino, which lias been nvatle 
 in the mean time. Tried by tliis standard, the systems of our 
 Universities are ratlier deficient tlian redundant. For, although 
 it were extravagance to suppose, that he expected an education to 
 be completed in tlie period allotted for graduation with us, yet 
 the foundations here laid, in all their length and breadth, are 
 barely sufficient for the superstructure which he recommends, 
 and of which he aflbrded so brilliant an example. But if such a 
 model of a thorough education is to be reached, or approached 
 even, in the course of a studious life, it can only be after the 
 mind has been strengthened and furnished for the work, with all 
 due preparation. The course of Collegiate instruction, therefore, 
 while it expands the thoughts, stores the memory with useful 
 truths, and forms and corrects the taste, is carefully arranged by 
 a series of gradations, to discipline the understanding to the habit 
 and the love of study, so that it may acquire the power to labor 
 with perseverance, if not with pleasure, on whatsoever subject 
 its faculties may be employed. And although in its pursuit, we 
 may often stand in need of the consoling advice of Sir Edward 
 Coke, to his pupil in the Common Law, that "albeit the stu- 
 " dent shall not at any one day, do what he can, reach to the full 
 " meaning of all that is here laid down, let him no way discour- 
 "■age himself, but proceed, for on some other day, in some other 
 " place, his doubts will probably be removed," we must constant- 
 ly bear in mind, at least in the earlier stages of our progress, that 
 these exactions have not been made by the fancies of pedantic 
 schoolmen, but have been devised with care and deliberation by 
 the concurrent opinions of the scholars and statesmen of our own 
 age, as well as those who have gone before us ; and that they 
 being judges, he who hopes to excel in any intellectual employ- 
 ment, will be helped forward to the goal of his ambition by com- 
 plete proficiency in this course of preparation. 
 
 The time would soon fail us, to pass in review the branches 
 of study it embraces, and to vindicate the claim of each, to the 
 place it occupies in the system. But avoiding such tedious 
 recital, and without presuming to invade the province of the 
 learned and zealous Instructors, whose enlightened labors are 
 enjoyed by this Institution, I may be permitted to say, that so 
 much as is here taught in any department, is useful, nay, impor- 
 
8 
 
 tant to be learned, by every one who aspires to liberal scholarship, 
 without reference to the idea he may have formed of the peculiar 
 adaptations of his genius, or the course in life he may contem- 
 plate. Those who consider this a mere Procrustean process, and 
 contend for fostering only the natural inclinations of the mind, 
 must be reminded, that, as the first rudiments of learning are to 
 be overcome by all, these are but rudiments to him who would 
 attain to the higher departments of knowledge, and the generous 
 culture of his faculties. Independently of the difficulty of pro- 
 nouncing too early, and without sufficient trial, on the peculiar 
 powers we have derived from nature, true genius will not be 
 impeded in her celestial flight, nor shine less brightly in her 
 destined orbit, for having disciplined her strength in the circuit 
 of science, and adorned her plumage with the graces of general 
 literature. That many of these studies have no immediate 
 connexion with the actual business of mankind, makes them no 
 exception. It has been strikingly remarked by a writer of our 
 own day, (in vindication of the study of the ancient classics) that 
 a course of education for the young, " should form a distinct 
 " mental character, from which the professional character of af- 
 " ter years may derive liberality and warmth, to correct its nat- 
 " ural selfishness and exclusiveness." If some of them be found 
 dry, uninteresting, severe and difficult, it must be recollected 
 that they are exercises which may qualify us to grapple with the 
 more abstruse branches of knowledge, or for the exigencies which 
 await us in life ; as the Roman soldier of those armies which 
 conquered the world, was always trained in arms of double the 
 weight, required in real action, and these trainings were so un- 
 remitted in all seasons and under all circumstances, that the very 
 name of army became identical with that of exercise. It is the 
 duty of instruction to endeavor to awaken interest and curiosity 
 in their pursuit, so as to render them as attractive as possible to 
 the noviciate mind, and I doubt not that office is well performed 
 now, as heretofore, within these walls. It has been the reproach, 
 however, of collegiate learning, that it is acquired too much as a 
 task and by rote, and that graduates even want the familiar and 
 dextrous use of it, which shows it to have been thoroughly in- 
 corporated with their stores of knowledge. And it seems to be 
 reserved for the philosophic Germans, with whom the art of 
 teaching (not the quantum of acquirement in the teacher) is 
 
9 
 
 among the hlglicbt objects of ambition to discover and apply the 
 true corrective for this defect. But witli all the adventitious 
 aids of Professors and Universities, the acquirements of the Stu- 
 dent must depend, at least mainly, upon himself, and unless he 
 shall master these studies, and make the knowledge, spirit and 
 taste of the authors of his text-books his own, his labor will be in 
 a great measure in vain. T by no means design to inculcate, that 
 the attention to these studies should be so exclusive that no other 
 knowledge should be sought during the collegiate term ; on the 
 contrary, in the intervals of leisure enjoyed by the diligent Stu- 
 dent, much may be added to his treasures of various information, 
 without encroachment on his hours of recreation and amusement. 
 But I have been thus emphatic in the expression of my convic- 
 tion, that they should be the primary object of pursuit, because 
 I doubt whether there be any error more injurious In its effects 
 to the literature of our country, than the too frequent one of the 
 early choice of profession or pursuit in life, by young men of 
 genius, and their consequent neglect of all liberal studies, unlesi 
 their direct connexion with this one pursuit is obvious and man- 
 ifest. Where this mistake has been committed, a liberal educa- 
 tion, if attempted by, or forced upon, the impatient aspirant, in 
 not sought with the alacrity which his natural parts and spirit 
 would inspire. He devotes no more attention to those branches 
 of which the utility to him is not clearly perceived, than is 
 necessary to obtain a degree, and narrows the energies of his 
 capacious mind to a single end. To him Professorships, and all 
 the appliances of instruction, beyond his chosen field, are of no 
 value ; and his favorite studies could be carried on with almost 
 equal advantages elsewhere as here. The effects of such a 
 course are too visibly before us everywhere, to require mention. 
 It makes us artisans in our several callings, not scholars — useful 
 men, of intellectual acumen and professional intelligence, but 
 without the varied learning and polite accomplishments we might 
 have acquired by a proper improvement of our opportunities. It 
 perverts the intention of our system of instruction, and gives it a 
 wrong direction. It has been objected to the Grecian system, of 
 which the Roman was but an imperfect copy, that it bestowed 
 too much attention on mere elegance and accomplishment, while 
 the pursuit of useful knowledge was neglected. Ours, intended 
 in its theory to embrace both of these objects, tends in its actual 
 prosecution to the merelv mechanical and utilitarian. 
 
10 
 
 JSIoit peiioni: excuse thems>ekei for the cau'lailment of iheir 
 course of preparatory study, and taking this nearer "way to llinie 
 and fortune, by their supposed want of time for greater attainments. 
 And considering the briefness of our active life, and the necessary 
 interruptions to which the most vigorous plans of application are 
 *ubject, it is important that none of it be wasted. But by acting 
 on the sentiinent of the Italian philosopher, mentioned in one of 
 the essays of the Rambler, that " time was his estate," which 
 yielded nothing without culture, but made rich returns to 
 diligence and labor, much more may be accomplished in the 
 space allotted to us, than is generally imagined. 
 
 Others apprehend that such a course of mental exercise and 
 discipline, is calculated to 
 
 "■ Freeze the genial currents of the soul," 
 
 and doom them to austerity and servitude — forgetting that a 
 life of diligence and industry, is not by any means a life of 
 drudgery. Labors, it is true, are demanded ; but they are the 
 labors of Hercules, triumphing over obstacles — not the ineffectual 
 exertions of Sysiphus. And although they were multiplied 
 twelve-fold, they would be well imposed, did they but subdue 
 sloth, that wicked foe to all generous effort and enterprize, and 
 give us active, intrepid, and well furnished minds. But as every 
 advance in knowledge opens a new scene of delight, the toils so 
 appalling to indolence and despondency vanish away in our 
 progress, et labor ipse est I'oluptcis. 
 
 But the eager desire to leap into the arena of affairs, and 
 participate in the stirring events of the learned professions, or of 
 politics, is in our young and adventurous country, one great 
 obstacle to the liberal culture of the mind. In such a country, 
 life itself is a school in which practical affairs are practically 
 taught with but a limited course of previous education, and with 
 its keen competitions and excitements daily before us, it is difficult 
 to command the patience and perseverance necessary to profound 
 vmd extensive erudition. And unless the habit of study and taste 
 for generous learning has been established in early life, it will 
 be in vain to look for them afterwards. It is in the department of 
 public speaking that the candidate for distinction usually makes 
 his debut before the world. It has been said of the British empire, 
 that since the restoration of the second Charles and the practical 
 
u 
 
 rhaiiL^o* wrouj^^hl in the Constitution by the licvolulion wliirli 
 preceded it, eloquence has usurped the place of \visdom, and 
 (he Ciovernment has been under the control of Parliamentary 
 debaters, many of whom ha\'C been profoundly ignorant of the 
 departments of the public service, wliich, on account of this 
 species of talent alone, they have been called to administer, and 
 that '• a Premier who can make a successful speech, need trouble 
 "himself little about an unsuccessful expedition." INIaking 
 every abatement for the overdrawing of this picture, it must be 
 admitted that in that country, and in this, public affairs are in a 
 great measure controlled by oral discussion. Hence the natural 
 wish among us to excel in this qualification ; and althougli but 
 few, comparatively, have attained to the higher grades of elo- 
 quence, no nation probably ev^er presented so great an array of rea- 
 dy public speakers. But by far the greater part seem content with 
 this one acquirement, and push their intellectual exercises no 
 further. We abound much more in speakers than writers — 
 satisfied with the temporary success and renown obtained with 
 the freest indulgence of the Oratorical license, the larger number 
 have little claim to the taste, discipline and accuracy of thought 
 required for correct and elegant composition. Both speaking 
 and waiting, however, are but arts, designed to pourtray the 
 productions of the mind. Unless it has been inspired with a true 
 taste, enlarged and exercised by stud}-, and stored with generous 
 knowledge, no rhetoric can supply its deficiencies, nor give 
 excellence to its etlusions. And although the public and profes- 
 sional affairs, to which allusion has been made, may be conducted 
 without liberal learning, yet he wlio aspires to high eminence or 
 j)ermanent fame in these pursuits, will be greatly^ advanced by- 
 its aid. Burke had many rivals among his contemporaries, who 
 successfully contested with him the palm of eloquence on the 
 floor of Parliament, but from the inexhaustible resources of his 
 philosophic and cultivated mind, and his brilliant attractions as a 
 writer, he has left them far behind in the race for posthumous 
 distinction, and has embalmed even the eplicmeral party contro- 
 versies of his day in a diction which will preserve them to future 
 ages. Other examples of the advantages derived to statesmen 
 and men of affairs from liberal learning, will readily occur to the 
 reader of the history of all enlightened nations. And he wlio 
 neglects it in our country, under the impression th;it it will hw 
 
12 
 
 needless to him in these pursuits ou which he is so anxious ia 
 enter, usually discovers his mistake at too late a period oi'life 
 for its correction. 
 
 By spending the collegiate term in the generous culture of 
 all the faculties, and the acquirement of a liberal store of knowl- 
 edge, the horizon of the emulous Student becomes enlarged, the 
 field for selection of a path in life is extended ; perchance that 
 once contemplated is not found best suited to his capacities and 
 tastes, and he enters upon the journey in whatever direction, 
 animis npibus que parutus, for noble exertion and continued 
 improvement. He regards his collegiate exercises as but a 
 preparation for self-education, and impressed with the true dignity 
 of science, he continues his devotions at her shrine, no matter 
 where necessity or choice may demand his chief attention. Only 
 such a course of education deserves to be styled "liberal;" by 
 euch only is the intellectual character of our country to be elevated, 
 and our alma mater to be " honored in her children." 
 
 No system of education, however, would be complete, which 
 aimed merely at intellectual culture and attainments, and neglected 
 the morals, the heart and the affections. Fortunately for us, the 
 culture of these is attended with no difficult and painful study_ 
 but is taught in the pages of revealed truth. Commencing in 
 infancy around the knees of the mother, our duties are learned 
 in the precepts of the decalogue ; and the heavenly charities of 
 imperfect obligation inculcated in the maxims and parables of the 
 New Testament. All the ethics of the schools, and pure systems 
 of morality among men, but confirm and illustrate these subhme 
 doctrines. And the virtues which are their fruits give to the 
 human character all its loveliness and real dignity. While, 
 therefore, generous studies are assiduously pursued, an enlight- 
 ened moral sense, and an inflexible determination to conform your 
 conduct to its dictates, should be habitually cultivated. In this 
 connexion, perhaps it is not below the dignity of the occasion^ to 
 commend to your attention the culture of the "lesser morals," 
 or a proper standard of manners and conversation, for the same 
 reason assigned by Aristotle, for the study of music by the 
 young Greeks, " that so the mind may be taught how honorably 
 " to pursue business, and how creditably to enjoy leisure; for 
 " such enjoyment is, after all: the end of business and the boun- 
 " darV of active life." 
 
The time will not })t'rmi( us to eiilartje on (he b(iuri(llc:,s firlds 
 ol knowledge which lie open to the man oniberal culture, or the 
 fame, satisfaction or advantage to be derived from reaping the 
 harvests they afford. Suffer me, my young friends, to conclude 
 these undigested remarks, with the expression of my sincere hope, 
 that each one of you may realize the fond desires of his parents, 
 by attaining tlie highest excellence in all generous learning and 
 good morals, and that our University may long continue the nur- 
 sery of genius, the pride and ornament of the State. 
 
 Ge.nti.kmen of the Grapuatixg Class ; 
 
 Though it is near a quarter of a century since I was honored 
 ■with the degree you are about to receive, and quitted these scenes 
 for the active pursuits of life, I well remember the emotions of 
 that day, and can readily participate in your liopcs and appre- 
 hensions, your joys and sorrows. Thurfar, you have lived under 
 the kind direction of your parents and of the authorities of this 
 Institution. You are now^ to be segregated from the Colleo-e 
 community of which you have formed an important part, and to 
 assume the control of your own conduct, as members of civil 
 society. Each one of you is an object of affectionate reo-ard to 
 his family and friends, who have looked forward to this period of 
 his life with deep interest, and from the certificate of liberal 
 scholarship and good morals, now conferred, becomes at once an 
 
 object of mark and distinction in his sphere of acquaintance. 
 
 Bearing the testimonial of superior opportunities of improvement 
 enjoyed, you will be expected to possess corresponding acquire- 
 ments and qualifications. Favored beyond most of your contem- 
 poraries in the enjoyment of those opportunities, they will be re- 
 garded as a talent committed to your charge, of which you must 
 render an account in your subsequent life. At such a point in 
 your existence, I would that I could furnish any precepts to be 
 chronicled in your memories, that might direct you with safety 
 honor and usefulness in the scenes through which you are to pass. 
 In the ever varying circumstances which attend us, the principles 
 of moral and religious truth, in which you have been so often 
 instructed in this place, afford the only reliable chart for v'our 
 guidance. These, I may not presume, "con come mended from 
 my tongue.'' There arc a few suggestions, however, on otJicr 
 
topics, \vlilch nuiy not be \\ holly useless. In our stirring;, iictivc, 
 energetic nation, ^vith every thing tending to the practical aflairs 
 of life, we have not as yet, and are not likely soon to have, a 
 body ot" Professors of literature and science merely. And if Ave 
 wait the coming of Johnsons, Goldsmiths, Humes, or Macau- 
 j.KYS, exclusive devotees of learning, to establish a literary 
 character for our country, we shall probably enact the fable of 
 the rustic described by Horace, who sat by the river's side, and 
 expected it to ebb av.ay. Without pensions or pati'onage from 
 (jovernment, with the engrossing demands of public allairs of the 
 professions and of business, calling for new employe's in their 
 departments, liberal learning among us, for a long time to come, at 
 least, is to be cultivated not by a separate order of writers, but 
 by those who snatch time from other avocations for its pursuit; 
 and its chief dependence for preservation at all must be upon 
 the alumni of our Universities. I conjure you, therefore, for •' the 
 studies' sake,'' to which you are indebted for your present dis- 
 tinction, not to permit your tastes in letters to become extinct, 
 but to add to your present acquirements on every fitting opportu- 
 nity. This will be an easy task, if undertaken with a moderate 
 degree of attention now, but will become more and inore ditlicult 
 the longer it may be deferred. I fear it argues, however, a gross 
 negligence of generous studies, or that our courage is unequal to 
 uiu" capacities, that there is not a more general diifusion of polite 
 learning among the men of education in our countiv. Instead 
 of apologizing for the want of it, by necessary attention to tlie 
 demands upon our time b}' public trusts, our professions or busi- 
 ness, we ought to remember that some of the most eminent vo- 
 taries of elegant and profound learning were persons, who, at the 
 very time when pursuing these studies, bore their full share in 
 /similar employments, and equally laborious. Not to recur again 
 to CiCKRO, (whose excellent biography by Middlkton cannot 
 be too often read by men of affairs, to overcome sloth and revive 
 their courage for mental labor) it may be sufficient to particular- 
 ize Bacox, BuRKi: and Brougham, in English history, Lamar- 
 TiNE, GuizoT, Thiers and Arago, at the present day, in France, 
 and omitting many others in our country, Murphy, Tayt.or and 
 Gastox, in our own State. These were persons not slothful in 
 )iusirie<<, but who ■.uloriicd business as well as leisure, with the 
 charms of polite erudition. AVhatevcr. therefore, be yoiu' \>\\\ni 
 
15 
 
 ol' lite, whrilicr to emh-ark in the Prol't'b.->iuns. in Ai^iiculliuc'', 
 Commerce or othei- business, or Avholher you entertain a.n hon- 
 orable desire for distinction in public cmploynicnt, a true taste, 
 love ol" learning: and a desire for further advancement inkno\vl('d«rc, 
 fihould be habitually cherished. 
 
 But if these be neglected or deemed impracticable, and the 
 fair flowers which have been here nourished should bear no such 
 fruit, remember, that there can be no excuse for a failure to 
 illustrate your lives by enlarged views of integrity, justice, truth, 
 honor and benevolence, in your several spheres of action. Not 
 by an abstract and outward admiration of these virtues, but an 
 inflexible adherence to their impulses, under every variety and 
 change of circumstances. And your education will liave proved 
 defective in its most essential object, if with the precepts of 
 religion and of reason, and the examples of history, it has not 
 imparted to you the force of will to maintain right and rehist 
 wrong, come what may. 
 
 As citizens of a Republic who have been by your studies 
 made acquainted with tlie Constitution and Government of your 
 country, and Avho have also been 
 
 " By ancient learning, to the enlightened love 
 Of ancient freedom warmed," 
 
 vo\i feel a natural admiration of her noble Institutions, and a just 
 pride in her fame. It will now devolve on you to bear your 
 parts in giving direction to her Government, and in upholdlnij 
 these Institutions. The study of her history, the trials, perils and 
 sufferings through which she has passed, and of the characters 
 of the sages and patriots who founded her Governments, and 
 under the Providence of God, conducted her affi\irs to the most 
 favorable results, Avill engage your attention, not only as subject* 
 of liberal knowledge, but of personal interest and duty. In these 
 you will learn what sacrifices were required to achieve our 
 National Independence, and what anxious days and sleepless 
 nights it cost the Father of his Country, and his associates, to 
 establish our National Union. You will thus be inspired with 
 true loyalty and attachment to that country, and prepared to hold 
 fast to that Union "as the sheet anchor of our peace at home, 
 and safety abroad." For sixty years it has secured to us justice 
 and domestic tranquility, and conferred on us a renown and pros- 
 
16 
 
 ■pcrity unexampled in the hiitory of nations. If cherished and 
 defended in the spirit of sincere patriotism, "wisdom and forbear- 
 ance which characterized its framers, it will preserve the blessings 
 of liberty to our remotest posterity. Such of you as may be 
 called to administer its public trusts, should bear always in mind, 
 that they are designed to confer only " the power to do good," 
 the " true and legitimate end of all aspiring." But whether in 
 public or private station, from your course of education you will 
 exercise an agency in the formation of public sentiment, and will 
 be in some measure accountable for results. May you so appre- 
 ciate this responsibility, as to keep always in view the precepts of 
 justice, wisdom and patriotism, and to derive additional lustre to 
 your own characters, from the brightness of that career which, 
 under the blessing of heaven, we trust awaits our country.