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[314] has held up the baby footsteps with knowledge and moral culture, it has no right to arrest the full-grown sinner, and strangle him.

Now, that idea broadens with every year. What is Education? It is not simply books. There is another idea that is dawning before us. We have been accustomed to study only books. I believe every observing man will agree with me, that the day is dawning when we are to study things, not books only. I do not mean that we are to lay aside books. We are not to give up languages and history, and studies of that class, but I think that the study of things is to be grafted upon these. God's works,--the beautiful in objects, the curious and useful in science, the great relations between the sciences, the laws which govern national development, the conditions of health and disease, the growth of population, the laws which crime and accident obey, the material interests of society,--the handiwork of God and his laws, the day is dawning, I think, when education will turn largely in that direction. The people claim of government that it should provide these museums of things; that it should, “taking time by the forelock,” gather up all these living books that God has made for the education of the people, and preserve them. Science, the history of science, the details of it, as preserved in museums,--these are beginning to be, especially with us, the objects of study. They affect legislation closely. No man is up to the van of his age, if he has not, at least, a general knowledge of these relations; he is not fit to sit in this hall and legislate about them.

If you will take up Brougham's discourse on “The advantages and pleasures of science,” or Herschel's, or that of any English scholar, you will find that they point to the pleasure and the moral growth which the

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