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[315] individual finds in the pursuit of science. We have a broader interest. The young men of New England, as a general thing, are tossed into life before twenty. Their fathers cannot afford them long schooling. After the training of a few years, “the narrow means at home,” as the Roman poet says, the keen wants of the family, oblige them to launch into life, after having gathered what they can in a few short years from books. And these very men, snatching education from the wayside, their minds developed one-sidedly, perhaps, by too close attention to the immediate calling which earns their bread, are to come up to this hall, and be trusted with the various interests, the great necessities, and the honor of the Commonwealth. It is, then, for the interest of the Commonwealth, that all along their wayside should be planted the means of a wider education, the provocatives of thought.

I will tell you what I mean. Suppose to-day you go to Paris. (I am not now touching on the motives that make governments liberal; we may have one motive, a despotic government may have another.) But suppose you go to Paris. In the Jardin des Plantes there, as it is technically called, you may find a museum of mineralogy; in the acres under cultivation, you may find every plant, every tree possible of growth in the climate of France; in other departments, every animal that can be domesticated from the broad surface of the globe; so that the children of the poor man, without fee, -he himself, in his leisure,--may study these related sciences as much in detail, and with as much thoroughness, as one half of men can study them in books, and better than the other half can study them at all, in the actual living representative. The very atmosphere of such scenes is education. People are not able even to live, even to stand among the evidences of the labors,

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