XLII THE, ROYAL SOCIETY OF CANADA 
1 
It may possibly clear the air somewhat in considering the former 
heading, our general condition, if I suggest that in the matter of their 
mental equipment there are intellectual people with intellectual 
tastes and unintellectual people with intellectual tastes. If to these 
we add intellectual people without intellectual tastes and unintellectual 
people without intellectual tastes, and if we remember that these 
classes shade into each other, it will be found that we have pretty 
exhaustively classified ourselves. Much importance is to be attached 
to the cultivation of intellectual interests. Indeed we may regard 
such a process as constituting a large part of education; education 
scarcely makes people intellectual; that is the work of nature; and 
it is the duty of the best minds of a nation to create, encourage and 
promote institutions and influences that will stimulate intellectual 
interests. There is hardly an occupation, however humble, that does 
not present an intellectual view point; there is hardly an occupation, 
however humble, that has not for those who pursue it an educative 
value; there is hardly an occupation, however humble, that may not 
make those who pursue it more contented with their lot by reason. 
of the interests associated with it. There is a certain levelling or 
equalising effect in all this. You and I have met lawyers, doctors 
and engineers who pursued their profession as a trade; and you and 
I have met mechanics who pursued their trade as a profession. I 
have no intention to-night of pointing out how agricultural colleges, 
technical schools, public libraries, and museums may be used to secure 
economic advantage, to make money, though I am quite convinced 
the intelligent pursuit of a calling is materially the best. I am think- 
ing only of the bearing of such influences as I shall refer to, on the 
intellectual advancement of the nation. 
You will agree with me, I believe, that quite apart from their 
spiritual mission, the churches exert a powerful influence on the mental 
vision of our people. The exposition of the ethics of Christianity, 
merely as a system of philosophy, must profoundly affect and stimu- 
late the thoughts of a nation. It is not necessary that here I enter 
further into detail. I content myself with saying that the observance 
of the moral principles set forth in the Sermon on the Mount marks 
a higher civilization than the presence of physical and chemical labor- 
atories, or than the farthest penetration of science into the secrets 
of nature. 
I begin with a brief discussion of education, using the word 
in its conventional and restricted sense. My enquiry, however, 
is chiefly concerned with influences at work amongst our people after 
leaving school. 
