Culture and the State 35 



by such a dolorous tale. They are not here for auto- 

 biography, pleasing form of fiction though that be. They 

 are here for themselves, eager this morning for their own, 

 for the experience of life to which they realize them- 

 selves justly entitled; and they care for no argument 

 save as it relates directly to the present moment. 



It is not intended to chill in any way such exultation ; 

 and yet, if we are the wise men we believe ourselves to 

 be, we shall, I am sure, find added gratification if we 

 study a little the meaning of all that has held us willing 

 captives for a while, and so made possible our present 

 emancipation. 



The education of a boy, in school or out of it, may 

 proceed in any one of four directions. It may concern 

 simply his physical well-being, teach him to take care of 

 himself, his health and life, how manfully to meet the 

 world ; it may teach him how to make a living, in trade, 

 profession, or vocation ; it may teach him how rightly to 

 use the world, by awakening in him the spirit of fine 

 perception of beauty, an admiration of all that is high 

 and noble; and lastly, it may rouse in him a spirit of 

 reverence and appreciation of the unfathomed mystery 

 that shuts us in. In other words, education may be 

 either physical, and look to bodily strength ; or vocation- 

 al, for business; or cultural, for culture; or religious, 

 for faith and duty. 



In this present argument the third alone may claim 

 attention; by no means, however, without presupposing 

 the other three ; and it is proposed to show that culture, 

 which is in danger to-day of being, at least, less appre- 

 ciated, is not only a legitimate outcome of all training, 



