[From the Same]
It is well to know the history of those magnificent nations whose origin is lost in fable, and whose epitaphs were written a thousand years ago—but if we cannot know both, it is far better to study the history of our own nation, whose origin we can trace to the freest and noblest aspirations of the human heart—a nation that was formed from the hardiest, purest, and most enduring elements of European civilization—a nation that, by its faith and courage, has dared and accomplished more for the human race in a single century than Europe accomplished in the first thousand years of the Christian era. The New England township was the type after which our Federal Government was modelled, yet it would be rare to find a college student who can make a comprehensive and intelligible statement of the municipal organization of the township in which he was born, and tell you by what officers its legislative, judicial, and executive functions were administered. One half of the time which is now almost wasted, in district schools, on English Grammar, attempted at too early an age, would be sufficient to teach our children to love the Republic, and to become its loyal and life-long supporters. After the bloody baptism from which the nation has arisen to a higher and nobler life, of this shameful defect in our system of education be not speedily remedied, we shall deserve the infinite contempt of future generations. I insist that it should be made an indispensable condition of graduation in every American college, that the student must understand the history of this continent since its discovery by Europeans, the origin and history of the United States, its constitution of government, the struggles through which it has passed, and the rights and duties of citizens who are to determine its destiny and share its glory.
Having thus gained the knowledge which is necessary to life, health, industry, and citizenship, the student is prepared to enter a wider and grander field of thought. If he desires that large and liberal culture, which will call into activity all his powers, and make the most of the material God has given him, he must study deeply and earnestly the intellectual, the moral, the religious, and the æsthetic nature of man; his relations to nature, to civilization, past and present, and above all, his relations to God. These should occupy nearly, if not fully, half the time of his college course. In connection with the philosophy of the mind, he should study logic, the pure mathematics, and the general laws of thought. In connection with moral philosophy, he should study political and social ethics—a science so little known either in colleges or congresses. Prominent among all the rest should be his study of the wonderful history of the human race, in its slow and toilsome march across the centuries—now buried in ignorance, superstition and crime; now rising to the sublimity of heroism and catching a glimpse of a better destiny; now turning remorselessly away from, and leaving to perish, empires and civilizations in which it had invested its faith, and courage, and boundless energy for a thousand years, and plunging into the forests of Germany, Gaul, and Britain, to build for itself new empires, better fitted for its new aspirations; and, at last, crossing three thousand miles of unknown sea, and building in the wilderness of a new hemisphere its latest and proudest monuments.