,illustration                           
,,washington                            
,the ,model of ,character               
,,for                                   
,,american ,,youth4                     
,,washington                            
,,the                            ,,model
 ,,of ,,character                       
,,for                                   
,,american ,,youth3                     
,,an ,,address1                         
,,delivered ,,to ,,the                  
,boys of the ,public ,schools4          
,,by ,,rev4 ,j4 ,n4 ,m#8,,jilton1 ,a4   
,m4             ,,chairman ,,of ,,the   
,,central ,,high ,,school1 ,,baltimore4 
,,baltimore3                   ,,printed
 ,,and ,,published ,,by ,j4 ,,murphy1   
#agh ,,market ,,street4                 
,,entered1 according to the ,act of     
,congress1 in the year #ahdf1           
,,by ,,john ,,murphy1        in the     
,clerk's office of the ,district ,court 
of ,maryland4     ,,correspondence4     
,,baltimore1 ,july #bd1 #ahdf4  ,,rev4  

,,and ,,dear ,,sir3  ,the address       
delivered by you at the celebration of  
the ,public ,schools of this city was so
 admirably adapted to the occasion1 and 
calculated to be of such essential      
service to the youth of our city and    
country1 that the committee of          
arrangements feel that they but reflect 
the sentiments and wishes of all who    
heard it1 by requesting that you would  
place a copy in their hands1 with a view
 to publication1 in order that it may be
 preserved in a convenient and durable  
form for more extended circulation and  
usefulness4  ,we are1 sir1 with great   
respect and esteem1                     
,your friends1                          
,,john ,r4 ,w4 ,,dunbar1                
,r4 ,t4 ,,spence1                       
,,john ,f4 ,,monmonier1                 
,r4 ,s4 ,,bowie1                        
,,charles ,m4 ,,keyser1                 
,com4 of ,arrangements4    ,to ,,rev4   
,j4 ,n4 ,m#8,,jilton4                   
,,baltimore1 ,july #bg1 #ahdf4          

,,gentlemen3  ,the address prepared at  
your request1 and delivered to the      
pupils of the public schools1 is at your
 service4 ,no objection of mine shall be
 interposed between your desire that it 
may be useful1 and the effort to make it
 so4  ,with high consideration1         
,your friend1                           
,j4 ,n4 ,m#8,,jilton4    ,to ,,dr4      
,,john ,r4 ,w4 ,,dunbar1       0  ,r4   
,t4 ,,spence1       0  ,,john ,f4       
,,monmonier1          ,r4 ,s4 ,,bowie1  
,,esq41          ,,maj4 ,,charles ,m4   
,,keyser1               ,committee of   
,arrangements4     ,,preface4   ,the    
address which forms this little book was
 not intended for publication4 ,it was  
prepared to be delivered at the         
celebration of the ,public ,schools on  
the #bb;d inst4 ,after it was delivered1
 ,commissioners of ,public ,schools and 
others regarded it as being worthy of a 
general circulation in some convenient  
form1 so that whatever benefit might be 
derived from its use should not be      

limited to the pupils of the ,public    
,schools1 but shared by the youth of our
 city and country1 so far as the same   
may be practicable4 ,with this view the 
address was solicited for publication by
 the ,committee of ,arrangements4  ,as  
usefulness was the aim of the author in 
preparing the address1 he hopes that    
every boy who may obtain a copy will    
read it with a view to his improvement4 
,doubtless the model which is presented 
in our illustrious ,,washington will be 
found to contain what is excellent and  
valuable in character1 and worthy the   
emulation of the ,american boy4 ,and if 
his ambition be excited to the pursuit  
of that which is high1 and honorable1   
and virtuous1 the expansion of his manly
 faculties may develope such character  
as shall render him a distinguished     
man1distinguished in his deeds1 as he is
 in the proud name he bears of ,american
 citizen4      ,july #bh1 #ahdf4        
,illustration      ,,washington         
,,the     ,,model     ,,of              

,,american ,,character4    ,,my ,,young 
,,friends1  ,pupils of the ,public      
,schools of ,baltimore3  ,the motto     
inscribed upon the beautiful banner of  
your ,central ,high ,school is the      
subject of my remarks to you to-day4    
,,palmam ,,qui ,,meruit ,,ferat,let him 
wear the palm who wins it4 ,and when ,i 
say that this is a motto worthy of the  
,american youth1 ,i give it a place far 
above that which it occupied in the     
proudest days of ,roman honor1 or in the
 brightest days of ,grecian fame4 ,and  
if you ask me for the proof1 ,i point   
you to the ,american character1 more    
brilliant in its enlightened freedom1   
and in its patriotic integrity1 than    
that of ,greece or ,rome ever was1 and  
to ,american institutions1 blending     
republicanism1 intelligence1 and        
religion in a greater degree than they  
were ever blended in a nation before4   
,and if you ask me for the cause of the 
difference between the character of     
those ancient nations and their         

institutions1 and the ,american         
character and institutions1 ,i direct   
you to one grand distinguishing         
characteristic1 and that is1   ,,the    
,,domestic ,,altar4  ,and in directing  
you to the domestic altar as the means  
of effecting this proud distinction1 ,i 
would say that it is an altar of such   
high and sacred character1 that it can  
be reared and successfully sustained by 
no nation1 unless that nation be eminent
 in its encouragement of enlightenment  
and religion4 ,i do not mean by this    
declaration that the ,roman and ,grecian
 boys wanted fathers to point them to   
the senate and to the field1 and mothers
 to teach them patriotism at the        
fire-side4 ,there was scarcely a father 
among them but had rather had his son a 
corpse than a coward4 ,and but few of   
the mothers of the age were unlike that 
noble ,grecian who told her son1 when he
 went to battle1 to return with his     
shield1 or upon it4 ,but ,i mean that   
the ,grecian and ,roman youth were      

taught patriotism in the neglect of     
domestic virtues4 ,they were taught to  
encourage a thirst for eminence in the  
state1 and for military renown at the   
expense of the social affections4 ,we   
have an example in the noble heroism of 
,cornelia1 the mother of the ,gracchii4 
,she infused into the souls of her      
illustrous sons the fire of patriotic   
devotion1 which made them jewels for the
 state1 but which lost them to her in   
the domestic circle for ever4 ,but the  
,american youth live in a very different
 age1 and their system of instruction1  
in nearly all its departments1 is of a  
very different character4 ,in their     
education1 the love for eminence in the 
state is not neglected1 and they are    
taught to cherish the patriotism that   
burned in the bosoms of the ,greek and  
,roman youth4 ,and with this patriotic  
interest is mingled the training of the 
social affections1 under the benign rays
 of religious enlightenment4 ,and this  
is the sort of education which rears its

 subjects1 not only for the domestic    
circle1 but for their country and their 
,god4 ,and this should be the great     
purpose of ,american teaching in the    
developement of ,american character in  
the use and for the sustaining of       
,american institutions4 ,and what we    
have to regret is that it is not carried
 out more thoroughly1 and rendered more 
efficient in practice4  ,we boast1 as we
 have cause to do1 of our position as   
free ,american citizens1 and we rejoice 
in the powerful effect the domestic     
altar has upon our national character4  
,but we are compelled to mingle reproach
 with our boast1 and regret with our    
joy1 that as a nation we should in any  
wise neglect that most important of all 
teachingthe teaching of character4 ,in  
this we must acknowledge that we are    
deficient1 and that the blessings of the
 domestic altar are not as profitable1  
nor as extensively diffused as they     
might be4 ,what we lack is systematic   
effort in the formation of character4   

,and judging from our want of systematic
 effort in this teaching1 and our       
indifference about it1 the supposition  
might be indulged that we are not aware 
of the importance and necessity of      
holding up character before the youthful
 mind as a distinctive part of          
education4 ,our practice would seem to  
indicate that we regard character as a  
thing that comes of itself1 or that it  
is induced by the moral and mental      
training which the youth obtains at     
home1 and at the schools4 ,it is greatly
 to the disadvantage of the youth that1 
in all the departments of study in which
 he engages1 there is not sufficient    
effort made to make him what he must be 
if he would rise to eminence in after   
life4 ,it is greatly to his disadvantage
 that he is not taught in clear1 and    
distinct1 and systematic terms1 what the
 ,american character is1 and of what    
elements it is composed1 and what he    
must be if he would carry out that      
character as it should be carried out in

 active life4 ,the boy should be pointed
 forward to his position of             
responsibility as a man4 ,he should be  
pointed to the period when he must take 
his place amid the busy multitudes of   
the world1 and wrestle as his fathers   
have done for the place of success which
 he hopes to attain4 ,he must have a    
place at the social circle1 and he      
should be taught how he shall adorn it4 
,he must be taught what he must be in   
private life1 that he may do honor to   
his domestic relations4 ,he must be     
taught his duty as a citizen1 that1 in  
the performance of that duty1 he may    
become eminent1 and that society and the
 state may be the better for his having 
lived in them4 ,and he must be shown    
what he must be in religion1 that he may
 fulfil his obligations both to ,god and
 man1 and that his religious character  
may have its influence upon the         
community in which he dwells4 ,in a     
systematic course of teaching for the   
developement of character in these      

several departments1 we have to         
acknowledge our deficiency4 ,and        
although the domestic altar stands      
pre-eminent in our midst1 and operates  
powerfully upon the ,american mind1 it  
is by no means what it ought to be1 and 
its influence upon developing character 
is far less than more systematic effort 
would make it4 ,and this defect is a    
serious impediment in the path of the   
,american boy4 ,he is prepared to act   
out the character of the ,greek and the 
,roman1 because the elements of that    
character are combined in his4 ,but it  
is a different thing to act out the     
character of the ,american1 because it  
combines the other elements which are   
sent forth from the domestic altar4 ,a  
prominent and distinguishing feature in 
,american teaching1 should be the full  
developement of the domestic character4 
,and when the domestic altar shall be   
adequate to the supply of its own       
demands1 the ,american boy will be      
properly instructed in his character as 

an ,american citizen4   ,,grecian ,,and 
,,roman ,,patriotism4  ,the ,greeks and 
,romans were patriots more from passion 
and impulse1 than from regular and      
systematic training4 ,hence the         
impassioned and impulsive outbursts that
 are so frequent in their history4 ,the 
,roman seemed ever ready to lay his life
 upon the altar of his country2 and the 
soul of the ,greek was unconquerable    
even by superior prowess of some brother
 ,greek1 and1 as far as the             
self-sacrificing spirit of the patriot  
is viewed1 their superiors are not found
 upon record4 ,but there is another     
element that enters into the formation  
of the ,american character4 ,with the   
noble traits that raised the ,greeks and
 the ,romans above every other nation of
 their day1 there are to be associated  
in the ,american the more refined       
qualities of character which render him 
pre-eminent as a social and religious   
being4 ,and without these qualities the 
,american character is incomplete2 they 

are essential to its exhibition in the  
perfection of its beauty4  ,i do not say
 that the youth of ,greece and ,rome    
were entirely destitute of those social 
qualities which ,i recognise as being   
the peculiar adornment of the ,american 
character4 ,these qualities were        
certainly possessed in a degree by the  
men of those nations4 ,but what ,i say  
is1 that they were lost sight of in the 
requirements for the forum and the      
field1 and obscured in the brilliance of
 the statesman's honors and glare of    
military glory4 ,thus it is clear that  
it was the patriot which those ages were
 most likely to exhibit1 while other and
 equally essential parts of character   
were overlooked and obscured4 ,the      
domestic altar was wanting1 in its      
softening and subduing influence1 to    
mould the man for the domestic circle1  
and for the refined intercourse it      
demands4   ,,proper ,,elements ,,of     
,,character4  ,the elements of which    
character is composed have been combined

 in the various nations of the past in  
different proportions4 ,and if we       
continue our remarks in relation to the 
,greeks and ,romans1 as partially       
representative of them all1 we cannot   
fail to see that the passion for the    
cabinet or the field has been           
predominant in proportion as either has 
commanded the most of these elements4   
,but it appears as if it were left for  
the ,american to combine into a perfect 
character all the elements of which it  
is composed1 and to hold that character 
up an improvement upon the past1 and as 
a guide and pattern for the future4 ,and
 that this perfect character is not yet 
fully developed in a national point1 is 
most clearly certain4 ,when it is1 the  
world will look upon what it has not yet
 seen2 a nation combining in right      
proportions the elements which make man 
a social and religious being1 with those
 which make him a patriot4 ,then may the
 man be regarded as the representative  
of his nation2 and the elements of which

 the character of his nation is         
composed1 will be found to centre in    
himself4   ,,elements ,,of ,,character  
,,in ,,washington4  ,and although these 
elements of character have never        
rendered an entire nation illustrious1  
yet may we find them centering in a     
single individual4 ,i present our own   
unequalled ,,washington as an example of
 the character in individual isolation4 
,and ,i would present him as the ,,model
 from which a nation of his kind might  
be moulded4 ,and when you imagine a     
nation of such men as ,washington you   
have the character in its completeness1 
so far as human character may be called 
complete4 ,and you have it in the beauty
 of its practical operation4 ,and a     
proud day will it be for this world of  
ours1 when a nation of such men as      
,washington shall exist4 ,and the thing 
is not impossible4 ,such may be the case
 when the model is understood and       
imitated4 ,in ,washington were combined 
the qualities which exhibit man in the  

true nobility of his nature1the noblest 
workmanship of ,heaven4 ,and a nation of
 such men might arise upon this1 our    
,american territory1 if the proper means
 were used to bring about the           
consummation4 ,and how is this important
 work to be effected8 ,it may be done by
 having the model held up in the        
analysis of its substance1 showing the  
elements of which it is composed2       
defining thoroughly its relations1 and  
so simplifying them1 that they might be 
readily apprehended and understood when 
presented to the nation's mind4 ,if in  
such analysis1 the model of ,american   
character were held up before the       
,american youth1 it could not fail to be
 imitated4 ,and to render the work      
effectual1 the holding up of the model  
should be attended with the             
communication of such instruction1 and  
in such manner1 as might encourage the  
youth to embrace the character in its   
simple elements1 and to emulate it in   
the model which the combination of these

 elements may furnish4 ,this would be to
 teach character to the subject who was 
expected to adopt it4 ,and1 knowing what
 the character is1 and how to act it    
out1 the adoption and practice of it    
would be an easy task4 ,and the mind of 
the nation must be directed towards the 
character1 or the character may never be
 developed in the nation2 however1 it   
may sometimes be seen in the individual4
 ,the model of the ,greek was the       
patriot in the civil council3the model  
of the ,roman was the patriot in the    
field4 ,and while the nation of the one 
was pre-eminent in the number of her    
statesmen1 the nation of the other was  
pre-eminent in the number of her        
generals4 ,while ,greece was            
distinguished for her orators1 and was  
called a nation of letters1 ,rome was   
most distinguished for her soldiers1 and
 was termed a warlike nation4   ,,the   
,,american ,,character ,,in ,,its ,,true
 ,,greatness4  ,and here a very         
important and necessary question1 which 

you may ask1 is1 in what does this      
exalted character consist1 which neither
 the ,greek nor the ,roman possessed in 
all its proportions1 and which the world
 has never yet seen in a national       
developement8 ,i will answer you this   
question1 by saying that it is the      
character which ,i have presented you as
 a model1 in the person of our venerated
 ,washington4 ,and now you desire that  
this model character shall be analyzed1 
in order that you may see into it1 and  
comprehend it4 ,in an address like the  
present1 ,i can give but a very         
imperfect analysis of this character1   
and must express it in general terms4   
,it would require a volume to analyze it
 fully1 and to exhibit its particular   
portions properly4 ,you desire that ,i  
shall present you the man combining the 
elements of character in their proper   
proportions1 qualifying him for life in 
its different departments4 ,such a man  
,i would state to be one who is prepared
 to take his place in the domestic      

circle2 who can act his part in the     
various departments of professional     
life2 and who is educated for the honor 
and service of his ,god4 ,you see in    
this man1 the social character1 the     
patriot1 and the ,christian4 ,more than 
this it would be difficult for man to   
be4 ,and fully must he come up to the   
standard1 or fall short of the character
 which the ,american should aim at4 ,and
 to be eminent1 and to shine in these   
departments of life1 the social1 the    
professional1 and the ,christian1 the   
,american youth must of necessity be    
educated4 ,to this should the           
instruction of the fire-side have       
reference2 to this should all scholastic
 studies be directed4 ,and with the     
model character constantly in view1 and 
in the use of such instructions as would
 unfold it thoroughly1 a successful     
result might be attained4 ,and in such  
result the youth would be properly      
moulded into the man1 and the man sent  
forth1 in the excellence of his         

character1 a social being1 a patriot1   
and a ,christian4   ,,the ,,american    
,,character ,,in ,,washington ,,its     
,,model4  ,i hold this character up as  
,american1 for good and sufficient      
reasons2 first1 because ,american       
institutions are those which encourage  
its developement and demand its         
exercise2 secondly1 because ,america has
 produced its model in a greater degree 
than any other nation that now exists1  
or that ever has existed4 ,i have said  
that in this model of ,american         
character1 man is presented in his      
excellence as a social character1 as a  
patriot1 and as a ,christian4 ,and here 
,i ought to say that in its entire      
perfection this character may never be  
exhibited in imperfect human nature4    
,but ,i may speak of the character in   
its perfection1 and ,i may hold it up in
 its beauty before the ,american youth  
for their imitation4 ,let perfection be 
the model1 and perfection the aim of the
 youthful mind1 and then labor for      

success in the application of your      
motto3 8,let him wear the palm who wins 
it40  ,my young friends1 you appear     
before me to-day as a representative    
portion of the ,american youth2 and as  
such ,i would hold up the model         
character to your view4 ,and ,i would   
that ,i could hold it up1 in its proper 
light1 before the youth of every part of
 our country4 ,i would that ,i could so 
present it that the ,american boy might 
see it in its beauty1 and be encouraged 
to pursue it as the highest object of   
his ambition4 ,i present for your       
consideration1 for your study1 and for  
your imitation1      ,,man ,,in ,,the   
,,domestic ,,circle1 ,a ,,social        
,,being2      ,,man ,,in ,,the          
,,different ,,departments ,,of ,,social 
,,life1 ,a ,,patriot2      ,,and ,,man1 
,,in ,,the ,,service ,,of ,,his ,,god1  
,a ,,christian4  ,and it is in regard to
 this social and religious character    
especially that ,i spoke of the ,greeks 
and ,romans as being deficient4 ,the    

domestic altar1 and the altar of        
religion among those renowned nations   
having been absorbed in the altar of    
patriotism1 of course1 like every thing 
else1 they were tributary to it4 ,and   
therefore almost their entire character1
 certainly their character in its       
efficiency1 was developed in the        
exhibition of the patriot4  ,in the     
pursuit of my purpose ,i will now show  
you1 in a very brief manner1   ,,man    
,,in ,,his ,,social ,,character4  ,and  
to look on him in this character1 you   
must turn with me to the domestic       
circle1 and you must see him at the     
fire-side and in society4 ,and in the   
domestic circle you behold the man with 
father1 mother1 brothers1 sisters1 and  
friends around him4 ,to be happy with   
them1 and that they may be happy with   
him1 he must be      ,,the ,,dutiful    
,,and ,,obedient ,,son2      ,,the      
,,fond ,,and ,,affectionate ,,brother2  
,,the ,,firm ,,and ,,unwavering         
,,friend4  ,and the dutiful and obedient

 son honors his parents1 and bows       
submissive to their commands4 ,and he   
does honor and submits to his parents1  
not only during the period of his       
minority1 but also in his more matured  
years4 ,he respects them in the         
obedience of his manhood1 and he shows  
to their gray hairs1 in the exercise of 
his manly strength1 that the principle  
by which he is moved is that which was  
instilled into his mind in the hours of 
his childhood1 and which strengthened as
 his youth advanced4 ,the filial        
reverence of the boy is to be seen in   
the actions of the man4 ,and this       
reverence is seldom or never seen in the
 actions of the man1 if the principle   
from which it springs has not been made 
a part of the character of the youth4   
,the crown of honor1 which the domestic 
circle weaves for the brow1 is worn only
 by him that bends in the respect of his
 manly years before the silver locks of 
those who gave him being1 and ministered
 to the necessities of his early life4  

,and for this principle to be carried   
out in the man's history1 it must be    
firmly implanted within him1 and become 
a part of his character and of himself  
in his early years4 ,as with all other  
principles of like nature1 it must be   
imprinted upon the character in its     
formation1 and become identified with   
the individual while his faculties are  
in their incipient state1 and before    
they are fully developed4 ,the boy must 
be the dutiful and obedient son1 or the 
man may never be honored with a name so 
praiseworthy1 and so much to be desired4
  ,and as an affectionate brother1 his  
character shows itself in his           
gentleness1 and in the spirit of love   
and kindness1 which should ever be      
exhibited in his intercourse with those 
who are bound to him in the tender ties 
of fraternal affection4 ,to his elders  
under the paternal roof he is           
respectful1 and to those younger than   
himself he is conciliating2 and to all  
he is open in his love1 and generous in 

the exhibition of his tender regard4    
,and such a brother is a jewel at the   
home circle4 ,he is a boy1 and a man of 
character2 and while his brothers share 
in his sturdier enjoyments1 his sisters 
look to him in confidence as one that is
 ever ready to minister to their        
happiness1 and to stand by them as an   
unflinching protector4  ,and1 as a      
friend1 he is firm and affectionate1    
open in his intercourse1 and candid in  
the expression of his sentiments4 ,he is
 as bold in the reproval of his friend's
 faults to his face as he is in the     
defence of his character when he is     
absent4 ,he is to his friend1 in all    
things1 just what he would have his     
friend be to him under the same         
circumstances4 ,deceit is the thing he  
scorns1 and to treachery he is a        
stranger4 ,selfishness has no part in   
his character1 and from meanness of     
every description he flies as he would  
from the pursuit of a serpent4 ,such a  
friend is worthy of the name1 and if    

youth were trained for the character    
there would be more of them in the world
 than there are4  ,and the principles of
 character which would render the man a 
valued brother and friend1 like those   
which would make him a worthy and       
dutiful son1 must be incorporated into  
his nature in his childhood1 and in his 
youth4 ,he must be the obedient son1 the
 affectionate brother1 and the firm     
friend in his boyhood1 or the           
probability is that he will never be so 
at all4 ,there is some truth in the     
adage1 that friendships1 to be pure1 and
 disinterested1 and lasting1 must be    
formed in youth1 and that those which   
are formed in more matured years are not
 so4 ,i say there is some truth in this 
adage1 though1 to the credit of man's   
nature be it spoken1 it does not        
universally apply4 ,and the truth of the
 adage is proved by faithful and        
honorable exceptions4 ,and there is     
reason in the thing1 though that which  
is most generally given is not so well  

expressed as it might be4 ,the reason   
assigned in favor of early attachments  
and early friendships is that because in
 youth the feelings are full1 and fresh1
 and free1 and warm1 and that the young 
heart is surcharged with gushing        
sympathies4 ,this is even so4 ,but ,i   
will state the reason in another form1  
which is more suitable to my subject1   
and which1 ,i have no doubt1 will be    
more useful to you4 ,it is because in   
early life the character is formed1 and 
the principles incorporated into the    
subject which produce his character4    
,and with this in view1 ,i would        
encourage you to adopt and practise such
 principles as are pure1 and high1 and  
holy1 and then your friendships will be 
well selected1 and you will yourselves  
be valuable1 aye1 inestimable1 as       
friends4   ,,man',s ,,social            
,,excellence ,,seen ,,in ,,his          
,,estimate ,,of ,,the ,,female          
,,character4  ,and in scarcely any thing
 is this social character1 which is     

developed in these elements of domestic 
life1 more distinctly seen1 and more    
admired1 than in the estimate which the 
man places upon the female character and
 female society4 ,the youth who has     
rightly improved by this domestic       
training1 and in whom the social        
character is properly developed1 is the 
champion of female virtue4 ,the female  
character1 in its spotless purity1 is   
that which he admires1 and loves1 and   
venerates4 ,he sees a mother and a      
sister in every respectable female2 and 
to him the appeal of female innocence   
for protection is never made in vain4   
,he is the knight in his chivalry1 and  
is ready even to interpose his life     
between wronged innocence and the wretch
 that would lay his demon grasp upon    
spotless female virtue4 ,and this       
veneration for what is virtuous and     
amiable in the female character is      
almost always a sure index to the       
character of the man that entertains it4
 ,he is one of pure and exalted mind1   

and may be trusted in every department  
of life4 ,he has a high sense of honor1 
and his integrity is not to be easily   
shaken4 ,of the intrigues of the immoral
 and the vicious he knows nothing1 and  
he entertains no feeling towards such   
want of character but disgust4 ,the     
nobleness of his nature is seen in his  
abhorrence of the guilty1 while the pure
 are safe under his care4 ,such a man is
 the son1 the brother1 and the friend1  
that does honor to his family1 and to   
the circle of society in which he moves4
 ,and if you would possess such         
character in manhood1 cultivate it now4 
,let the model appear before you at all 
times1 and on all occasions1 and let its
 impress be indelibly made upon your    
mind and heart4   ,,the ,,american      
,,domestic ,,altar4  ,and now1 after    
these remarks upon the formation of the 
domestic character1 need ,i tell you how
 it is that the domestic altar has so   
much to do with the character of the    
man8 ,need ,i tell you that it is a     

thing to be deplored that the youth of  
,greece and ,rome had not more of the   
benefits of this altar8 ,and need ,i    
point you to the high privileges and    
holy influences of that altar1 to show  
you how much the advantage you have over
 those noble youths of other days whose 
character has so much in it for you to  
admire8 ,and you who have fathers1 and  
mothers1 and brothers1 and sisters1 and 
friends1 well should you know how to    
appreciate what ,i say in relation to   
the difference between them and         
yourselves1 and ardently should you     
desire to reap advantage from the       
knowledge you possess of your position4 
,treasure1 then1 as a sacred gift from  
,heaven1 the blessings which this       
domestic altar affords you4 ,and let    
your characters be formed in the        
cultivation and manly exercise of the   
principles it imparts4 ,remember that   
the principles you cultivate1 and the   
character you form in youth1 will be    
likely to be your principles and        

character for life4 ,and as you would be
 respected and valued as members of     
society hereafter2 as you would be      
useful and honored among men1 use all   
your powers to obtain right principles1 
and to develope those principles into   
such character1 as ,americans1 you may  
be proud of4   ,,influence ,,of ,,the   
,,domestic ,,altar ,,in ,,the           
,,developement ,,of ,,the ,,patriotic   
,,character4  ,and not only to the      
developement of the social qualities1 is
 the young ,american indebted to the    
domestic altar1 but he is also indebted 
to that altar1 in a considerable degree1
 for the developement of his character  
as a patriot and a ,christian4 ,he      
learns patriotism and religion at the   
hearthstone4 ,the fire of a country's   
love is enkindled in the young heart1   
and the lisping infant pronounces the   
name of ,god with awe4 ,the story of the
 statesman's progress to renown falls   
upon the ears of the child1 and in his  
youth he feels the first impulse of the 

desire to play the orator before the    
multitude1 and by his eloquence the     
8listening senate to command40 ,the     
deeds of glory that pave the conqueror's
 path1 are told him1 and the pulse of   
ambition begins to beat while yet the   
tales of the nursery are ringing in his 
ears4 ,he hears of battles1 and he longs
 to follow to the field some warlike    
leader4 ,it is direction rather than    
encouragement that is needed in the     
developement of this patriotic          
character4 ,if there is any thing innate
 in the human bosom1 it would seem to be
 this feeling of patriotism4 ,and it is 
fanned into a flame1 it is excited and  
fevered by the unnumbered incidents of  
patriotic history that crowd upon the   
expanding and improving mind1 and by the
 appeals of daily occurrences which tend
 to warm and animate the heart4 ,it is  
but proper direction that is needed in  
the cultivation of this feeling4 ,every 
child is a patriot4 ,every boy is both a
 statesman and a soldier4 ,and what is  

required in his teaching1 in such       
matters1 is the right sort of training4 
,and badly will his patriotic character 
be brought forth if he be left to       
himself in its developement2 to make the
 boy a pure and exalted patriot1 true   
patriotism must be presented to him from
 the model4 ,and it is to be shown him  
in its principle1 and in its operation4 
,and this1 if properly done1 will show  
him what patriotism is in its embrace of
 his country's territory and population1
 and of all that may be included in his 
country's honor and prosperity4 ,less   
than this will cause him to degenerate  
into the partizan and develope prejudice
 for sectional interests and sectional  
advantage rather than the principle     
which1 in its extended grasp1 includes  
all that can elevate and prosper1 and   
honor the nation4 ,nothing short of this
 should be dignified with the name of   
patriotism4 ,and the youth should keep  
his eye and his heart firmly and        
devotedly fixed upon it4 ,he should know

 that the partizan is not the patriot1  
and he should be capable of making the  
distinction4 ,and in the acquirement of 
the patriotic character he may feel that
 he is an ,american1 and he may receive 
enjoyment1 in a high degree1 from the   
pleasure such feelings must ever        
produce4 ,and such an ,american is the  
champion of his country1 and of his     
country's rights and honor4 ,and he is  
this champion1 not only in regard to    
foreign aggression1 but in defiance of  
sectional prejudice and party feud4     
,,influence ,,of ,,the ,,domestic       
,,altar ,,in ,,the ,,developement ,,of  
,,the ,,religious ,,character4  ,and as 
with the patriotism of the youth1 so    
with his religion4 ,its first appearance
 is generally at the home fire-side4    
,and it is there that the first         
impression of his religious character is
 made4 ,the ,christian mother teaches   
her child that there is a ,god for him  
to worship4 ,and his first and earliest 
prayers to ,him1 as the only object of  

his adoration1 are taught from her lips4
 ,and religion comes not to the boy1 as 
does his patriotism1 seemingly by innate
 impulse4 ,it has to be taught him1 or  
he never learns it4 ,it is something    
that comes not by nature1 but by the    
,revelation of ,god4 ,and coming thus1  
it has to be communicated to the        
individual4 ,and the ,american boy      
should study1 as a most important part  
of his education1 the broad principles  
of the ,christian faith1 and the creed  
of the ,christian church4 ,and he should
 learn to hold his religious views in   
respect to ,god and to his church1 and  
not in any wise in respect to the       
opinions of men4 ,and how important is  
the place of the parent and the teacher 
in its view of this duty8 ,the infidel  
is utterly unqualified for the          
employment4 ,an infidel mother is unfit 
for the training of an ,american boy4   
,if she neglect to teach him love to his
 ,god1 she will hardly be able to teach 
him how to exhibit his love to his      

country4 ,and1 as ,i have before        
remarked1 the character of the ,american
 is incomplete1 it is unfinished without
 religion4 ,and the religion which      
perfects the ,american character1 is    
love to the ,almighty ,object of its    
worship1 which is recognised in all the 
,american institutions2 and love to     
mankind1 which is so necessary for the  
well being of the state4 ,alas6 that the
 training of an ,american child should  
ever be placed in the hands of an       
unbeliever6 ,it is his principle1 as a  
,christian1 that renders the man a truly
 social being1 and a pure patriot1 and  
the true ,american must of necessity be 
a ,christian4   ,,washington ,,the      
,,boy4  ,and now some of you are ready  
to ask me if these elements of character
 were combined in the illustrious       
,washington1 the father of his country1 
whom ,i have held up as a model         
character for the ,american youth4 ,let 
us see if such be the case4 ,let us     
recur for a moment to the history of    

that unequalled man4 ,and first1 let us 
see what he was in his youth1 and under 
the training of his parents4 ,and1 as a 
boy1 how is he shown to you in history8 
,he is shown to you as the very boy ,i  
have described4 ,he was the dutiful and 
obedient son4 ,he was the               
simple-hearted1 affectionate1 studious  
boy1 who1 by his gentle manners1 and    
open and candid disposition1 made       
himself the idol of his parents4 ,if you
 turn to the history of ,washington's   
youth1 and read it1 you will find him   
amiable1 and honorable1 and dignified1  
and pure4 ,you will see him almost      
without a fault1 and with a soul made of
 such noble materials that he becomes at
 once the object of your admiration and 
your love4 ,why1 of such a boy as       
,washington1 his mother might well be   
proud4 ,aye1 his friends and his country
 might well be proud of him4 ,what6 ,a  
nation proud of a boy8 ,yes1 a nation   
proud of a boy6 ,the free nation of     
,american citizens is proud1 to this    

day1 and ever will be proud of the      
boyhood of ,washington4 ,he stands out  
in history in bold advance of the boys  
of ,america4 ,he stands out in bold     
advance of the boys of the world4 ,he is
 the model boy1 and boys are great and  
wise1 and good in proportion to their   
imitation of his character4 ,let the    
light of his boyhood's example be the   
guiding star of the ,american youth4    
,let those youth be what he was at the  
fire-side1 at his mother's knee1 and at 
the school1 and their country shall be  
blessed in their manhood's years4       
,,washington ,,the ,,man4  ,and what is 
the character of ,washington the man8   
,let the patriotism of his professional 
life speak for him4 ,where is he in the 
hour of peace1 when the trump of war is 
hushed1 and the stillness of the        
,sabbath rests upon the woods and wilds 
of his native state4 ,in the time of    
peace he is a man of peace4 ,he is just 
the man that you might expect the boy   
,washington to make4 ,a talented1       

active1 industrious citizen4 ,his       
occupation is that of a surveyor1 and so
 eminent is he in his profession1       
rendered so by study and industrious    
applicationso eminent is he1 that he    
attracts public attention and receives  
the appointment of public surveyor at   
the age of but little more than         
seventeen years4 ,and so manly is his   
character1 and so decided his           
attainments1 that when he is but        
nineteen years of age1 in addition to   
his office of public surveyor1 he is    
made the commissioned head of the       
militia of his district to guard it     
against the depredations of the         
,indians4 ,and he is yet devoted to his 
mother1 and ready to obey her in all    
that she commands4 ,washington the man  
is like ,washington the boy1 the dutiful
 and obedient son4 ,he loves his mother 
tenderly and devotedly1 and his mother1 
in return1 loves him with all the ardor 
of a mother's deep and abiding          
affection4 ,and he is loved and         

respected by all who know him and have  
the opportunities of appreciating his   
worth4   ,,washington ,,the ,,patriotic 
,,soldier4  ,and where is ,washington   
when the storm of war begins1 and clouds
 of darkness and danger gather over his 
beloved land4 ,where is he when the     
fierce thunder of war's tempest is heard
 among the hills of his nativity4 ,he is
 among the very first that offers for   
the service of their country4 ,the mild1
 the gentle1 the obedient boy is a      
patriot1 and he becomes a soldier to    
fight in the defence of the country of  
his love4 ,he takes his place in the    
army1 and still a student1 still active 
and industrious1 his path to fame is    
onward and upward4 ,he was the idol of  
his mother in his boyhood1 and now he   
becomes the idol of another mother1 his 
country4 ,he fights his way as commander
 in chief of the ,american army1 through
 a fierce and bloody revolution1 and he 
conquers a fierce and blood-thirsty foe4
 ,and when the ,british flag is in his  

hand1 and the ,british lion cowering    
before the eagle that spreads her wings 
upon his own proud ensign1 he lays the  
trophies of his victory upon the altar  
of his country1 and becomes a private   
citizen4 ,like the ,roman ,cincinnatus1 
he resigns his honors when the period of
 duty has passed1 and retires to the    
peace and quiet of his farm4 ,he is the 
patriot that does all for his country1  
and seems to show but little concern for
 himself4 ,and there is a scene at the  
close of his military life which shows  
him to his countrymen and to the world1 
the most glorious patriot that ever     
lifted his arm in his country's defence4
 ,it holds up his character higher than 
that of the most renowned ,greek4 ,it   
shows him to be the more than ,roman in 
all that was great in the ,roman's      
estimate of fame4 ,when the army that he
 has led to victory is about to be      
disbanded1 a source of dissatisfaction  
arises1 and the soldiers that are       
wearing the badges of triumph over a    

foreign enemy murmur at the treatment   
they receive by the government at home4 
,the congress of the country they have  
served1 so long and so faithfully1      
refuses to pay them for their services1 
and would have them dismissed and sent  
home poor1 penniless1 and in rags4 ,with
 tears in his eyes1 ,washington         
communicates the sad intelligence to his
 brave comrades in arms4 ,they hear the 
tale in silence and in sorrow4 ,and     
scarcely is it told1 when the fire of   
indignation flashes in every eye4 ,the  
men that have fought and conquered under
 ,washington1 and have fought and       
conquered for their country1 now propose
 to have their own private wrongs       
redressed by fighting for their         
matchless leader4 ,they would hurl the  
members of congress from their seats1   
and upon the throne of a newly erected  
kingdom they would place their          
,washington4 ,and what is the import of 
this proposition from the triumphant    
,american army8 ,it is no less than to  

make ,washington a king2 no less than to
 crown him king of conquerless ,america4
 ,they would have crowned him1 as many a
 warrior of past ages had been crowned1 
after they had been victorious over     
their enemies4 ,they would have laid a  
nation's honors and a nation's homage at
 his feet4 ,and does ,washington accede 
to their proposal8 ,does he receive the 
gift of the crown1 and mount his throne 
a king8 ,no6 ,he scorns the deed4 ,he   
becomes indignant at the proposition1   
and he pities from his heart the brave  
sufferers whose wrongs induced them to  
make it4 ,he turns from the disheartened
 troops that stood by him in the trials 
of many a stormy hour1 and lays the     
laurels that he won1 as their chief1 at 
his country's feet4 ,he resigns his     
commission as an ,american general1 and 
he walks from his place at the head of  
his army1 not an ,american king1 but a  
private ,american citizen4 ,and may ,i  
not ask1 where is the deed in history   
that stands out in such strong relief1  

and in such glowing colors1 as does that
 deed of the most glorious of heroes4   
,where is the victorious general of     
,greece1 or ,rome1 or of any other      
nation1 that refused such brilliant     
honors1 and at a time of such trying    
interest8 ,where is the hero who1 with  
the crown in view1 held out by his      
weeping1 suffering troops1 and under    
such touching circumstances1 that went  
out from before them1 of helm and plume 
bereft1 8a man of private mien80 ,the   
deed1 like the man1 stands out in       
history in solitary isolation4      ,and
 glow on fame's immortal height1        
,inscribed in lines of living light1    
,the name1 the deed1 they are but one1  
,unrivalled in our ,,washington4        
,,washington ,,the ,,patriotic          
,,statesman4  ,and1 as a statesman1 our 
model of the ,american character is     
scarcely less distinguished than he is  
as a victorious general4 ,in the halls  
of his country's legislation1 as in the 
field of battle1 his deeds1 and not his 

words1 proclaim his character4 ,he is as
 far sighted upon the platform of state1
 as he is amid the smoke of war2 and as 
he looked forward and fought for the    
victory that was to crown his career in 
the future1 so did he watch1 with an    
eagle eye1 the sun of his country's     
glory1 as it ascended to its meridian1  
and so did legislate that the beams and 
genial warmth of that sun might be shed 
over future generations4 ,he is the     
statesman in the nobleness and dignity  
which the character should ever         
maintain4 ,in his acts1 which are always
 of general application1 and for the    
public good1 the blustering partisan is 
shamed into silence1 and the tongue of  
the wily politician stilled4 ,he speaks 
only when he has something to say4 ,his 
words are the words of the heart1 and   
they are full of meaning4 ,he sees not  
himself1 and knows nothing of his own   
success1 but he pleads for the land that
 he has perilled his life to save4 ,he  
labors with his might for his country's 

prosperity2 and while he asks not       
office1 he feels that it is not his     
place to decline it when the voice of   
duty calls him to the post1 and while   
there is work for him to perform4 ,his  
countrymen witness his patriotic zeal   
for their prosperity1 and for the       
prosperity and elevation of their       
government1 and they pass by hundreds   
that seek honor in her councils1 and at 
her head1 and offer him the highest     
place of honor in their gift4 ,the      
people1 over whom he so nobly refused to
 reign as a king1 ask his services as   
their chief magistrate1 and he consents 
at once4 ,he is the statesman that is   
ever ready for servicealways at hand    
when there is labor for him to perform4 
,and when the hour of honor comes he is 
hardly to be seen4 ,he is the statesman 
that loses sight of self and of all     
selfish considerations1 and plans and   
purposes only for the welfare of the    
nation4 ,see him1 when he deems that his
 labors for the state are accomplished1 

and her honor1 and peace1 and prosperity
 secured4 ,when there are no more toils 
for him to undergo1 he lays the honors  
of office at the feet of those who      
conferred them1 and from his            
distinguished seat1 at the head of the  
government1 he comes down to the place  
of a private citizen4 ,he is the lofty  
spirit that deals in mighty works1 and  
when there are no more mighty works for 
him to do1 he retires to be mighty still
 in the circles of private life4 ,he    
fights while there is a gun to be fired1
 or a foe to be subdued1 and he is the  
last to leave the field4 ,and so stands 
he at the helm of state4 ,he is there   
till the impending danger is passed4    
,and he leaves not his post while there 
is a trial near4 ,while the clouds of   
war are curling around him1 he appears  
unmoved1 and the smile of peace is upon 
his cheek to tell how little concern he 
has for himself when the storm is       
sweeping over his country4 ,and while   
the waves of civil commotion are dashing

 at his feet1 his form is seen standing 
firm amid the threatening peril1 and his
 hand is outstretched for the calming of
 the troubled waters4 ,and when all is  
tranquil1 and the country safe1 we find 
our patriot among the quiet shades of   
,mount ,vernon4 ,as a statesman1 as well
 as a victorious warrior1 we see the    
sunlight of a glorious fame encircling  
the brow of ,washington4 ,the deeds that
 exhibit the model ,washington1 as a    
patriotic soldier and statesman1 are    
unparalleled in history4 ,and as in his 
social virtues1 and in his patriotic    
character1 so stands out1 in bold       
relief1   ,,washington ,,the            
,,christian4  ,i give but one more scene
 to complete the model of ,american     
character4 ,it is ,washington in death4 
,and it is in that hour of trial that   
his character as a ,christian is clearly
 to be seen4 ,as a soldier1 and as a    
statesman1 he was a man of prayer1 and  
his end is that of the ,christian hero4 
,he suffers calmly and patiently his    

last severe affliction4 ,and when he is 
tortured with pain1 and struggling in   
his last agonies in the grasp of the    
grim monster1 he turns to his physician1
 and says1 with perfect composure1 and  
with the calmness of ,christian         
resignation over his countenance3 8,i   
die hard1 but ,i am not afraid to die60 
,like a soldier1 like a ,christian hero1
 he resigns his soul into the hands of  
,him who gave it4  ,such is ,washington 
the boy1 the man4 ,such his character as
 developed in his deeds4 ,in him is seen
 the man of social virtues1 the patriot1
 and the ,christian4 ,and in these      
departments of human character he shone 
throughout his life4 ,and may ,i not    
hold up such a character as a model     
before the youth of ,america2 surely    
such a character is the high aim of an  
,american boy's ambition6 ,and to win   
and wear it would be to secure a prize  
of most exalted eminence4 ,but let it   
not be forgotten that the palm must be  
worn by him who wins it4   ,,the        

,,school ,a ,,department ,,of ,,the     
,,domestic ,,altar4  ,and these elements
 of character1 which shone so brightly  
in the history of our glorious          
,washington1 are those which make the   
man a social being1 a patriot1 and a    
,christian4 ,and they are not only to be
 taught the child at the fire-side1 and 
on his mother's knee4 ,the school is a  
department of the domestic altar4 ,and  
in the school the design of the parent  
to complete1 as far as practicable1 the 
character of his child1 is to be carried
 out4 ,the boy is to be prepared for    
some department of professional life1   
into which he is to carry the qualities 
of character he obtains in his youth4   
,and the preparation for professional   
life is continued in the school1 and in 
the college1 as it was commenced at     
home4 ,a certain amount of scholastic   
knowledge is necessary to expand the    
mind1 and prepare the youth for the     
duties and responsibilities of life in  
any and all of the professions4 ,and if 

he be turned loose upon the world       
without this knowledge1 he cannot be    
said to be fit for any department of    
business4 ,he is qualified for no       
profession1 and plodding his way in     
ignorance1 his associations must be low1
 and grovelling1 and in his path through
 life he must be vicious and unhappy4   
,and let me ask1 for what profession is 
it possible that the boy can be prepared
 that was never instructed at home1 nor 
at school1 nor any where else8 ,the     
answer is suggested to every mind by the
 question itself4 ,and what is such a   
boy fit for8 ,he is fit for the pursuit 
of vice and wretchedness2 and that is   
the pursuit upon which he will be likely
 to enter4 ,ignorance and vice are the  
parents of misery4 ,wretchedness is the 
fruit of their association4 ,aye1       
ignorance and vice are the parents of   
misery1 and in wretchedness must the way
 of man be pursued1 if he be found in   
their association4 ,the boy that is     
ignorant is in great danger of being    

wicked1 and in his wickedness he must be
 unhappy4 ,no boy can grow up to be a   
true and faithful ,american citizen that
 grows up in ignorance4 ,and no boy can 
be a true patriot that is willing to    
grow up in this way4 ,a man must be     
enlightened1 or he can be no good       
subject of the ,american government4    
,and he must seek enlightenment in his  
youth1 or he runs a great risk of never 
obtaining it at all4   ,,the ,,sovereign
 ,,people4  ,in our republic the people 
are said to be the sovereigns of the    
government2 and we frequently hear of   
the 8sovereign people40 ,and who are the
 sovereign people8 ,are they the        
ignorant and the vile8 ,are they the    
base and the profligate8 ,alas1 for this
 lovely land of ours1 were such         
sovereign further than their votes on   
election day can make them6 ,and even in
 this privilege of voting1 their        
sovereignty is sufficiently operative   
for evil4 ,and were these miserable     
apologies for the freemen of ,america to

 triumph over the enlightened and the   
virtuous1 what would the name of        
,america be but the stamp of infamy8 ,to
 the ignorant and the vile1 the base and
 the profligate1 our government extends 
the right of suffrage4 ,it recognises   
all as politically free4 ,but can such  
characters aspire to the place of office
 which the enlightened alone can fill8  
,their boast is of their right to vote1 
and not of the talent or the chance to  
occupy the place of office4 ,and what a 
pitiful sovereignty is this for an      
,american freeman to boast6a sovereignty
 which gives him a right to vote1 and   
which allows him to hurrah for another  
who is wiser and better than himself2   
while he has no qualifications of his   
own to fit him for office1 nor even to  
judge who is best prepared to be the    
officer4 ,and in the hands of the       
ignorant man this elective franchise is 
a dangerous trust4 ,he knows not how to 
exercise it for his country's good1 and 
for the advancement of his country's    

prosperity4 ,he has the power to vote1  
and that is all that he can be proud of4
 ,and his vote is thrown1 like the      
implements of the gaming table1 at a    
hazard4 ,and if the chance of the       
government for prosperity depended on   
him1 it would certainly hang upon the   
hazard of the die4 ,shame upon such a   
sovereignty6 shame upon the boy who is  
base enough even to risk the chance of  
becoming such a character6 ,he is unfit 
to rule1 or to choose his ruler1 and he 
is unworthy of the rights and privileges
 which his free government confers upon 
him4 ,i tell you1 boys1 that such a     
character is complimented1 he is highly 
complimented1 when it is said of him    
that he is 8fit for treason1 stratagem1 
and spoils40   ,,the ,,intelligence     
,,necessary ,,to ,,the ,,american       
,,citizen ,,is ,,to ,,be ,,obtained ,,in
 ,,the ,,school4  ,it is to prevent such
 sovereigns as these from ruling the    
land1 and leading it into infamy and    
ruin1 that temples of learning are      

erected in every city1 and town1 and    
village1 and in every district          
throughout our states4 ,provision is    
made by the state governments for the   
education of the young1 so that their   
characters1 as social beings1 and as    
patriots1 and ,christians1 may be       
properly developed2 and that they may be
 prepared to sustain the free           
institutions in which their honor is    
reflected1 and which will sustain them  
as free ,american citizens4 ,and in the 
arrangements which are made for the     
universal diffusion of the blessings of 
education1 provision is made for all1 so
 that no man is too poor to have his    
child educated4 ,if he has not the means
 of paying for it1 the education is     
afforded without the pay4 ,the blessing 
is intended to come1 as it ought to     
come1 like the rain from heaven1 upon   
the rich and the poor1 and upon the evil
 and the good4 ,and the poorest boy in  
the land1 if he is active and           
industrious1 and ambitious1 may rise to 

eminence in any of the professions4 ,all
 that is necessary is for him to have   
his character developed in all that the 
model ,i have held up includes1 and his 
success is certain4 ,while other lands  
may boast their princely palaces1 their 
lofty towers1 and their splendid        
temples1 our free ,america may point to 
her public schools1 and exclaim3 8,these
 are my pride6these are the treasuries  
where my jewels are stored60   ,,public 
,,schools4  ,in our own city1 as they do
 in every ,american city1 the public    
schools rise up before us like waymarks 
upon the path of prosperity4 ,they are  
the waymarks on the road to fame1 and   
the boy may measure his way through them
 until he arrives at the distinction to 
which they direct him4 ,there is no boy 
in ,baltimore1 nor in any city of the   
,united ,states1 but may honor the name 
of ,american citizen4 ,and there is no  
boy but may study his way to character1 
to prosperity1 and to eminence1 in any  
profession he may choose4 ,he may shine 

as a star in the social circle1 in      
professional life1 in the nation's      
councils1 in the field1 and in          
religion's walks2 the way is open before
 him4 ,the invitation is given him to   
enter and pursue it4 ,the crown is on   
the height which rises to his view1 and 
he may urge his way up to it1he may win 
and wear it4 ,to persevering zeal the   
palm is sure4 ,let every boy that       
belongs to a public school write his    
motto in his cap1 and let him read the  
,latin1 and feel the ,english of it     
whenever he puts it on or takes it off4 
,,palmam ,,qui ,,meruit ,,ferat4 8,let  
him wear the palm who wins it40         
,,education ,,prepares ,,the ,,youth    
,,for ,,eminence ,,in ,,life4  ,and the 
education and character thus to be      
obtained by the ,american youth are the 
means by which he may erect the monument
 of his renown in the years of his      
maturity4 ,the pursuit of study in the  
acquirement of character1 prepares him  
for the march to eminence in any of the 

professions4 ,it provides him with the  
materials for working his way to        
distinction in the mechanic arts1 in    
mercantile life1 and in pursuits which  
are more strictly professional4 ,and the
 trophies of his triumphant genius may  
tell to other generations how           
successfully he pursued the path that   
opened before him4 ,and where are the   
trophies that tell of the triumph of    
mechanical geniuses8 ,behold them in the
 splendid buildings that adorn this     
monumental city6 ,look on those proud   
monuments of marble that bear the names 
of ,american heroes4 ,they tell how     
nobly the soldier fought1 and how       
gloriously was his career of victory1 in
 the securing and sustaining of         
,american freedom4 ,one of them         
proclaims to you of the high character  
of him whom ,i have held up before you  
as the model of ,american character4    
,the other tells how nobly your fathers 
fell defending the city of your love4   
,witness the fair proportions of those  

splendid structures1 their excellent    
workmanship1 the chasteness of the      
chiseling1 and the beauty that the      
sculptor's hand has left upon them4     
,proudly they speak of the warrior's    
deeds and fame1 and as proudly do they  
tell us of the master skill that        
produced them4 ,they are master         
specimens of the mechanic arts1 and     
proclaim what may be done by the        
educated mind and hand4  ,and to what   
shall we look for the announcement of   
the merchant's honors8 ,look at our     
large ,commercial ,exchange1 our ,custom
 ,house1 and the numerous commercial    
halls that throng this city6 ,survey the
 wharves1 and the shipping anchored in  
the port4 ,look out upon the mighty     
ocean1 and see the ships that sail from 
port to port1 their white sails swelling
 in the breeze1 and moving like things  
of life over the billows6 ,and cast your
 eyes upon those ocean steamers1 the    
cities of the deep1 that swim the waves 
in their dignity and power1 and that1 in

 regard to time1 bring distant nations  
nearer to each other4 ,these are the    
evidences1 plain and palpable1 of       
mercantile experiment4 ,and they bear   
over every wave1 and to every shore1 the
 evidences of mercantile success4       
,,education ,,prepares ,,the ,,youth    
,,for ,,eminence ,,in ,,any             
,,profession4  ,and in what does the    
professional man's renown consist8 ,the 
answer comes from the teacher in the    
hall of learning2 from the physician in 
his closet2 from the artist in his      
studio2 from the statesman in the       
nation's council2 from the minister of  
,god in the pulpit2 from the counsellor 
in the court room4 ,and it comes from   
the soldier on the battle field2 for the
 soldier is a professional character4   
,it comes in the still small voice of   
the civilian's intercourse2 and it peals
 with the thunder tones of war4 ,it     
tells of triumphs which the mind1 in its
 improvement1 has achieved1 and of the  
trophies reared by hands of educated    

skill4 ,there is no department of life  
in which the ,american boy may enter but
 will afford him honor and honorable    
success1 if he seeks it in a manner that
 is becoming in the ,american character4
  ,and these are the results of         
education4 ,they are the results of     
education1 in its improvement1 of the   
,american mind4 ,and to the achievement 
of honor1 in whatever is honorable1 that
 he may undertake1 the ,american boy may
 aspire4 ,he may be an eminent mechanic1
 or a successful merchant2 or he may    
gain distinction in the ranks of        
professional life4 ,and eminent in the  
department he occupies1 as a social     
character1 as a patriot and ,christian1 
he shall have attained the distinction  
he sought2 and when he passes from this 
world1 he shall leave behind him an     
honored name4 ,like our model           
,washington1 he shall leave a character 
among his people which shall be         
remembered long after he has departed4  
,and such a palm as this is worthy of a 

lifetime to win4   ,,choice ,,of        
,,profession4  ,in our country the      
choice of his profession is generally   
left with the boy himself4 ,he selects1 
under the direction of his parents1 such
 occupation as suits his taste1 and to  
which he feels that he is partial4 ,he  
goes from school to his employment in   
business1 and thenceforward he is the   
pioneer of his own fortune2 and his     
success depends upon himself4 ,he can   
work his way to eminence if he is       
enterprising and industrious2 or1 he can
 lag with the crowd1 and continue among 
those who are unsuccessful1 and who are 
called unfortunate4 ,i say called       
unfortunate1 because the misfortunes of 
men are generally the fruits of their   
own incompetent labors4 ,they are       
produced by their want of energy and    
active devotion to their profession4    
,remember that1 as well as their        
fortunes1 men make their misfortunes    
themselves4 ,if the man would be        
successful1 he must study as well as    

work4 ,and he must study how to work1   
and how to bring his labor to good      
account4 ,the school boy must not throw 
his books away when he leaves the       
school4 ,he must carry them with him    
through life1 and he must use them4 ,the
 model which ,i have placed before you1 
in our venerated ,washington1 is not to 
be imitated by him who disregards his   
books4 ,he was pre-eminently            
distinguished by habits of study4 ,and  
we hear of no hours of any part of his  
life that were wasted in idleness1 or   
spent in the mere pursuit of pleasure4  
,he gained his character by study1 and  
by persevering labor4 ,he wrought his   
way to the distinguished position he    
attained4 ,he won the palm by active and
 untiring devotion to the pursuit of his
 choice4   ,,application ,,of ,,the     
,,motto4  ,and now1 in conclusion1 allow
 me to make a national and patriotic1 as
 well as individual application of the  
motto which you bear upon your banner4  
,you remember the origin of palms4 ,they

 were first given to those among the    
,romans who were victorious in their    
games4 ,it was done in imitation of the 
,grecian practice of rewarding the      
victor in the ,olympic feats4 ,and the  
reason why the palm-tree was made choice
 of for the purpose1 is because in its  
growth1 it would raise itself above any 
weight that might be placed upon it4    
,indeed the palm-tree is said by some   
writers to flourish most when most      
oppressed4 ,and the palm-tree may be    
associated by a most appropriate and    
beautiful simile with the ,american     
character4 ,behold it rising from the   
soil in its strength1 making its way    
through every opposing obstacle1 pushing
 even the huge rocks aside1 and shooting
 its head through the air1 until it     
stands in its majesty1 a giant in size  
and in power1 defying the wind and the  
storm1 and yet bowing gently before the 
breeze that moves among its branches4   
,see the tall trunk and proportioned    
foliage showing the tree to the sun1 a  

thing of beauty as well as of majesty1of
 grace as well as power4 ,need ,i make  
the application8 ,turn your thoughts to 
the years when the iron hand of         
oppression lay heavily upon the fathers 
of this nation4 ,see how they rose above
 the power that oppressed them2 how they
 removed the difficulties that          
surrounded them2 how they pushed aside  
the mountain barriers that hung over    
them2 and1 how the proud head of the    
,american came up4 ,see how1 amid toil1 
and tears1 and blood1 the glory of the  
,american character arose and shone4    
,see how1 in its majesty and in its     
might1 it appeared before the world1    
that wondered at its dignity and grace1 
while it trembled at its power4         
,,conclusion4  ,in this simile is seen  
what an appropriate emblem the palm is  
of the ,american character4 ,may that   
simile be perpetual6 ,may it be the     
pride of the ,american youth to sustain 
it6 ,let no danger1 no difficulty1 no   
oppression1 let nothing whatever be an  

impediment in the path of the young     
,american to fame4 ,and in whatever     
department of life his lot may be cast1 
let him study1 let him labor1 and let   
him pursue his way with persevering     
diligence4 ,then may he obtain the point
 of success at which he aims4  ,boys1   
let your eyes be fixed upon the model ,i
 have set before you in the character of
 the immortal ,washington1 and let your 
mind and heart be ever on the motto1    
,,palmam ,,qui ,,meruit ,,ferat4 ,and   
when1 after the toil of years1 you have 
won the laurel1 while you are proud of  
the ,american character1 your country   
will be proud of you4   ,illustration3  
,,the ,,end4     ,,school ,,and         
,,miscellaneous ,,books1  ,,published   
,,by ,j4 ,,murphy4       ,a ,,compendium
 ,,of ,,ancient ,,and ,,modern          
,,history1 with ,questions     adapted  
to the use of schools and academies4 ,by
 ,m4 ,j4 ,kerney4  ,this work has been  
introduced as a ,text book into several 
colleges and academies1 in ,maryland and

 the ,western ,states4  ,the ,compendium
 of ,history1 by ,mr4 ,m4 ,j4 ,kerney1  
has been in my possession several       
months1 and1 after a careful reading1 ,i
 believe it to be a very useful book in 
the department of study to which it     
belongs4 ,i take pleasure in            
recommending it to teachers4            
,j4 ,n4 ,m#8,,jilton4   ,aug4 #c1 #ahdf4
               ,ch4 ,central ,high      
,school of ,baltimore4       ,,an       
,,abridgment ,,of ,,murray',s ,,english 
,,grammar1 ,,and ,,exercise2 with       
,questions1 adapted to the use of       
schools and academies2 also1     an     
,,appendix1 containing ,rules and       
,observations for ,writing with         
perspicuity and accuracy4 ,by ,m4 ,j4   
,kerney4  ,i have examined the ,grammar 
prepared by ,mr4 ,m4 ,j4 ,kerney1 and   
recommend it as an abridgment of the old
 standard of ,murray1 well calculated to
 advance pupils in their grammatical    
studies4                                
,j4 ,n4 ,m#8,,jilton1   ,aug4 #c1 #ahdf4

               ,ch4 ,central ,high      
,school of ,baltimore4  8,we take       
particular pleasure in recommending this
 abridgment to the public4 ,the notes   
and observations taken from the original
 are copious and well selected4 ,in     
point of arrangement1 it is superior to 
any other abridgment of ,murray's       
,grammar4 ,it has exercises prefixed to 
each chapter and section throughout the 
work1 also to the rules and notes of    
syntax4 ,thus1 by combining the grammar 
and exercise1 a very desirable          
improvement has been effected2 the      
pupil1 at every step of his progress1   
has a practical illustration of the     
principles inculcated4 ,the questions at
 the bottom of each page1 and at the end
 of each exercise1 will give an         
increased value to the work1 and will be
 found convenient to the teacher1 and   
useful for the pupil4 ,by their         
arrangement1 and that of the exercises1 
much of that dryness which scholars     
usually experience1 while committing to 

memory the rules and notes of grammar1  
will be removed2 the study will become  
pleasing and interesting4  8,besides    
embracing in a narrow compass all that  
is important or essential in the        
original grammar and exercise1 this     
abridgment contains in its appendix     
several additional matters which will be
 found highly interesting and useful to 
the learner3 such as the ,art of        
,reasoning1 ,oratory1 ,elliptical       
,phrases1 ,popular ,latin ,phrases1 with
 a literal ,english translation40,u4 ,s4
 ,c4 ,magazine4       ,,the             
,,miscellaneous ,,writings ,,of ,g4 ,w4 
,,burnap1 author of ,lectures     to    
,young ,men1 ,lectures on the ,sphere   
and ,duties of ,woman1 c4      ,,the    
,,prose ,,and ,,poetical ,,writings ,,of
 ,,the ,,milford ,,bard1 with           
several fine ,engravings4      ,,bible  
,,quadrupeds3 ,the ,natural ,history of 
the animals mentioned     in ,scripture4
 ,illustrated with sixteen splendid     
,engravings4 ,a     new and beautiful   

edition4      ,,gems ,,of ,,irish       
,,eloquence1 ,,wit ,,and ,,anecdote4    
,,discourse ,,on ,,the ,,life ,,and     
,,character ,,of ,,george ,,calvert1 the
     first ,lord ,baltimore1 made by    
,hon ,j4 ,p4 ,kennedy1 before the       
,maryland ,historical ,society4         
,,review ,,of ,,the ,,hon4 ,,john ,p4   
,,kennedy',s ,,discourse on the ,life   
and     ,character of ,george ,calvert1 
the first ,lord ,baltimore4             
,,journal ,,of ,,charles ,,carroll ,,of 
,,carrollton during his visit to        
,canada1 in #aggf1 as one of the        
,commissioners to ,congress4      ,,love
 ,,and ,,matrimony1 a ,letter to a      
,betrothed ,sister1 by a ,lady     of   
,baltimore4      ,,the ,,gentleman',s   
,,pocket ,,farrier1 ,embellished with a 
fine     ,engraving4      ,,diverting   
,,history ,,of ,,john ,,gilpin1         
,illustrated with ,engravings4          
,,pope',s ,,essay ,,on ,,man1 a         
beautiful edition4      ,,silabario     
,,castellano1 para el ,uso de ,los      

,ninos1 bajo un ,nuevo     ,plan1 ,util 
y ,agradable2 reuniendo la ,ensenanza de
 las ,letras1     ,urbanidad1 ,moral1 y 
,religion4      ,,silabario             
,,castellano1 para el ,uso de ,las      
,ninas1 bajo un ,nuevo     ,plan1 ,util 
y ,agradable2 reuniendo la ,ensenanza de
 los ,letras1     ,urbanidad1 ,moral1 y 
,religion4      ,transcriber's ,notes3  
,text in italics is enclosed by         
underscores 7italics74   ,printer's1    
punctuation and spelling inaccuracies   
were silently    corrected4   ,archaic  
and variable spelling has been          
preserved4