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child's play. When years of patient, severe, weari- some toil have been expended, the work, in many in- stances, is still very inadequately accomplished. Yet he who would grasp the sceptre and wield it, who would be a king among men, must submit to just this long, toilsome process. It is the great busi- ness of education, so far as it is intellectual, to secure this culture. It fails essentially, if it fails here ; if successful here, it does not come far short any- where. AYith a view of affording this culture, every intel- ligent system of education is arranged. The ancient languages, the various subjects of pure mathematics, philosophy, natural, mental, political," and moral, occupy a place in every College course, because the Claims of the. Bible. 93 almost universal testimony of educators, for centuries, witnesses that the study of these subjects is emi- nently adapted to furnish this culture. Now, I claim for the literature and science of the Bible, a place in this curriculum. I am bound to point out their qualifications for this position. Will the student find any higher culture in the study of Latin, than in the study of Hebrew? In tlie study of the annals of our world as recorded by the historians of Greece and Rome, of Europe and America, than in the study of those annals recorded