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ered on the occasion of his inauguration as President of the University at Cambridge, thus forcibly utters his sentiments: "Moral education is much too important an object to be left to follow as an inci- dental effect from mere literary culture. It should be deemed the distinct duty of a place of education to form the young to those habits and qualities which win regard and command respect." He then specifies the moral virtues, and adds: "And of those traits of character, I know of no reliable found- ation but sincere and fervent religious faith, founded on conviction, enlightened by reason, and nourished by the devout observance of those means of spiritual improvement which Christianity pro- vides. In the faithful performance of this duty, I believe that a place of education in Europe or America renders a higher and more seasonable service to society, at the present day, than by *p38. 114 A Busy Life. anything that ends in mere scientific and literary culture."* Daniel Webster, in the argument from which I have already quoted, uses the following language: " In what age, by what sect, where, when, by whom, has religious truth been excluded from the educa- tion of youth? Nowhere; never. Everywhere