end,
and exists for his own sake, for the unfolding of his nature, for his own
virtue and happiness. True, he is to work for others, but not servilely,
not with a broken spirit, not so as to degrade himself: he is to work for
others from a wise self-regard, from principles of justice and
benevolence, and in the exercise of a free will and intelligence, by
which his own character is perfected. His individual dignity, not
derived from birth, from success, from wealth, from outward show, but
consisting in the indestructible principles of his soul,--this ought to
enter into his habitual consciousness. I do not speak rhetorically or
use the cant of rhapsodists, but I utter my calm, deliberate conviction,
when I say that the laborer ought to regard himself with a self-respect
unknown to the proudest monarch who rests on outward rank.

I have now illustrated what I mean by the great ideas which exalt the
mind. Their worth and power cannot be exaggerated. They are the
mightiest influences on earth. One great thought breathed into a man may
regenerate him. The idea of freedom in ancient and modern republics, the
idea of inspiration in various religious sects, the idea of immortality,
how have these triumphed over worldly interests! How many heroes and
martyrs have they formed! Great ideas are mightier than the passions.
To awaken them is the highest office of education. As yet it has been
little thought of. The education of the mass of the people has consisted
in giving them mechanical habits, in breaking them to current usages and
modes of thinking, in teaching religion and morality as traditions. It
is time that a rational culture should take the place of mechanical; that
men should learn to act more from ideas and principles, and less from
blind impulse and undiscerning imitation.

Am I met here by the constantly recurring objection, that such great
thoughts as have now been treated of are not to be expected in the
multitude of men whose means of culture are so confined? To this
difficulty I shall reply in the next lecture; but I wish to state a fact,
or law of our nature, very cheering to those who, with few means, still
pant for generous improvement. It is this, that great ideas come to us
less from outward, direct, laborious teaching, than from indirect
influences, and from the native working of our own minds; so that those
who want the outward apparatus for extensive learning are not cut off
from them. Thu