description of good literature for schools will bear repeating: "Any deeds of endurance which are acted or told by famous men, these the children ought to see and hear. If they imitate at all, they should imitate the temperate, holy, free, courageous, and the like; but they should not depict or be able to imitate any kind of illiberality or other baseness, lest from imitation they come to be what they imitate. Did you never observe how imitations, beginning in early youth, at last sink into the constitution and become a second nature of body, voice, and mind?" "Of the harmonies I know nothing, but I want to have one warlike, which will sound the word or note which a brave man utters in the hour of danger and stern resolve, or when his cause is failing and he is going to wounds or death or is overtaken by some other evil, and at every such crisis meets fortune with calmness and endurance; and another which may be used by him in times of peace and freedom of action, when there is no pressure of necessity--expressive of entreaty, or persuasion, or prayer to God, or instruction of man, or again of willingness to listen to persuasion or entreaty or advice; and which represents him when he has accomplished his aim, not carried away by success, but acting moderately and wisely, and acquiescing in the event. These two harmonies I ask you to leave: the strain of necessity and the strain of freedom, the strain of courage, and the strain of temperance. We would not have our guardians grow up amid images of moral deformity, as in some noxious pasture, and there browse and feed upon many a baneful herb and flower day by day, little by little, until they silently gather a festering mass of corruption in their own souls. Let our artists rather be those who are gifted to discern the true nature of beauty and grace; then will our youth dwell in a land of health, amid fair sights and sounds; and beauty, the effluence of fair works, will meet the sense like a breeze, and insensibly draw the soul, even in childhood, into harmony with the beauty of reason. Rhythm and harmony find their way into the secret places of the soul, on which they mightily fasten, bearing grace in their movements, and making the soul graceful of him who is rightly educated, or ungraceful if ill educated; and also because he who has received this true education of the inner being will most shrewdly perceive omissions or faults in art or nature, and with a true taste, while he praises and rejoices over and receives into his soul the good, and becomes noble and good, he will justly blame and hate the bad, now in the days of his youth, even before he is able to know the reason of the thing; and when reason comes, he will recognise and salute her as a friend with whom his education has made him long familiar."