Before quitting the subject, I desire to point out its relation to one other matter, that is, to morals, or manners. It is a common opinion that the higher man attains, the freer he becomes. A moment’s reflection will show that this is not true--but rather quite the contrary. The rowdy has far less restraints to consider than the gentleman. “Noblesse oblige” was perverted in its application, perhaps, before the Revolution, but it contains a sound principle and a great truth. The higher you go in social attainments, the greater will be the restraints upon you. The gait, the voice, the manner, the rough independence, of one order of men is unbecoming in another. Education above all brings this responsibility. Discipline in manners and morals does not belong to the specific matter of education, but it follows of itself on true education. The educated man must work by himself without any overseer over him. He finds his compulsion in himself and it holds him to his task longer and closer than any external compulsion. This responsibility to self we call honor, and it is one of the highest fruits of discipline when discipline, having wrought through intellect, has reached character. Honor falls under the rule which I mentioned early in this lecture. You cannot reach it because you want it. You cannot reach it by direct effort. It cannot be taught to you as a literary theory. True honor can only grow in men by the long practice of conduct which is good and noble under motives which are pure. We laugh at the artificial honor of the Middle Ages and despise that of the dueling code, but let us not throw away the kernel with the shell. Honor is a tribunal within one’s self whose code is simply the best truth one knows. There are no advocates, no witnesses, and no technicalities. To feel one’s self condemned by that tribunal is to feel at discord with one’s self and to sustain a wound which rankles longer and stings more deeply than any wound in the body. It is the highest achievement of educational discipline to produce this sense of honor in minds of young men, which gives them a guide in the midst of temptation and at a time when all codes and standards seem to be matter of opinion. I have said some things about lack of discipline in thought and discussion, but that is nothing compared with the lack of discipline in conduct which you see in a man who has never known what honor is, whose whole moral constitution is so formless and flabby that it can perform none of its functions, and who is continually seeking some special plea, or sophistry, or deceptive device for paying homage to the right while he does the wrong. Education ought to act against all this and in favor of a high code of honor, not simply the education of schools and academies, but that together with the education of home and family. Our great educational institutions ought to have an atmosphere of their own and impose traditions of their own, for the