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 ments, which may vie with the wisdom and valor of antiquity. As an immediate descendant of one of these characters, may you be led to that disinterested patriotism and that noble love of country which will teach you to despise wealth, pomp, and equipage as mere external advantages, which cannot add to the internal excellence of your mind, or compensate for the want of integrity and virtue.

Of course John Quincy was to use the "external advantages" which his mother a little hastily urged him to despise. By working twelve hours a day at the law, John Adams had raised the family from the ground up to a point at which he could give to the educational processes of his son a tremendous expansion and acceleration. At an age when John had been helping his father on the farm, from eleven to fourteen, John Quincy, son of the peace commissioner, was studying in Paris or Leyden, or travelling in Russia as private secretary to the American Envoy. He acquired history, diplomacy, geography as he acquired his French—by what we call in the case of the last, "the natural method." It cannot be too much emphasized that in the second, third, and fourth generations the family and its connections were in position to provide a liberal education without resort to a university. Before John Quincy went to Harvard he had assisted in negotiating the treaty of peace between his country and Great Britain. The whole matter of external advantages may be summed up in a picture of the boy, at the age of eleven, returning from France in a