^, ^> ->. %. ^.. # IMAGE EVALUATION TEST TARGET (MT-3) h // .<^ '^ c/^^ Photographic Sciences Corporation O ^^ %^^..Z'^> ^r,i roborantj Utcunque delecere mores, DeJeeorant bane nati culpse. Hor. I \ iv. 00. 4. Yet nage in-tnirtions to refine the sonl And rai«e tin; nonius, wondrous aid impart, Conveymg, inward iis they purely roll. Strength to th« mind and visour to the heart: When morals foil, the st iin« of vice disirrdce The fairest honours of the noblest race. Francil. WESLEVAN-METHODIST CONFEREN'CE OFFICE, 9, WKLUNGTON BUILDINGS. J H. LAWJIENCE, I'RINTEH. 184-1. ' u FiOZS ©[F[Ffl©ll^i ©[F YUE QQLU (Provisional.) REV. EGERTON RYERSON, Principal, with the Department of Moral Philosophy and Rhetoric. REV. J. HURLBURT, A. M., Professor of Hebrew and llie Natural Sciences. REV. D. C. VANNORMAN, A. M., Professor of the Greek and Latin Languages. MR. W. KINGSTON, Professor of Mathematics, with the charge of the English Department. MR. CROWLEY, Assistant in the English Department. N. B. The number of Officers will be increased as the means of the College will permit and its interests require. All the departments of the Collegiate Course will be taught by the present Professors, or by competent Teachers specially engaged, until the employment of a regular Professor in each department. REV. JOHN BEATTY, General Agent and Treasurer. MR. ROBERT WEBSTER, Steward. V OOVBSB pcedia, Anabasis, Herodotus, Thucydid«s ; Physiology. Fifih Form. — Sophomore Class. Geometry completed; Logarithms, Plane Trigonometry, Mensurations of Superficies and Solids; Isoperemetry, Mensurations of Heights and Distances; Navigation, Surveying, Levelling; French; Cicero de Amicitia et de Senectute; Horace, Lysias, Isocrates, Demosthenes, Plato ; Latin and Greek Exercises ; Rhetoric ; Evidences of Christianity. Sixth Form. — Junior Class. Spherical Trigonometry, Conic Sections, Natural Philosophy ; Chemistry; Cicero de Oratore, Tacitus; Homer's Iliad and Odyssey, Greek Tragedies, Latin and Greek Exercises; Hebrew; Intellectual Philosophy. Seventit Form. — Senior Class. Differential and Integral Calculus, Astro> nomy, Latin and Greek ; Chemistry reviewed ; Logic, Moral and Political Philosophy, British Constitution ; Natural Theology, Hebrew, Natural His* tory and Philosophy of the Bible. Courses of Lectures will be delivered on Chemistry, Natural Philosophy, Ciossicai and Bibiicul Literature. Lectures, eiiiier publicly or itt connexion 59047 4 with the recitations, will also be delivered on all Uie studies embraced in the foregoing couise. The Institution is furnished with a Chemical, Philosophi- cal, and Astronomical Apparatus, containing a Plate Electrical Machine, Telescope, Air-pump, i&c. COMMERCIAL DEPARTMENT. This Department is intended for boys and young men who have m^de some progress in elementary studies, but who are not to take the ClassicaJ course. To such pupils will be given as thorough a preparation as, through the English Language, can be imparted for the active business of life, either as Merchants, Engineers, or Mechanics. The outlines of the course of study in this Department are the following -.—1. English Grammar and Composition. % Geography and History. 3. Arithmetic, Algebra, Geometry, Trigonomer try, and Geometrical Drawing. 4. Penmanship and Book-Keeping. 5. Nat- ural Philosophy, Chemistry, and Astronomy. TERMS AND VACATIONS. The Collegiate year is divided into two Sessions ;— the Summer Session, consisting of eighteen weeks, commences on the last Thursday in May, and is preceded by a vacation of five weeks ; the Winter Session, consisting of twenty-six weeks, commences on the third Thursday in October, and is pre- ceded by a vacation of three weeks. A public Annual Examination ia hel4 at the end of the Winter Session. TERMS AND EXPENSES. 1. Board, including Room, Furniture, Washing, Candles, &c. perannum £33 fl Q Or, per term of eleven weeks, £5 IQ N. B. Students are charged 5* per term, during the Winter Session, for saw- ing wood, and carrying it to ihcir hall. Each Student is required to furnish two sheets, two pillow-cases, and two towels. Students will be charged for unne- cessary damages done to the furniture, rooms, «Sic. TUITION. Res;ular Division, per term of II weeks, £2 Q Junior Division, do. do. ...,.,, 1 10 Commercial Department, do. do. »!!>. 1 5 Preparatory School, do. do. 10 N. B. No extras. Board and Tuition paid at the commencement of each Term of eleven weeks. But in case a Student is obliged by sickness to leave the College, his money will be refunded. ^ All the Books and Stationary used in the several departments can be obtained in Loltoi.rg, or from the Steward, at the office of the College. Books and Sta- tionary must be paid for when obcained. The expenses of attending this Institution are considerably less than those of attending any other similar Institution in America. imbraced in the cal, Philosophi* trical Machine, ^ho have m^djB icQ ia a fj 6 •ariy formed. English sentr^ncea are given to the students, wJiich they we to translate into Latin and Greek on the black hoard, until they acquire facility in writing the original text. The Professors translate and explain difficult portions of the languages, and lecture on the history, antiquities, and Ian. «uages of Greece and Rome. As the student advances, his attention is turned to various pomts by suitable exercises. It is of the utmost importance that the languages be commenced in early life. The course of instruction in the Mathematics is equally thorough. From the Arithmetic, through nil the branches of Mathematics, the student is required to solve the problems without the assistance of his book, under the eye of the Professor. By this thorough course of instruction in aU the departments of the College, it is believed that more can be learned in one year, than in four or five by the usual method. The Science itself is taught, and the text-book regarded only as the basis of the instruction communicated ; and thus by analysing the various subjects of study, the mind is regularly trained for ofiginal and independent investigations. We wish to direct particular attention to the method of reciting with the use of the Black Board, as it is generally unknown in this country, and far superior to the usual system. Parts of the lesson are assigned to the several members of the class indiscriminately, who, having completed their opera- tions, take their seats and attend to the explanation given by each in order. The following are some of the advantages resulting from this course. It precludes the possibility of using that species of deceptHMi, which » generally, so successfully practised, where the student is simply required to' present the result of his labours to his teacher, upon a slate or otherwise Although the operation be correctly performed, the student may, neverthelesfi!,' be entirely ignorant of the subject, or, at least, have but a vague and imper- fect knowledge of it. But where the black board is used, he is required .widiout reference to his book, to analyse and explain the entire subject in' the presence of his teacher and classmates. It also assists him in overcoming that Umidity, so natural to youth, when required to communicate publicly their ideas, even of those subjects with which they are well acquainted. Tim attention of the entire class being constantly directed to the operations on the Joard, each student obtains as clear a knowledge of the subject as if he himself had performed the whole. Instruction m the department of Natural Science is conducted by the double method of Lectures and Recitations. The same mode of leaching is also pursued on the subjects of Grecian and Roman Antiquities, Biblical and General History-especially the History of England. The object of the system of instrucUon to the students who go through the Whole College course, is not to give a partial education, consisting of a few branches only; nor, on the other hand, to give a .«^.r/.i«.' education, eot^ k which they are to iy acquire facihty 1 explain difficult tiquities, and lan- ttention is turned importance that borough. From iident is required er the eye of the 3 departments of «ar, than in four lid the text-book d; and thus by atly trained for reciting with the Jomitry, end fwr id to the several ted their opera- y each in order, course. Dtiofl, which is, iply required to B or otherwise. y, neverthelesd, gue and imper* he is required, itire subject, in in overcoming nicate publicly luainted. Tlie erations on the ibject as if he taining a little of almost everything ; but to commence a thorough course, and carry it as far as the time of the student's residence at the College will allow. It is intended to maintain such a proportion between the different branches of literature and science as to form a proper symmetry and balance of char- acter. In laying the foundation of a thorough education, it is necessary that all the important faculties be brought into exercise. When certain mental endowments receive a much higher culture than others, there is a distortion in the intellectual character. The powers of the mind are not developed id their fairest proportions, by studying languages alone, or mathematics alene, or natural or political science alone. The object of the Collegiate course it not to teach that which is peculiar to any one of the jtrofesaians ; but to lajr the foundation which is common to them all. In the whole course of his scientific and literary education, the views, sentW ments, feelings, and taste of a student should be directed and cherished in reference to bis intended profession or employment; but the course of study above prescribed contains those subjects only which ought to be understood by every one who aims at a thorough education. The principles of science and literature are the common foundation of all high intellectual attainments. They give that furniture, and discipline, and elevation to the mind which are the best preparation for the study of a profession, or of the operations which are peculiar to the higher order of mercantile, manufacturing, mechanical and agricultural pursuits. And while it is designed in no respect to lower the standard of Classical and Mathematical Education, as maintained by the best scholars, the studies more immediately connected with the business of life and the intercourse of society in this country will constitute a prominent and efficient department. Such is a brief outline of the general method of instruction which will be pursued throughout the Collegiate course, and which is now pursued in the preparatory departments of this Institution. An Annual Register will be published, containing a catalogue of the namea of students, prizes, honours, authors used, &c., &c. I by the double aching is also I, Biblical and [0 through the sting of a few juvauuzi, Kua- ABSTRACT OFTHE BY-LAWS. iii« reverence. " '^ " "^ morning and evening with becom- cases, when permiss-ion must l)c ol.tuinp,! fr,.,,, V . """^'"' '" exiraorrtinary St„ »'« where an.l how they will ocnnpy it -irwhi?.h .- .'1 ,? ^' "''"" V '" ^^'" ''"«*"» iore the o.lock be^l tin,.. un'^L'^^orrtll^fntivrto'iYe o7tI"'Str"^" ^^• their fnut, &c., without pennLion*^ '^ ^ ° ml'abitants, or meddling with /i^'^:ZiZrS!7T^^^ - -i'l^^ on M.e wa„s or any part doors with .lirty shoes, slovenlines^ oV rfe "o. rushit 7. niT'' ""'?""» '^'' rre;„?er&clt-X:hr:.uS;t^^^ ^'-- - other missiles on th. edV m^r^^pi^S^ ''irS:;^^,^r:?'^;;:r'" ^" ["^^'^'^ '^'«''"''-•^• langua-e, spoken or written • usinrL^'"'^, P':"'^*"«' «'" "'her known aggravation of the offence. ''"^*'^""'''^' ^^ e-''l>elled, according to the nature and 8. Habitual indolence and inattention to stiwl« ,..:ii u , , against the Laws and spirit of tirSit' 'l>« ' »«lH «..«h .0 .U ™.„ U.e™,lV, and /pfr^Ch'^o''. Tn'd";;'. '. l^f. „°[,iS°?' ""' * Young Sludenta nro «!in«,-j ,. „,..- .. ., „ *» *"' """• ! a 53 rethe outvvccn 8 and 9. !^ ws. Prayers shall be eniriJ wjth becom- scitntion. During xfiept such as the I'rvision. exournions in the in exfraorfliniiry ilty. The Junior wiihoiir ihe con- l>y a Teacher, or •n will rnrely be if is well known always return be- > Faculty. )r Grocery, where place, or remain- ilrictly prohibited }r meddling with will Is or any part Ti!i, entering the oin meals, unhe- 'n the floor, — are missiles on the ects distinguish- ne, or indecent ng at games of ny other known > the nature and d as an nflencft the subject of o write to their >hall be examin- scholarship and ip on the Lord's ^.eir Parents or th, going abroad kOoms, engaging ince, nor Joun- 'h that hallowed be at liberty to necessity, »he iving the Insfi- racter, general us branches he d by intimate ■he Institution, d a chapter in by the riouth t of God; that 5n him." EXPLANATORY AND PRACTICAL OBSERVATIONS MADE BY THE REV. E. RYERSON AT THE PREPARATORY OPENING OF THE COLLEGE, OCTOBER, 1841. GXNTLEHZN AND YotJNG FrIENDS, — In opening thi- Institution as a preparatory College, with ti view to its commencement aa a College proper, at the beginning of the next Academic year, I deem it advisable to make a few observations on the leading features of that kind of Education which it is intended to impart at the Victoria Col- I*ge, and to offer you a few practical suggestions for yolir present assistance and encouragement as Students, in your ordinary and preparatory studies. ip Lord Bacon has truly remarked, that " The mind is the man, and the knowledge of the mind. A man is but what he knoweth." It is mind that distinguishes man from the rest of the animal tribes ; it is the cultivation of mind that distinguishes one man from another. In practical life, not to know r Is but one remove from not possessing the faculty of knowing. An unculti- vated man, within the means of knowledge, is a voluntary animal. Education • 18 the elevation of a thinking animal into a reasoning, active, beneficent, and ' happy intelligence ; the culture and ripening of the seeds of reason, judg- ttient, will, and the affections, into a teeming harvest of virtue, enterprise, honour, usefulness, and happiness. The object of education, rightly undei- stood, is, first, to make youth good men— good members of universal society ; secondly, to fit them for usefulness to that particular society of which they und a clause, ill attend such 11 church every Sabbath day, as your parents or guardians may direct. Bat while the great principles of our common Christianity are not restrained or perverted te promote the exclusiveness of bigotry and of party, neither are Ihey abandoned to the irreligiousness of scepticism or false philosophy. Be- lieving with the learned Hooker, that " Education is the means by which our faculty of reason is made both the sooner and the better to judge rightly between truth and error, good and evil ;" we make the Book of Divine Truth dnd Morals the basis of all our instructions, as well as the foundation of our religious hopes. In a christian country, an educated man, and a chris- tian man, ought to be convertible phrases. Some years since I heard an eloquent speaker remark — and the remark is as true as it is beautiful — that *• knowledge is a double-edged sword ; and everything depends on the arms that wtekl it. Wielded by religion, like Midas, it will turn all things into g«ld; wielded by irreligion, it must, like Medusa, turn all things into stone." To emit all religious instruction in a system of education, is to inflict an injury rather than to confer a benefit. The immortal Locke's dying advice to a young friend, is a part of the instruction of this Institution : " Study the Holy Scriptures, especially the New Testament. Therein are contained the words of eternal life. It has God for its author, salvation for its end, aiid truth* without the mixture of error, for its matter." " How empty's learning, nnd how vain is art. But as it mends the life and guides the heart." 3. To be useful. Education must likewise include the formation of views and habits of industry. To pursue an education with a view to ease, is a capital error. Education is not a license for idleness, but a means of active, honourable, and useful enterprise. It is to be lamented, Uiat from defective and erroneous methods of instruction, many young men, who have received an academical education, are indisposed to any active employment, and seem to regard indolence as an accomplishment, and industry as vulgarity. But it is the business of a sound education, to excite the feelings and promote habits of industry, na well as to instruct in the several branches of useful learning. A youth who leaves an Academy or a College less industrious than he entered it, is the subject of an awful calamity, and a reproach to his instructors. The noble race of profoundly learned men who constituted the brightest glory of Great Britain during the seventeenth, and part of the eighteenth century, were, with scarcely an exception, men of untiring indus- try in all the relations of life ; and Lord Bacon, whose great mind embraced the whole circle of science, advocates various and general learning upon the ground, that " only learned men love business and employment as actions agree- able to nature, no less healthful to the mind than exercise is to the body ; taking pleasure in the action itsdf: so that, of all men living, tliey are the most inde- fadgabie, if it be towards any business which can replenish and detain ihd mind according to the dignity thereof."— (Advancement of Learning, Lib. L if 12 Chap. 2.) History abounds with examples in proof that men of the greatest learning, are the best disposed and fitted for the most active scenes and the most important stations of public life. Hipparchus, the Sage, was deeply learned,— governed Athens with the assistance of learned men ; and his ad- ministration was called a revival of the golden age. Demetrius Phalereus, who presided over Athens for many years with the greatest dignity, and the illustrious Pericles, and Phocion, and Aristides, and Ephialtes, and Longinu*, —remarkable for their abilities, and industry, and practical skill— ware 9li deeply versed in the learning and philosophy of their times. So was Lycuigus, the celebrated Lacedemonian legislator; and the philosophew Zaleucus, Charondas, Archytas, Solon, Bias, Thales, Chilo, Pittacus. and Cleobulus, who reformed the governments and manners of several states, and the immortal Alfred, were the most literary characters of their age. Sir Robert Peel and Lord John Russel-the two ablest and most practical and industrious Statesmen in England, if not in the world, were the ornaments and pride of the respective UniversiUes at which Uiey were educated— th«i former at Oxford, and the latter in the Glasgow University. The lamented Lord Sydenham was the most literary man that ever governed Canada, and the most industrious, the most practical, and the most successful one. Th^ present Chief Justice of Upper Canada is equally remarkable for his industry, his talents, and attainments, though his early literary advantages were con- fined to our common public schools. These and many kindred facts justify the opinion of Plato, that nations would never be well'regulated until philos- ophers were governors, or governors were philosophers. Every branch of science contributes to make men wise, skilful and practical. " Histories (says Lord Bacon) make men wise ; the mathematics, subtle ; natural philosophy, deep ; moral, grave; logic and rhetoric, able to contend." Having offered these summary hints as to the most essential elements of a useful education— such as is contemplated by this Institution-permit me, my young friends, to offer you a few words of advice, for your consideration and assistance in the prosecution of your studies. 1. Be deeply impressed with the unspeakable value of a proper Education, as a source of happiness, a means of usefulness, honour and distinction. Sir William Jones has quoter a noble sentiment of the Hindoos, that " know- ledge attained by a man of low degree, ranks him with princes." The Spectator has truly and forcibly observed, that " the philosopher, or the hero, the wise, tlie good, or the great man, very often lie hid and concealed in a plebeian, which a proper education might have disinterred, and have brought to light." In acquiring, then, a solid education, you are securing an assem- blage of innumerrxble blessings in one. An abiding conviction of this, will alleviate the toils, and sweeten the labours of severe duty. 2. Highly value your present opportunities. If misimnroved. slirha and jpars will not recover them-they are lost forever. Upon many of you, these aJiW,:*^i«glW«-i»!<«-" 13 I of the greatest ) scenes and the ge, was deeply in ; and his ad- trius Phalereus, iignity, and the , and Longinut, 3al skill — ware iroes. So was e philosophen , Pittacus, and r several states, their age. Sir It practical and the ornaments educated — thfi The lamented id Canada, and iM one. The or his industry, ges were con* ed facts justify ed until philos- very branch of Histories (says ral philosophy, elemerits of a permit me, my isideration and per Eduction, nd distinction. 3, that " know- rinces." The ir, or the hero, ;oncea]ed in ti have brought 'ing an assem- >n of this, will ed, siffhs and of you, these opportunities are conferred by parental toil, self-denial, and affection. Re* quite not these " labours of love' by indolence or negligence. Add not to such parental toils and sacrifices, the bitlcrness of parental disappointment. Upon the improvement or neglect of your present advantages, is, in all probability, suspended your future success or defeat— honour or disgrace— ' happiness or misery. Weigh the remark of the great and learned Lord Bolingbroke, that " the foundations of a happy old age must be kid in youth, jn the use of retirement and study." 3. Husband well your time. Of time, says Seneca, " it is a virtue to be covetous." Covet time, then, with an avidity that will secure the improvement of its every moment— especially those portions of it which are usually viewed as pastimes. The suspension of all application to refresh the mind is an error which wastes much of human life. The mind— especially in youth— will not admit of a very long applicalion to any one subject, or one study, at a time. In such case, employment should be changed rather than suspended, in order to refresh the mind. The refreshing of your minds by a change of study, when you become weary in it, instead of being idle for a while, will save you an immense deal of time. It is in this way that vigilant students and scholars in Germany study si.Kteen hours a-day ; so did the giant race of divines and scholars who flourished in England during the last two centuries. The Greek maxim is, that " variety of employment is rest" — and in nothing is it more true than in study, A slight change in the subject, or even the posture of tiie body, or its position in the room, will greatly relieve the attention. Young students requi.-e more bodily exercise than older ones ; but all should value li their time more than gold. He who loses no time lives twice as long as the , time-waster, and will accomplish twice as much during the same period. •* The idler (says Dr. Johnson) never applauds his own idleness, nor does any man repent of the diligence of his youth." 4. Cultivate and persevere in the habit of early rising. He that rises at five instead of seven every morning gains fourteen of the best hours of every week for study and devotion. The regulation of this Institution, which requires every resident Student to rise at five o'clock, is an admirable one, whether it be regarded as a saving of time, or the promoting of a good habit. But it is one thing to rise early, and it is another thing to cultivate the habit of rising early. If a person rises early merely because he is compelled to do 80, he will do so no longer than the compulsion continues. As soon as th« morning bell ceases to rouse him, his sluggish propensities will resume theijf wonted power, and keep him again soaking in bed in the morning, to the enfeebling of both body and mind. But if a person rises early with a view of strengthening the disposition and habit, he will soon succeed. " Let the same thing, (says the author of the Student's Manual) or the same duty, re> turn at the same time every day, and it v/ill soon become pleasant. No matter if it be irksome at first ; but how irksome soever it may be, only let j|t ik 14 teturn periodically, every day, and that without Interruption for a time, and it will become a positive pleasure. In this way all our habits are formed." Dean Swift asserts, " that he never knew any man come to greatness and eminence who lay in bed of n morning." Rise early, then, and you will perform at least one noble act every day,— such as will be likely to be fol- Jewed by many others. 5. Whatever you learr., learn thoroughly. To be half taught, is little better than not to be taught at all. Ten lines well learnt is better than ten pages half learnt. Whatever is worth learning or doing at all, is worth learning or dfling well. None but a thorough Student will ever make a profound echolar. Pass over nothing, not even a word, without fully understanding everything that is known respecting it, A great man explained " how he did so much," by stating, that he " did but one thing at a time, and tried U) finish k once for all." 6. Be not discouraged. Your circumstances may have been unfavourable for improvement, your attainments may be very limited, and your talents may be moderate ; but diligence and perseverance will triumph over every disadvantage. " Study, well directed, (says a late writer) will make middling talents respectable, give celebrity to the great, and consummate the greatest." The learned Buffon has even defined fienius itself to be, " a greater aptitude to study;" and the celebrated Helvetius describes capacity to he "a power to persist with extreme sensibility and ambition." Sound common sense is the only capital which perseverance requires in order to the most splendid success in the commerce of science. 7. Do not neglect prayer. Pray regularly, believingly, fervently. Bishop Home has said, " prayer is the most profitable employment ;" Dr. Doddridge used frequently to state, " that he never advanced in human learning without prayer and that he always made the most proficiency in his studies when he prayed with the greatest fervency." A similar testimony has been borne by many scholars and writers. The very exercise of prayer itself induces a state of mind favourable to study ; and the infallible promises of the Divine Being assure us, that '• He will give wisdom to them that ask him." Never com- mence or close your daily studies without prayer. 8. Finally, remember that the great object of study is to discipline your mind and fit U for usefulness in life. None of your studies may be pleasant at the beginning; some of them maybe dry and hard throughout; but the driest and the hardest studies contribute most to the discipline of the mind, and to secure its obedience to you through life. Few studies are drier and harder than Geometry ; yet none contributes more to strengthen the mind and promote precision in thinking and reasoning. Recollect that there is no other road than that of eager toU to the temple of science. On this point I adopt the language of a late distinsruisbp'l RobnlaH o«fi ipW-t- " fai— ;- ^— granted, that there is no excellence without great labour. No mere aspira- tions for ei Kghing, an( ipreat. If j ■tends, it w were there indomitable ^ent obsei Mninence. 4f science Ocularly th Gentlem Inverting been inves Majesty V tion, in 18 of the kirn England, satisfactio: my, it ha unanimou ■'s '■ by more i ' ' lamented Assembly CoUege- We hav< direct the educatioT Province day, exce I have re to make be rende of the er Then it» conse my own pursuits of publi literaturi account Institutii upon th '*comm (' 15 for a time, and it •its are formed." to greatness and in, and you will I likely to be fol- ht, is little better r than ten pages orth learning or ake a profound y understanding ed " how he did id tried to ^nisft en unfavourable nd your talents nph over every 1 make middling te the greatest." greater aptitude be " a power ommon sense Is i most splendid ^ently. Bishop Dr. Doddridge earning without studies when he 1 been borne by induces a state 3 Divine Being " Never com- discipline your lay be pleasant ghout; but the le of the mind, !s are drier and ;then the mind that there is no On this point I [o mere aspira- Ions for eminence, however ardent, will do the business. Wishing, a«tf righing, and imagining, and dreaming of great things will never make yoa great If you would get to the mountain's top, on which the temple of fan» rtands it will not do to stand still, looking, and admiring, and wishing you were there. You must gird up your loins, and go to work with all thtf indomitable energy of Hannibal scaling the Alps. Laborious study and dil- igent observation of the world, are both indispensable to the attamment of Jninence. By the former you must make yourself master of all that is known Ir^science and letters ; by the latter, you must know man at large, and par- ^ularly the character and genius of your own countrymen." Gentlemen and Young Friendn.-I cannot conclude these remarks without idveiting to the new and elevated character with which this Institution hw been inv°ested by the Parliament of United Canada. His late most Gracious Majesty William the Fourth, of precious memory, first invested this Institu- tion, in 1836, with a corporate character, as an Academy— the first Institution of the kind established by Iloyal Charter, unconnected with the Church of England, throughout the British Colonies. And it is a cause of renewed Mtilfaction and congratulation, that, after five years' operation as an Acade- my, it has been incorporated as a College, and financially assisted, by thtf ; unanimous votes of both branches of the Provincial Legislature,-sanctionetf 1 by more than an official cordiality in Her Majesty's Name, by the late I lamented Lord Sydenham, one of whose last Messages to the Legislativer Assembly was, a recommendation to grant £500 as an aid to the Victoria College— an aid which we trust will be increased and continued annually. We have buoyant hopes for our country when our Rulers and Legislatora direct their earliest and most liberal attention to its Literary Institutions and educational interests. A foundation for a Common School system in thia Province has been laid by the Legislature, which, I believe, will, at no distant day, exceed in efficiency any yet established on the American Continent ; and I have reason to believe that the attention of Government is earnestly directed • to make permanent provision for the support of Colleges also, that they may be rendered efficient in their operations, and accessible to as large a number of the enterprising youth of our country as possible. The relation which I have been called upon to sustain to this Institutiou m consequence of its incorporation as a College, has been created against my own convictions of personal fitness. The studious habits and literary pursuits of my youth were followed too soon by the various duties and care* of public life to allow of their ripening into profound science or generat literature. My public life has been active rather than literary ; and I can only account for the choice and solicitations of the Directors and friends of this Institution -and can only reconcile my own compliance with their lequesta— upon the principle laid down by the great Locke, that youth should be "committed to the care of a virtuous and judicious Tutor, who is rather af \'JM 16 man of experience in tlio world than of profound learning; for it is moie necessary that the pupil be formed for conducting himself with prudence in the world, and be fortified against those temptations to which he will bo exposed in active life, than that his head should be (merely) stuffed with Latin and Logic." I am happy to know that any deficiency on my part is more thao supplied by the attainments of the gentlemen with whom I have the honour to be associated ; gentlemen whose freshness from College pursuits, whose at- tainments and successful labours in this Institution as an Academy, point them out as peculiarly qualified by thfir learning and zeal, to instruct the youth entrnsted to our care in the various branches of a scientific and literary edu- cation ; while it will be my province and my aim, in coming to their assist- ance, to occupy tb