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Les diagrammes suivants illustrent la mAthode. 32X 1 6 >■ '.-A ■*H' ..«, STATEMENT ^ KKL&TITE TO TBS EDJJCATIOIAL SYSTEM or« IKNOX'S COLLEGE, TORONTO; WITH * .' SUGGESTIONS FOR ITS EXTENSION ANP IMPROYEMENT. BT THX REV. H. ESSON, pROFEaeoB OF Mkittal AMD MoRAi. Pboosopht. TORONTO: PRINTED BY J, CLELAND, KING STREET, 1848. "if-? ^ijAL^l-^Jji, / I ', ■I i -'^ tint. ',»T*'' *€ t I V '^ -'Trr itkdX^S ^i.iSMJS-Jt '■Va&A.z.iif #' a,:. ^.k EDUCinONAL SYSTEM or i KNOX'S COLLEGE. A printed letter of Dr. Burns, suggesting certaia measurei which appear to him essential to the best interests of Knox's Coll^, having been addressed to me, just at the time I was engaged, in pre, paring the classes, under my care, for the usual examinations, at thf close of the Session, it was not in my power to submit iny viewn, if) 'preference to the suggestions Which that letter contains, and thev«rv extensive changes, in our Educational system, which it recomttMnds^ before the meeting of the College Committee. Indeed, without pre- mising a general view of that system, it is not possible to form a just and enlightened estimate of the projected ohanljes, and^f the nati)|« and extent of the influence which the adoption of them would Qf^Mfl sarily produce, upon an institution, of which the efficieDCf Hu ttetn hitherto unequivocally demonstrated, by the results of its working ) and, as I now hope to Evince, just in consequence of the geneji^ soundness of the method of instruction pursued, and its judiol<»af adaptation to the peculiar circumstances of those who hiiTe i^mi the ^subjects of instruction and discipline. A dear and oompro. hensive view of the educational course, as it is no# condMeted in Knox's College, in respect both to the subject matter and tothe prin, ciples and method, in connexion with the history of the iDstitutioDy in.. its rise, progress, and the gradual expansion and amelioration bottl of its plan and working, are, in my judgment ueoessary, first of i^ • to be brought under review, before any change inyolviDg a depar. ture from the very principles, to which our adherence i^ time paaf, . k appears to me, has been the irfain cause of any measure of suoc«i« with which Qod has beei^ pleased to orowil our work,—! nf'^^' ^^','^,7^f «^«''«^y d««ive myself, all enlightened education- ^ wm hold wuh^me, to be vital, fundamental, and essential to the right ooostitution of every seminary of learning, secular or sacred. A* ^J' Burns' strictures, on the educational course of Knox's College, have an almost exdlusive bearing up6n the department of instrucUbn wath which I have been intrusted, it will not be deemed either obtrusive or presumptuous, on my part, if I now take leave to subject to free and unreserved, but, I hope, candid and dispas- sionate cr^.o.sm, the DK3tor's schpme of philosophical training and the principles on ^h.ch his views of both the theory and the practice of education-at onW the noblest and most profound of all the arts- are based. \ But-while I ent^my pritest, not merely against the projected reforms, which it is the-s^ecial subject and design of the Doctor's letter, to forward, but agiinst the very principles, on which he Gd^h ^''^^'''"'y of them, ^hich, if I do not wholly misappre- hand his statement, are d.ret^ly opposed, in every respect, to what I have always held to be fundamental and essential laws and canons of WI sountTand scientific education,-! have great pleasure in acknow. Mgmg the courteous and altogether unexceptionable spitit. in which Uie Doctor has been pleased to convey his strictures and suggestions ■ 1 r^oioe at the $ame time, that an opportunity is hereby afforded me " rn. \ T'^'l"^ °^''"' ^^"°'^' '" -^""^ "«^^' °^ «"bmitting to the' Church and to the public, at lar.e. ^statement of facts, connected .With the past and present state of our now flou Jfcng College and more especially with the various important departments. w,th which Piave been charged, as may enable all itsenlightened friends to jud..^ for themselves, iti regard to the mat ers in controversy, as well as put before the Synod that information which may help to conduct their .deliberations to a right decision. I «hall be caref^ul to accompany ^tbe whole statement and discussion with a constant reference and Appeal to the authority of tbo.e eminent masters, for whose wisdom ii"" ^Wl' '^"^ '^^' ^'- ^""-"^ entertains as high a veneration as I. do myselfL-s^ch a« Reid. Stewart, and Beattie. I shall reserve fcr theappendix\such remarks on the Doctor's lette?. as may not ^f Jf f^" *"''«'P^e*^ '" the body' of the statement, that the nature t^:r^^ Pf m> objections to his scheme may thus be more faU^, unfolded and Yore easily comprehe^^^^ and appreciated Iggi^if?®™ exposition of the existing course of study and ao Ha&noal review of our educational career, from its commencement, Tftfit-!^-- j 1 shall endeavour, in the prosecution of my design, first of all,' to ascertain what are the leading and essential departments, in the order of their relative importance, for which, in the constitution of tt Theological School, it should be our chief care to make effectuij provision, so as to be able to give a complete theological training, keeping steadily in view, in this inquiry, what is practicable, with- in the compass of the means which we^ave any prospect dfbeing able to commfan.l for securing the effectTve conduct of those depart- ments, with masters at the head of each, whose talents and re'. putation, as well as piety and zeal, will be found the only guarantee for the permanence and prosperity of our Institution. This will give us a view of what, first of all, is practicable and attainable, in the present. circumstances of our Church— and will indicate to us the- successive steps, by which we should proceed, in the wise|.conomy of our limited means, and the judicious application of th©m,'^^to pro..^ vide for such new Chairs or Professorships in the due order of their necessity and importance as the wisdom of the Church shall deem necessary to perfect the design of the' Institution. ' .; The second topic,— to which tho. attention of the Synod will necessarily be directed, and >vhich demand* the exercise of their bf^st wisdom, as, upon the issue of their deliberations, in this in- stance, the vital interests of our College mainly depend— will be, the- propeY constitution of the whole course of instruction. and discipline, determining the selection and disposition of the briAfef to be taught! the successive order in which they shall be arran^and combined into one system of scientific education, and the principles and me. thod of conducting the wo'fk, so as to render the means and agencies at our dis^posal most etfective for the end contemplated. And here, let it be observed, that the principles and meUwd are more important than even the subject matter of our teaching. . In conclusion, I mean to present to the Synod a brief historical review of our College, from its commencement to the present day, recording as I proceed, the circumstances which have, for gooo otj evil, afJoeted either its plan or working, in the several stages tb|X)ugh which it has passed ^ince 1844. I shall throw into the appendix some documents which will serv^to fllustrato or confirm my stite- ments and the opinions or strictures which I may have occasion to bring out, in the body of that statement. ' ^ With a view, then, to ascertain, first of all, what are the leading and esseniiHl depurtuients, in the order of their relative importance, :S>W/" - 1': ^" '"'«s^■?!i.ir^^T«■^ ■''vi*^i!n"iV~-r*T^ ■ 6 for which provision should be made, in our Theological Inititute, we must previously determine what is Ihe great end of the (Jspel min. istry, and what consequently the special qualifications of those who are admitted to undertake its solemn res^nsibilities. As the great end of the Gospel ministry is to contend^'^arnestl-y for theis'aith . once delivered to the Saints, to bear witness tothe Truth, of which the Church of the living God is the Pillar and Ground^ maintaining its scriptural soundness, integrity, and uncorruptedness, the first and most indispensible preparation for the work of the Lork,— next ^ to the anointing of the spirit,— the actual conversion of the soul,— and the inward call to the ministry,— is, without all question, that kind and measure of knowledge, learning and science, which may fit its subject for the right understanding and faithful interpretation of - the original and authentic text of scripture, the only genuine exponent of the mind of the spirit, the only perfect transcript of the diyitie will, and therefore the ojfly infallible standard of Faiih and Manners.— But the Scriptures in the original languages, ' Hebrew, Greek, and perhaps I might add Chaldaic, and Syriac, are the alone original, authentic and divinely authoritative depositary of the will of God for man's salvation. A competent, if I txTay not be warranted to say, an intimate knowledge of these sacred languages, is the most essential of all the literary qualifications of the candidate for thp Gospel ministry. Next in ihiportance, and scarcely inferior t<^ the two great parent languages, Hebrew and Greek, is the I^atin, which introduces the student to an acqudintance with the earliest and most authoritative versions of the Bible. It is itself worthy in a manner, to be esteemed one of the sacred languages, embodying, as it does, so vast and various a treasure of the wisdom and learning of the Fathers and Lights of the Christian Church, from the earliest .ages down to the present times, while it has been employed, almost universally^ as the common interpreter- grammatical and lexicogra. • phical— of the other original languages, and, for many ages, was the only organ of intercourse between learned men, in all parts of the civilized world. « The Bible, the Bible alone," I use ' the words of the ablest champion of -Protestantism, Chillingworth, "is the religion of Pro- testants." While the general intelligence of the people is daily growing under the propitious influence of diflTused knowledge and extended and improved education,^ the rapid increase and now '.: ^Wi tha't •Imott universal spread of popular Ht§ratuTe and popular reading,— thereby raising in the social and mental scale the humblest classes of the various denominations of Protestants,— shall we anffyt those who are called to be the teachers of religiorii'the inter- preters of the Bible, to be ignorant of Ihose languages which are. the medium of the communication to man of the divine word and wili, or, which is the same thing, in effect, to be but alighHy «fnd superfkiaUy tnatructed in the primary and paramount elements of theological learning ? What advantage has a divitf6, in^ur day, destitute of a knowledge of the original text of scriptui^ over the great body of his intelligent hearers, of whom no^^a few «re frequently found, in many of our churches, who, in the extSnt of their reading and general information and intimate acquaintance with the common versfcn of scripture, are not behind their Pastor himself? The most humble schools of theological learning are now, in most instances, provided with the ablest ipstructors in this department, and Classical and Patristic, together With Oriental ahd German Literature, may be justly regarded as the very kind and quality of literature adapted not only to the peculiar exigencies of the christian church, in this age, but the three first as for/ning every where, and at all times, the most essential and fundamental qualificajtions of a sound and enlightened divine. I contend, there- fore, that it should be l^e very first care of the directors of our theological seminary to enforce and ensure, to the uttermost, the due attainment of qualifications, which are, io the ordinary course of providence, the |^||stifficient guarantee for the preservation of th« truth of God froJall corruption, and for its effectual and triumphant defence against the most formidable assaults, to which it is exposed. In stating, at such length, a truth so obvious, and in dwelling upon it, with such emphasis, my object is to impress upon the church the vast importance, I ma^ well add, the immediate neoea- sity of an arrangement which I have long felt to be indispensable to the efficiency and success both of the college and pf the academy, and indeed a^i^rsuaded that, if it is not early adopted, it wUl be impoe^le to extend or eten to sustain the present prpsperous and promising condition of each of these institutions. It was, on my urgent suggestion, embodied, among the otiier instrucdons given to Mr. Bayne, in the important mission with which he wa^ charged by araiolatioii ef our last JSynbdy thai he shoald b^ i^iffiidrifted W T r if "" ' " ' " , t y 8 I select a Professor of Clasaicai Uterature, qualiSed to raise the character pf our s^miuary, 'in this m«rt essential (iepartment,at least.to an equality with kindred instituti^ in this province, and / especially in this metropolis, with which it must ultimately ha brought into comparison and oompetitionrand, if found wanting, when thus weighed in the balance agajnst them, will, I apprehend,- neces-, sarily sink down to an inferior level, and suflar all the e*iisequences of impaired character, in the diminution, if not forfeiture, o< pubFic confidence. And, let it be here borne in mind', tliat if liie standard . of classical teachin^be depressed bel^w the scale ofottier schools, in our immediate proximity, np^iligence of ability of the Profes- sors, in the higher departments d< our course, will be able to remedy the injury, that must thence arise, not to that department alone, but to the whole superstructure of'our education, whibh mua< rest upon t^vis foundation, and in it^ solidity and" extent can never exdeed thp proportion of, the breadth,and depth of that foundation. 'l would, therefore, with all deference, earnestly press this measure upon the immediate attention of the Synod, at its next meetipg, believing, as I sincerely do, that the consequence of neglecting or postponing its • adoption, will be to arrest the progress of both ^ schools, which must, mainly through the efficiency or inefficiency ^ of their working, in this all important department, stand or fall, flourish or decline, together. I have^all aiOng been persuaded that the college can never rise to any emintence, nor t^ke a place among the respectable theological schools ofthis age,— American or Euro- pean,-^f it be not sustained-and/ed, so to speak, by a preparatory s^ool, as its nursery, of which classical learning must be the very ^taple-^the grand^element. I have been, perhaps,. as muqh cbn- ' versant with classical teaching, all ray life, as most of those who have not made it their sole professiota ; and I can truly say, that since I have had the honor to be connected with this college, I have done my utmost to give all the efficiency I could to thife department, ^"^ ^ %"t^ bound, in all candor and faithfulness, to state that, Were I to haviwiothing else to divide or distract my attention, and were I to devote my nights anti days to the study and to the teachingjjf onljF-^ Greek and Latin classics, it would require more than two ^r three years of unintermitting application to enAble me to jdo justice to many of our students, in the advanced stage which tiey bsTe Already attained j and when I take into account their capacity, J \ N ■ , ;■ -•■ ■ 9 ' - . . • , ' IMI .»f .pHl.^tlo«,I fe.1 warranted to «ur. th. church. Ih.t » '■ ttriort"' whT'T' °'' ''.'°'''~'- "■"'-^"•'ro-w.n tnuwork. Whil.8 .uch an appoinlnwnf would gi,e new lif. .ni JPjm to ourcoll^ and r.i„ .he ton. of educti on, n^,^* ^ «=llool., ,1 would, I era confidoni, in the same degree ,^„,nMnt ih! <^ b, wt mad. .p«,d,ly. I („r..e« that hot), .Jhool. will languid .^ g™-. wbMrfl they h.a,e enjoyed hitherto; .i„ce there i. no Ll„ - ml .. , "T' *^T"° *" ■""""" "■"» " 'heir preieniTv' ' muoh-t... to rievat. th.™ abowit. I„d«,, when auohZ tuHom;' b«om. atattonary e,p«,i.Ily i„ .h. early .tag. of IheirT^^" " ft.y .« prcn. tod«l,n. and .ink into ob,o„ri!y a„a inaign W . Many young men.,,, ntw to be found in Scotland.who *,??: .. h«,a.,ic de,c,ion to ola.s,cal and Hito li.er.tu, .tavij •nd improved all th. faciliUe, and advantage,, wbteh dA, S «««ry « abundantly atlbrd, for «l„oa.io„, fn ^Hh. depTrtm™" J^.k.ah^hplac.p.,he;.he4^^^^^^^ ' ^ . , ^''? ";i'»"'«'>l« Po-itionif a Profesao, in our coll.,^ ' wuh ,.«lary of *25a or at most £300 a year, woulj, 7,^^,' The v^rf tame arguments, resting on the same irrn„„4. ^P^o th. kind,.d depanmenu of Or JS 17 1::^' ^T "^ ^""^ ^"'^- " " "--W learninT^ tt^ jh.ncem.nt of their force..,hat the .hr« firanr.*" n^^ mn»d,.t.y..„d .«.„ti.lly connected with th. Very .™i 71 h«lvision for ihe MVvice of Knox's Collece, so as to render it a comprehensive and efficient school of theological tmining. Nor, let it beobserred,; js i, necessarv to fill them. all up at once; nor even, perhaps, in very rapid succession. Say that we begin whh the imniediaW appointment of a Classical Professor; this would certainly gireli WW impulse to the progressive expaoM.n and advancement ftfteth' «mlnaries at once, and might be «''P^'^»«'^' ''y^^Smen'mg^r. ** nurtber of students, and thereby ourmeans and influence, to faeH^ tate the early accomplish me,nt of the next contemplat^ '"^"^ . rte.1t or ^e.tension of our college, by the '"«••' ™!"^°*;.t'*~J;^ "OHpnTali.lt^rattiri/a i Hl Biblical Crftinism.anl. eiwniial acquirement, a thorough knowledge of the QerWArf IM*^ gn»ge, literature, philosophy and theology. I beliei^e. that both lil^ S- ~ »,. jLf. UsU tr '■TTr\ 11 ' iBntaid And in the United States, German and continental theol(;»gy il daily cpnceatuting more and m^ore the attention of divines, kn^ exercising so powerful an influence both for good and evil, that no mioisier of the gospel can be regarded as sufficiently well eduqated when this does not form a part of his training. This.,8econd con» summation being happily attained, we might well wait in prayerful faith and hope anotber-year or two, before we attempt to crown our .work by establishing a chair of Physio-Theology, lil«e that occupied by Dr. Fleming, in the Free Church, Edinburgh. There is nothing .ohimerical or extravagant in anticipating as practicable this gradual extension of our plan ; and, let it be remembered, that the beat economy, with regjuJ to such an institution as ours, is to give it all the completeness ^P efficiency, which our means and resourcef will adnnit, as it is, on this ground mainly, that we must rely for that continual and growing prosperity which are the natural fruft of public confidence and public patrt)t)age. - ( In order to complete my viewof the subject matter of our teach* ing, it may be well just to indicate or define what I conceive to be t he true scope and range of my .jwn proper department — mental and moral philosophy.. The science of mind is the centre of the moraF and political sciences, bearing the same relation to them, which grammar does to languag?^ or mathematics to mechanical ■philosophy. All the sciences ~^and arts which have for their objects man, society, God, — such as jurisprudence, politics, literature, vritioism, logic, rhetoric, ethics, natural tbfwlogy, derive from tbie source tl^ir life and nourishment and hold of this as their oommoo head or parent science. This is peculiarly and pre-eminently the ecience of the divine, the moralist, the educaiionalfst, and all chris- tian ministers are by the nature of their offise professors of human education, in the noblest and most comprehensive signification of the term; and as the stream canTipt ri^e higher than the fountain, m> their practical skill and eflUciency in their wor^^ humanly speiktng, eannot but be ciFoumscribod blest science of all — but it is the shortest, most direct and easy path to the ultimate mastery of all the cognate and derivative sciences, logic, rhetoric, ethics, |)olitics. In laying this foundation weli, we ai least put the student in the wiy, and in a capacity, of mastering for himself the while circle of the moral sciences, just in the aama manner, as a faithful grounding, in the eleinents of grammar, is the indispensible condition of a mastery of languages, and skill in ma* thematical science, — the only possible foundation of real proficiepejr in astronomy or mechanical philosophy. It is, only, upon the basis of psychology, that we can hope to rear a sound and solid superstrue* ture of either intellectual, ethical, or political philosophy, nor is it from my purpose here to remark, that the most subtle and dangerous forms of modern scepticism, from Spinoza and Hutiie-down to Hegel, Fichte, and Schellingi are founded upon principles and reasoainga which cannot be refuted, nor even so much as comprehended by those who are incapable of sounding the very depths of psychological sci^ enoe. On these grounds I Jo most confidently contend for the necessity of making the analytical part oi mental philosophy, or what may be called the anatomy and physiology of the mind, the principal, the paramount object of our teaching in this department of our Theolo* gical College. Every question of theology that does not depend pipon the iaterpretation of the original Text of Scripture, that is upon fiiblioal criticism, and Gxegetical and Oriental learning, will be found for the most part to involve more or less a reference to the principles of human nature, and so far can only be decided by en appeal to the testimony of consciousness, in other words to the sci* ence of psychology, as the last and only authoritative tribunal* If th^re are questions that are not to be settled by reference either to philosophioal, exegetical, or theoretical principles, these will be A)una to come under the head of History and Antiquities, or of Geo> j|rapli^ add Chronology. It would be de9ireable therefore tP«4oirt upT '. 13 m part of our established course— which might be coanected with the philorophical dcpartment,-r-thR philosophy of history, or rather general history contemplated in the light of Scripture, as the mirrw or eiponent of G id's Providence and moral government, embracing j geojjraphy, chronology, and antiquities, as they have a special bear ing on the interpretaiion of Scripture, the fulfilment of prophecy, and the history of the Church under the ordinary Providence and Government of (Jod. Such is the estimate of what appears to me to constitute, on a liberal scale, a sound and effective Theological ESducation, embracing— I. Classical and Oriental Languages and Biblical Criticism, which may be regarded as forming the soul and substance of that learning, which must lie at the foundation, and out of which muit grow as its living stock and root, all that can qualify the gospel minister to bear witness to the truih, to contend for the Faith, one* delivered to the Saints. II. Mental and Moral Science, and as an appendage to this. History and Antiquities, viewed in th^ir bearing upon Christianity. III. What I have denominated Physico-Theology, with which might be very well combined Natural Theology, in the largest ao- oeptatjon of the wotd. IV. All these branches, in proper order and succession, wottld form a noble basis on which theology proper, in its utmost ampli. tude, would ris«» up, with every advantage for working out its beat results, on minds trained and furnished by such a preliminary course, as we have sketched. i. Having thus taken a general view of the principal branches of learning which seem necessarily to enter into the eduoatiooal system of a well constituted school of theology, I come, in the next place, to a still more important inquiry, on which the most Tital tad essential interests of the college, certainly, depend, viz., by wImI principles, are we to be guided, in the conduct of the work of instruction, and in framing a general platform and model, by wfaioh we may secure the efficient and harmonious working of all tha departments. It admits of no doubt that the manner and method vt teaching, and the right order and combination of the studies, wi^ be more effectual to secure ultimate and permanent prosperity |* jour c olleg e, than the extent and varie ty of the subj eot n even the number ^^ talents of the Profwsors, if the syatfliii h^ injudicious or illro^^rted. •1 iSm^ bsdTT" 14 r; . Aa my views on this subject are entire!^ at variance with .those which have been set forth by Dr. Burns, in his printed letter, I shall here introduce a brief exposition of my own method of oor- ' ducting the work ot instruction in the department of mental and moral philosophy, comparing or rather contrast'ng il, with the Doctor's scheme of practical philosophy and practical logic ; and, ■that nothing may be wanting to enable the Synod to form a conclu- sive judgment, I shall subjoin, in the appendix, a copy of his printed iMter, together with a draught or sketch of a scheme of education, and an exposition of the principles on which it was foundecl, sub- -initted by me to the college committee during session 1846?7 j from which it will appear that the question is not altogether a. new one, but in fact has been the subject of repeated and warm discussion especially between the Doctor and myself. As the same general '^inoiples are applicable to all the other departments, the discussion, of our conflicting opinions and methods, in regard to the pljjiioso- ;phica) branches, will; with a few additional observations, conclude •this second head of my statement, and go far to exhaust t4ie subject. The meihod of instruction, which has approved itself to my -miod, and which I think I have found effective and successful, in my own experience, is that — which begins at the fountain head of all the sciences which have man or mind for their object. Psychology, 4Usd—*lays the foundation of this master science (for such assuredly, 'in the language of truth and soberness, it is) deep and solid, in a •ysstematio and faithful analysis and exposition of at least the I^Ming faculties, operations and phenomena, of the sensitive, intel- lleotual and mc^al constitution of man. Nothing less than this can he deemed sufficient for a department of science, of which the end is todevelope the nature of the noblest creature of G^d, to conduct ]buu» to the highest and best knowledge, — of which it has been well jHkid, **the proper study of mankind is man." How much more is lita importance enhanced, when we bear in mind that it holds the ;jbnne relation to logic, ethics, politics and natural theology, as IMitfawmatios to astronomy or optics. Under the head of mental ipfadlosophy, which forms the first division of my course and occu- Iflos die greater part of the junior class session, I adopt as my text te(ribf*Reid's Inquiry;" following up his developement of the powers "lif ^atetaal perception, with a consecutive analysis of the pure inteU f. I f : Jkd'ls ^e slcoessive order of its powers. And I may just iremarfi, variance with printed letter> nethod of ooa- of mental and g il, with the al logic ; and, brm a conolu- r of his printed of education, foundecl, sub- 1846r7 J from ler a. new one, rm discussion '■ same general the discussion, to the pliiiloso- ions, conclude 1st the subject. J itself to my successful, in lin head of all 5t, Psychology, jch assuredly, and solid, in a at least the snsitive, intel- than this can which the end }d, to conduct las been well much more is t it holds the theology, as sad of mental irse and occu- >pt as my text of the powers the pure intel- y just iremark, 15 ' here, that so widely do my views of sound and solid philosophioi^ tjraining diverge, from those of Dr. Bums, that if I can happily suo*^ ceed i» groundiiTg well my students in this first but most essential and arduous portion of my course, I congratulate myselt as having acoom- ' plished already half my work; and I judge that those pupils who hflifo mastered even this modicum of the science, have got over thepoiw asinorum of metaphysics, and, what is more, have, in my judgmenij'. gone through a practical training of the most effective kind ia logiOy' and had their capacity for elb^e reasoning, nice distirlotion, andthd most subtle exercise of definition and abstractioo, even sevfirely tetUd^ The youth who has mastered even this little portion of the grtuk' work of Dr. Reid, has, according to my estimate, thereby rooeivw!' the best possible training ip practical philosophy and pritctioii" logic. In the next and higher department of moral philosoffhy^t taking Butler as my guide, but throughout the whole of my ootii«l>! Qombining such portions of Reid, Stewart, Browti, Aberoromtti«j) and other standard authors, as may seem necessary or saitahto Ifti. elucidate, supplement and perfect, th^ views exhibited in the tefMl' booh, I prosecute the same work of analysis, in the dovelopomMfc of man's active and moral powers. The mode of instruction whioh I have puisued with great satisfaction hitherto, as to the praotfoal'' results, has been what I might properly denominate caUcheikai^ lecturing, sustaining and quickening the attention of the student, by' frequent questions on the most important points or principles, fdl« lowing this up with a recapitulatory cixamination, afler every seeottA or third lecture; and, in my junior class, dictating, under the hda|d)of every several faculty analysed, a series of questions, to which wriltsilJ atrawers are required from each student; and if the Mifajfot b0> abstract or of very difficult apprehension, the same qneslioia fii ]piil> in such a variety of forms, as may ensure the end of imp«rt(ng Al^ once a clear conception and full conviction of the truth. Se^tlind' hundred questions were 4hus dictated, and, with rare exoe|jlIoiHi|! satis^torily answered by the junior olass. In the second phlkMOto phiotl class, the first part of the session is devoted to logitfriMfi^ whaf 1 feel abundantly warranted to call a praotioftl logio, it»ilil> truest and best sense of the term, directing attention maiffly'M'lll** o)*ig{n and classification of ideas, and to the nature of Iftfigmqgei "^cenwdeiwt «r im^ tiw triime F i< <»f ttei^&, itg^mperfections An«l abusear- with their remedies, taking LooSafB second and third books gene* v^ 16 nWf ts rtiy guide. Thia part of my ooiirae was epAduddd last •Mrioa, wo fkt aa the very narrow limits of our time would admit« With a practical exemplificaUon of the syllogistic logic, illusti^g its nature in a multitude of syllogisms, sound or sophistical, and tiwrfng thi» laws of a rational logic to (heir true-and only possible ■ouroe, clear, full, faithful, well defined conceptions, as the con- dition of all sound thinking, and indeed the prime fundamental element of all intellectual excellence.* In the department of elhlos, which immediately succeeds logic, and with which I was obliged to wind op, too abruptly, the work of last session, the com. nrttee having resisted my urgent solicitations to estend the time flwj three days or hours' to five each week, which would have eneblad me to take in natural theology and the elements, it may be, of poliUcal philosophy, I deemed it the best wisdom, to concentrate the time and attention of my students, upon the analysis of the iporal constitution of Ynan, as laid down in the sermons of Butler, Ineorporating not a little from the invaluable work of «' Stewart on the Active and Moral Powers," with occasional references to Reid, Brown, Mcintosh,— adopting, as our class manual, « Abercrombie on the Moral feelings." To assure myself that I had not labored in vam to impress upon the minds of my students a clear and ftithful outline of man's moral nature, and the systematic relations of the various powers, whether classed under the understanding or the will, to the great end of his being, and to the sovereign power of oonaoience, 1 drew up a series of testing questions, which could not poMibly be answered without an intelligent comprehension of the moral system as a whole. Indeed, I may, with the strictest truth, oWm for the whole course of my philosophical teachftag the merk oi hetog gtfiotly ^nd eminently pracHcal, hut the practical united IWft 00 tpteulative, and this vital union, like that of body and soul in the btiman frame, never being dissolved or suspended. For exam, pie, when engaged in the analysis of memory,— the laws of it^ cjperwion,— the relation which it holds to the association of ideas — t|» beat method of cultivating it,^were fully brought out and insisted upon; and several lectures, followed up with close and searching •MmiHitloila, were employed in unfolding the admirable method of loteHeotufcl culture, which Stewart, in treaUng thia faculty, has ao ..I * S«« Dr. Reid's Emmjn. . m^^ i'jifi* ^^It '/ f*.*tl2i'^J*.*"*^'*^ *^^ "^ «l«q«ently rebothmended;^ 'few **''T*" *" ""^ irrtftgMtttloh, iti like manner, the grfetUei- mi ii^^ttttioM would" tibVne under the head of practical jAitoStf Hbfeldftigihe fn^ehce and powder cff inrngrn^tfoff, In lltr (Spe^auon- < iJJua^'" intellectual, social, moral ami t^igfotig nitdte, B 'fiS hioal teaching, at grtaler length, that I may lfeav^ttet!iW| andotHijon my part, to set beforethechurch and the^drfdj il^^bfeW t«w of the whole qtti3tion,and furJsh the data, by th« liiflW^ wWdh, lio bdmpetent judge will be at a loss to retttJh I tourttt m^ ***^"***-' . , p ■ -V-.'^^-^I m gredt question, then, on which Dn Buins attdT kr^ m4s^ I,*i! *°^'*l**''^^ '^^y ^"^ P^»«l°e. i'l othbr ti^ofa^ 6^ seionee and of art, arid .the jctomparative stress whibh it Is WfW t^^ ^^ *!^ 6f thesb bonstiiuent parts, related to eabh^tMKIi^ ^boiide. Cao Dr^ Burxw believe that th^ l'fr^ft'r«ftV"'biqh i^re ^ * tf^pwUgliifigight i/iio.the system afld wbrkip^! % *H, P*jPfJ ^'^i°^ ^8 to be developed, enlightened, and trjiined, tp' J^v<^»scpyery of truth on, the one hand, vor, the ,^racMc« of moral *^^,0' on th? other ? Let me faithfully instr,uct a youth iq the psych! ^h!^°^]M^ ^^^ ^^^^ ^^^Vhe lack of afll th^t Dr. Burns' practical 4%Wy Fofes^es tp. embrace. Nay, much 'more than, all thft ''49°Py®'P?l^^®5»;'n >> !^ti*r^^ in a complete qtiurge pf the one. W.«TPgyji; while the ffital error of dissevering \he pri^cti ^nJ?^M^P^?; *- ^r^ Aom the science, jsprecfuded. In ...„ v,..«^ *%^ ^t is t|ie yw attempt to, form^n^'entire iivjngtree 'ou^ of ijry' *i??.fH-^*^>r'**.^#'''.^^^'^ ^*Ve noj-pot pr stock, on wh^cli '^e can.' engraft them. In the other case, it is working with the laws and" ST^'^ukf "**"r® °" °"f side, digging about th# roots, watering the p«nt, iJWming the redundant branches, and giving every aid and' Bcb^; tdirialture/, .tb do her own wPrk in her pWn way. This is the Xt ■"•*'" ^"- * P''6pP'*^tiou as, I desiderate, wc ^*^l)nfP?ii!''f?:^.#^t^''y o*" ^^ ppli^cal and meiaphy: "mft ./f'?f®''r®7^ fe?^ ^^* fini^ed mathematical spholar jg^furnisli^^ ^t»,perfe'!S^J^^i^^^'^^^^^ Condei^ns iUa^etit tb ^^e" r ^ ';^»l « lil OS )s; ana qvn Iia(WM:%;^iW3todl)7 1^ light «f«qMa9ftfl«r gWiug his appreintioe a hasty gUnfiM 4iD peep at th^ ini^ripr sp-uoture pi some raaobine or finginwi,tmippe>pj» qlP9k o>:^ wajtph, neither of them certainly more ooftiplex or.iotiW ca^ in thai;: fabric than the mind of man, and then hurrying. :||ipii in^ the ehop.pn lecture room and exhibiting all the^ixoli^tedpf^rtlliq/^ the mechanism, without an jf^systematic order, oi^ the table,-7HiI|^^l4, vAJnIy atriye in this somewhat odd and round about' way, .to >beleotu|-(|| theip iqfp the/p^aotioal art of making clocks and watcbea, i^j^ not con^jR^pn seps^ cjiptfite that the only way to train the appcentj^ *f^ f*;Pf*^^*'**l^:^f^^^«<^g® 0* clocks and watches, a»to their a^^qjijiiff^ or working, as to their derangements or repaics,, is, ^o ^'[?^ f°i !*'®',°?';!®"^'^*^°^ of th^eqtfce machinery, wi^% the ' cppnfiCtioft.j^dW^ the names and offices of «U the^^,.in ^rt*- 1? :^ o"^* jWo^er, and^to the end of their wholes JIRj^j^^ T°"^'^!"!'°^* T^*^^-^"9^ perfectly apprehended, ;Whft)^W|i»^ *°^ ^^^^^"^ ™^'"4*^^ ^''i^of a youth, who mi^t. offe^ t^cj^^'li^, ''®T^'^^;^^v*; ^^^'^> ^^ ^® ^ere to tell thein, that his Wwlft^Igfi^ hpok,k^ping h^d been learned from such a manuidf fkf |,t|»t,ot |Taylor;sL9^ic,^'' givipgthe deiinUions of the wo|rdft--^«%j^|, 159}^ ' M>^» balance sheet, &c., ^and no^mbre? Just'suohr ip my, CMtjL mate of su^h practical logic an\i fjrac^cal training V^ ik'^SS' ipendediq the printed le,tt^r. li^ fi'ne,.:(fpr 1 ieht le8jt,t^'-d£S^ tedious aiul trifling in. thus dj^elling, at suoUepjjlh 61^ RirSS^ftl ^hich haye v^^y inuch the appearance, of selAevid^nt t^^Ji/fS* ^^f^mfAhreMleootiomy of liny orgftnized b^dy.iire.lw^j^^ h^jldfid an^'uftderstood, whenw© exapiiBethe.pW <^ Wi?p^j|;^ 'V^^«ira^^1*'^,liyi^!^y«tei|,, ,ia.the ^ 1 32 tWr iifiit7 abundant in every part of our globe," that hit creative gilll^ n^y be said to have reproduce successive generations of •?^ u^ of ailiimals,. whie/h have peopled it, in the various i(ifla df its geological tJfansforaaj^lfel^jys thus th§t the eye of In >A«r, m be pronJM||^ aul H na^spowers of Bdjlnd inspired so as to rival Uie iMHfKiQPd inveni liK^greiu pdet; and if the ti^anscendent genius of Shakspeare "ex faaHiMAl vrorldti and then imagined new," we see that a akilfttl I»«i^ihrii^sdenoe is possessed of principles, in the power of which U id MiiUifd lo evoke lost kingdoms of ns^ture, and to fill the 4eso. l^kiti'<^ai^ 1^11 wastes, whioh alKdestrpyihg timei has wrought, in the tlflif cr^on. It is thi^ which makes the knowledge and maa. 5w gireat prihoiples or cardinal truths, wortti all the me- Uiaohthgand empirical learning in the world. The, lat^r ;i ^« jdsriike ihd^ibte IS^cTfHfSifmto the sforaabh, which can never ■ialitor to Ule Mid health; but the greater the qaanUty aad viiif^ tteflotrodaoed, •» imrah th^ owre are iki Tkal powers and ofgMi overloaded and oppreseed. Suoh appears to me to be the eharailel> asd teodeooies of the system of praotioal philosophy, and tho mrthei of praotioid training, whioh the learned Dootor propound and n* oonmends to us. How vast a compass ^anS Variety, and what k world of the naost profound and abstruse problems and theories of physios aa well as metaphysicsr does the Doctor's scheme, whioh km has by a sort of anUphrasis, denominated a « Common Spnse tI^ of Philoeophy/' avowedly embrace. Praotioal psyohotogy, loglv proper, the nature and laws of eridenoe, are only the three ftivt links of an almost interminable chain, like that of Jore (et dbw^ from « great Olympuf height," suspending air and ocean «um1 earth ~the fiusstfo Mwifa of oausatiou— the ideal theory li all ita fbhag^' adbient or modem, in all its proteus-like metamorphoses, in its fnJ gross, miooeysirely, through tho meUphysical alepbios of ivoV soroerora in scieaoe, as Descartes, Mallbranche, and Looks, and, though latest, not 1^ subtle and venomously heretioal, than thesi; petriarohs of errorj his archetypes, our own Thomas Brawii. It is ft little otirious to find that Bishop Berkeley brings ui^lho rear of these ideallstio philosophers ; and I am sui^e theao t#o tawr would stare, in mutual wonderment, could they be made oonscioiitf' of the fact, thi^from a state of apparently extreme antagoidsn^thOy have been thiur1>rought, by the singularly penetrating sagacity of Dr. Bums, into the most perfept amity an^ good ftllvwihi*/ Though the names of Reid, Stewart, Campbell and BeaHiej' W introduced, immediately after these heresiarchs of pMlosofiiy, a*' funuahing the antidote to their hane, I cannot perceive that ai|f pi». vision is made, nor indeed a single nook or comer left, in dlllflM' wide droumference of this universe of science, for the (iiisiiliiii of ikeir ertkodoKjf. Does Jt. not strike our aoadeinioal Yeformer thiil'- in thif vutaumio magnot where all iklse philosophy is to be paiiAto^ the omcible, and its baseness detected utd exposed, there maf hb«( danger, in the rude and unpractised minds of such novme^ avstwY to constitute this preparatory school of philoaophioal pmMbai^K^ Mm taintof these Jiereaies may be communicated to tyroo iiyplil. ; loet^y, at yet devoid of the knowledge of the trae systdps; or flbtf , this rouiaplioity of false theories and v^n hypothtais, xvsen^r Wing tho gho sta ia Maobeth ^ l ik e «' ahsdow«u« nmiiy ihi4 deptftiiig.^*^ %\ IKfflHTiiiii r>fisMEe ^b® o*^nfi^w» ^^ ^^ b«wildere4 ^outh^'^tem Mdj!^ tf troth itafir^ and ibtts create thMVer^rsMptidiMn Mil liifl^ 'ddliiy^ciHitob their )«8rti«d matter^ fti bis |»rd^f)^rvi4 %«al^, «s th« telfaw JUtr^fosortMi, is ttraitiiog all the nerves o( e\by. meafld of a tif* ^f&lnr laolf lel^ot-withoU^eTeh a mdstard seed grain of sderiee f fl ihflfti)^-^ t by a ^tty tnarinat of definitions, like <«^Tliylor'e Bt«Hi«ntl^*'^ Ijilbl attd dry, as *irithered leaves, of aatuttiii, faa»d ar fto i;e«iainder biscdit afte^ a long ' sea Vjoyage,' and indi^MHbl^ by weak juventte intellects, even as toraiofantd' food by Ihe MMftw •obft^ Qhildren hnd bibev^-'as to think of bondeiMifig t^b phildk^i |lby( of^imaa^ of the gr^t world of mind, the ^ttkfoidmy Ab H im bcMi* ittthi^ view; sigOiSbantly and emphatically lefAied, ^ki thW irinik^ dimensions of those very eurf sumui(t2s of mbderii edu^ati6rii %kith oommonly bear such titles as <* Spienee made eaiyv orfsmdi. lii^.ieMtbitoaUony bn Philosophy, Geology, or Mtilaphysiiia^by 4 Uadyi Ibr tfiel nae^ young Ladies i(t Bonding Sohooli^V Wii Jtnow 1^, tftAv^^tOy^ ttpwrienoe, tfab finnli vfiuoh ipraotkal fAdtinfafiHy a«d^pepabri;iSoieiH», it is sowltig the wind^ it ia W«rMl«lpa^ag niAii^*.i,-v;.-. •-' /'^i • ^'■'■•-■^^■• -io %h^>mB •dimi Doctor Burns, ftomsorifepraoliaaltiipMieaiDe IHritiia BCtMi ivorkii^ of eduoatkin, (fttr 1 ^ Hm^^iUir Ad hmkiim^ Mli»olmqit&) ^t honkrever easily and *lfly %e ntghc p«alio| on all thotfe manifold topios, and embody 4 mttaeeiTMtiMMt nm^riMMtand pitifottod^ if poBsibld, than illt that Ife hits fpeeifiMi; WMtog^ tboMfob whqn his LtN>taNi»art» deeigMi his Will fiiiduMKtf n(llioiwi<«N«ap8bld of odmprahendilkg the very ^i^leM pttri^f ^sWh tbertriea and svotf recoddlte metaphytlioa) pro^nis M h«kili i»^ -Alt 40oiFSf ^liM voibe of the leoS8relt-oiil'4»w>Jr ill ^mtmni it #iU bafound that fa« ha»{\ilflUed 11J6(M adii(« (»Mflif i-'^- " i.i^i- ,k-S'¥.Z.\:,^-'*jJ-"- 25 m'/a^)— he has been pouring water into a sieve, milking the he. goat, and the poor studen-j. will goaWay, from this tanuhsing school, hungry and thirsty, as they entored, with minds dark i^nd void, the light of such illusive scienc^ vanishing, as the rainbow's lovely foim, or, rather like the midnight meteor, swallowed up and lost, in the darkness from which it sprung. The impression on the mind of the hearers, will be that of a man beating the air, it will leave no sensible appearance or manifestation—such abortive essays of sci. ence and of teaching, cannot in the nature of things come to A» birth, they perish without ever seeing the light. I do not speak, unadvisedly, in all that I have qow advanced. A youth of very superior talents, having no inconsiderable share of thegeniua of the poet and the philosopher, during the session of Knox'sGollege, 1645. ^46, had been somewhat prematurely withdrawn from his natural position as a preparatory student, and, by a sort of academical impressment, hurried, before his time, into the very ai^pyrean of metaphysics and divinity. Here, in the full and auspicious enjoy, ment of the Doctor's instructions, with all his supplementing of ■logic and philosophy— elsewhere so lamentably defective, as he found it,- tWs young practical diarectican wrote an essay on logic which, though he had the Umely aid of a system of that soienoj recommended by Dr. Burns (Brewster's, I believe), was, from Ant to last, so unintelligible and ridiculously absurd, that neither Mr Rintoul nor myself could divine its plan as a whole, or trace tha least connexion or coherence of the parts. This same youth, on* of our most talented and now most promising students, resumlqg his studies, after a year's interruption, has just gone back to the preparatory studies, classical and psychological, from which he had been very unseasonably and unreasonably withdrawn; and to prove how little he could have profited, by the logical lectures and net- cises, it is enough to add, that this last session, 1847-48, he joined himself, of his own free motion, to my junior class of philo«>phy afier entering and attending a fewdayrf the senior one, and candidly owned, at the close, that he had, for the first time in his life, been taught, by me, to understand the nature of gen^ril t^rms and the mechanism of language, as an instrument of thought; and this knowledge, le t me a dd, was communicated juet in its only mn^^ — »t— ^ - ■ . ^TT-4 -^ "^g^ J"'* *" *" "" '7 proper -time^inhrtace, whlleTwS engageJIn the aniiysi. andeipSS of the mental operations of abstraction and generalisatioo. (be very i\ ,^i! ■>- \ "wl^i: Iw Jk' ^ i ^'t ;■ ^^''V *■' w'^*PSS^^?!?l^^?5^^^^^F^P^Ss!ff^p|vS^?P? 26 F alphabet, so to speak, of logic, and key to any scientific or sound and solid knowledge thereof. Let Dr. Burns just make the'easy simple experiment, of teach- ing such 8 modicum of psychology, as is contuined in " Reid'e InqiC^y ; and, if he will estimate the work done, not by the number Jll^ji^^y of his own prelections, still less, by the number and variety SbfTO& subject or questions, \^hich may have been brought under discussion in them, but by the sober ceriainty of the amount and value of the clear intellectual gain which has accrued to his stu> dents, the only real criterion, he will, if I do not greatly deceive myself, find one good half of the session well nigh spent, before he oan conclude with confidence, whether they have reaped any fruit, from all that he has sowed. There are always two parties, I'^^f- Biirns remember, in the work of teaching ; and the grand reSw^is, (Certainly, determined as much by the qualifications of t^e'r^^ar^er, as of the teacher. There will be, at least, one good half of his time bocupied in examinations and oral and reiterated catechisings of his pupils, individually ; and if they can bear, at the close of the ses- •ion, a searching examination, on this firsts but certainly not easiest portion of the science, great praise will be due to the teacher, cer- tainly not less, I should say, than to his scholars. No doubt this -Would produce a woeful retardation of that rapid and extended career of academical triumphs which the Doctor, with too sanguine hope, promises himself ; but let me add, for his comfort, he will find, in the end, a full reward of his faith and patience, in the spirit itk) power with which his students, in virtue of such a thorough iaitiation, will be prepared to do their subsequent work, in the best style ; and in all probability to go over, witli a daily acceleration df their onward progress, as much ground during the residue of the SMSton as, in the judgment of all reasonable men, will do equal h^por to the teacher and the taught ; if only it be borne in mind that tirue sCieocB; and enlightened education have the effect, not of cram- iping the memory, with the words of the text book or the lecture, or ofooQupying the mind, with the thoughts of other men and the doc- ti^iies.or dogmata of schools and systems, but chiefly of quickening th9 native powers of the mind, and, like the art of the husbandman, fOW;ing the prqlifio seed of truth, digging about and dunging it, wat#ri#g l^nd fixing deeply the.roots of the tree of knowledge, prun- a^^i^j, i Tt with nature to give full s6ope to the influence of air and earlli aod sun and soil, than vainly and presumptuously usurping her place or dislurbing her laws, or in any wise attempting to Itad or com^ mand where it is our all, our only wisdom, to obey. If I may not be suspected of having caught the cantagion of the boastful vein, bold as the attempt may seem, I could almost venture, on one eondUim, to teach, and that effdctually, all, or nearly all, that the printed letter has sketched. If Dr. Burns will undertake, on his part/to prepare the pupils for the extensive range of practical philosophy and science which he prescribes, by a perfect mastery of the mental constitution, as developed by Reid, and of the moral, as demonstrated by Butler, I may venture to charge myself with the far easier and less meritorious task of putting pupils, thus grounded in the righ«! method of nature and of truth, through aH the forms of error, wb«-' ther the false theories or mere hypothesesof speculative philosophy, or the misapplications and perversions of the practical, , , How easy is it for the enlightened psychologist to divine forhiill' self the proper confutation of all false systems, which run counter to the well known order of the mind and its original constituUon; just in the same manner and on the same grounds, as the well educated physician, and the well trained watchmaker, will discover at once tba least breach or derangment, the least malformation or maladjuaj,. ment of the parts, or perversion and irregularity of the order and working, of the proper subjects of their, respective arte. Error, jt has boen said, is to truth what the wrong side of the Upestry 'i$y9 the right ; the latter being seen, we can infer the former. To pip, J fess to teach all the false theories, before we make sure of putting [ the learner in possession of the iruth, whole, sound and pure, i^ preposterous and not very innocent, at least not a harmless laiour.. Error is manifold, endless, and, Proteus like, disguiaea itself, uodar- a tjwusand shapes and colours. Truth is one, simple and ooDge. nial to the intelligent and raUonaJ mind. Teach first the trutli, which is the touchstone at once and the antidote of errpr. Sufiw not the pupil, to enter the dark and inextricable labyrinth of ern^ • until you have put into his hand the thread of truth (yj/«m Aria^\ llll"!^!''!!" *^"*"*'* *" ^'^^ intricacies of the perplexing maie of opmians,^ theories, hypotheses, phyMoat^mBfapfTyfloal, or moral. The conclusion of the whole matter, then, seenfsto h^that if tlwi^ Dr. will jurt reverse the order and method of hi<« praotio.1, or k% \ kibMasa^^^^MjeiiiAi'AisifiM, . ; ^... I .. Dtu- t , . \ 28 mutt deem it, impraotioable philosophy, and give to psychology that relaUve place and that share of lime, and teaching, to which its paramount importance entitles it, he may, I am prepared to admit, accomplish all, yea more, than all, that even his printed sketch has set forth. It is one of the prophetic anticipations of the great seer of modern philosophy, the grand instaurator of true science, that its actual triumphs, secured by a faithful conformity to the method of the novum organum, would far outstrip the most vain-glorious pre. tensions of magic. On the same ground, I proclaim my conviction, that a truly scientific education would work greater wonders than all the charlatans of the art have ever professed to achieve. The science of psychology is of a very expansive nature and has an eminently prolific virtue. What, I would here ask, is the secret of the transcendent superiority of such master minds as Bacon, Leib- nitz, Descartes; Locke, Clarke, Kant, Stewart— who have been equally distinguished by the depth, the variety, and the compre- hensiveness of their learning? Just that which has made Shak- speare's name unrivalled—" inspection keen through the deep wind- inga of the human heart." All of them are pre-eminently signalized by psychological genius. All practical rules and processes, in order to take a fast hold of the memory, must first be incorporated, so to speak, wiih the understanding, and for this purpose, must be grafted on the living stock of pure theory, or scientific principles. The fact, or phenomenon, must be seen in its natural relation to tha law, the cause. The law or cause must be seen in its relation to the whole code or system of nature's legislation, in that particu- lar province j and the several provinces of the intellectual world should be exhibited, not only in their isolated state and individual aspects, but in their connection and harmony with the great sys- tem and economy of the universal creation and providence of God. It is in thus preserving the systemaU'c unity, that we give vital power, as well as symmetry and coherence to science and philoso. phy. In this way only, can our knowledge be said to have life in itaeir, or prdiiic vigour, so as to become fructifying and self-propa- gating. Empirical education may be compared to a man who •ows dead or unprolific seed, or sticks into the soil rotten roots or witnerea iurananesr wme&^ftve no principle of ii^ growth or iinr^ onuntf. The sound teacher having first carefully prepared the rv 29 soil, sows his good seed, and without expecting in spring the fruits of autumn, hath long patience for the precious fruit, waiting for the early and the latter rain. Remembering the wise adage, «« that soon ripe is soon rotten/' he does not preposterously set himself to thwart or force the course of nature, or unduly to accelerate her wisely deliberate action and progress, but^M becomes her enlightened interpretei* and faithful minister, leaves the well-conditioned mind into which the right seed has been cast in the right season, to attain, in the vigorous action of its own genial powers of life and self development, its destined perfection.! There is no limit, to the increase and propagation of the seeds of knowledge, sown in this manner, and committed to the only power and influence, which can foster and rear them up, to the maturity and perfection, of which they are capable. Knowledge, which is thus allowed to grow up^from native principles, inherent in the men* tal soil, on the one hand, and in the seed, on the other, like the orga- nized body, animal or vegetable, not only possesses the power of self development, vital increase, and reproduction, but has all its living parts, disposed and combined, with perfect order and symme- try, so that they being many, are yet all one body ; and while this gives coherence and connexion, binding the most complex And he- terogeneous elements, into one homogeneous and simple system, it facilitates the comprehension, and ensures the complete and durable retention in the memory, of all the relations of the whole to the parts, and of the parts to one another, and which is still more important than all,— of the whole and the parts to the final end or cause, the will and purpose of Him, who hath made nothing in vain, whose work is perfect. The science of mind — of man, is the centre and source of life to all the rest. It is here that their roots must all be fixed, in order that knowledge may become to the mind, what food is to the body,— a quickening, invigorating, creative power. All the moral sciences, it has been already observed, including jurisprudence, politics, na. tional and international law, natural theology, the far greater part of literature, history, poetry, criticism, belles-lettres, the extensive province of taste and the fine arts, all enquiries and speculatioos, that have for their object man or the world of apirf, society, G«^' ' Jiave all their Hviog roots in this sell, *tnHjmniotttve,Tiiuntaneou8 apperception of the beautiful in nature or art. To find the beatiti. ful, of course, we need no psychology ; but is it possible for us to ground the theory or science of beauty, except upon the basis of psychological principles? So in natural theology;— to establish the principle of ca^usaiioh, upon which the whole, a posteriori argu- ment depends, is an afTair of psychology ; to find the scientific use. and value of our pure spontaneous apperceptions, is an afibir of psychology; to furnish the logical explication of the manner in which we lise from the idea of our own personality, to that of the infinite personality, is an affair of psychology ; in a word, take away psychology, and though we may feel the presence of the infioite Being, and love him still, yet we can have no thpology, no scientifio ^ basis for our belief. Nature alone can never give us the infinite; and how are we, therefore, to ascribe infinity to the Deity, unlew. we shew, philosophically, that our spontaneous perception of the iofi* nite is grounded in real scientific truth. This conclusion is *vide«t» not only when we turn our attention to the conception of a God* m the foundation of alftheology, but equally so, whe n w odgfidwr ^W^other ot the acnceptift^a wWah.ihgtriMlw^r^eK^,^^^ 1.^ -^^K-lii. il *^ 1. ' > ^ I'* nj ^ ;;*M y^.. ^ 33 Revelation ootnes to us in the form of words ; these words, in order to convey to us their full meaning, must be fully understood. But how can this futl understanding be attained ? Experience alone is sufBcient to tell us that the ideas which are embodied in many of the words and expressions of Revelation, can only be adequately comprehended, by means of the progress that we make in moral thinkmg at large. The idea of creation, of Providence, of hunfan freedom, of moraLevil^^-of retribution, aye, and of spiritual regener- ation, all of them involve conceptions, which can only be evolved into highest brightness, by the intense application of the reason upon 'them; that is, by the co-operation of philosophy in the elucidation of divine truth. We find, then, two important relationships which philosophy bears to theology ; first, that it must afford it a scientific basis ; and secondly, that it must*t;leac up to us the great primary moral conceptions which revelation involves, but which it l6ave« us to investigate and develope." I should have thought it worse than superfluous, to have disserted so elaborately, and, as it may be felt, by many of my readei^s, tediously, on the general principles of a scientific education, were it not, that a majority of the members of our College Committee, having given the respectable sanction of their names and authority, as I citnnot but think, very rashly and inconsiderately, to one of the most exceptionable and anomalous of the mani^ld suggestions of the printed letter, in recommending the immediate establishment of a class of practical logid, have thereby, it seems to me, virtually homologated its general principles ; at least, by no single act or measure, could they have more emphati- cally set their seal to these doctrines, than has been done in this aenatiu eotuuUum. The most plausible argument advanced and urged by the advocates of this measure, was the precedent of the logic class, of the Glasgow university, of which they all happened to be alumni; two only of the five members present at said meeting, having been educated at Mariscjhal College, Aberdeen,, in which a complete reform of the old scholastic system of our universities was happily efl^ted, about the end of last'century, under the audpicea of one of its most distinguished lights and ornaments. Dr. Gregory, did not go into the/Views of the majority, one declining to vote and the other (my8el0 protesting earnestly against this innovation upon prote tWmMWi^SSrpW^f^ofwY^ as it has been ^ 1 . . 33 opaducted hitherto. I have taken the trotible to look with soma at: iiintlon into Dr. Jardine's outlines of Philosophical Edudatl6n, and shair now submit the result of m^ inquiry, into the history of the orf- gin of the Glasgow logic class, and the circumstances, in which it #as established, stating the views which guided Its enlightened a^ judicious founder, in his own words, quoted from the introdootion of his outlines : " The ancient division of philosophy into physlon, ethi(», and logic) probably suggested the order of teaching, which hat lopg /been followed in the universities of Europe; and, in this arrangement, t the first place was assigned to logic; because, it Was considered, as jan instrument of a peculiar kind, by the skilful application of whk)b, jail other knowledge, whether of matter or of mind, was to l» /acquired." ~ , ,yi f " The principal universities of Europe, it is weHltnowni *««» ■founded during the reign of the scholastic philosophy, which eon- sisted of such a mixture of the doctrines and opinions of the ancirat philosophers, as it wag possible to derive from cotrupt copies, and ia- perfeet translations, of their works. To these were added the na* merous theological controversies which exercised the ingenuity, uid employed the barbarous slyle, of the writers of the middle ag«t; and, as the chief object of education was, to qualify young men fer the service of the Church, the motley system, which has just been described, was n^ade the subject of study, in the schools of cathedral^, and ofnionasterie8,aswell as in other religious houses." In another part of his Introduction, he states it as « certainly a singular p)i^. nomenon in the history of literature," that this science, " should hf^e token such a hold of the minds of men, as in a great measurarfo preclude all other studies, and to constitute the chief oocupatioa<|>f Che learned." « It was during the triumphant period of Atistotlefs ii|i. :l thority, that the plan of education, in the principal academical ea|fi. blishments of Europe, was reduced into some sort of a ^stem; art of their subsistence, were obliged to pay attention to the current hosed in the best way, which modem ingenuity can deviMu to adapt it to the exigency of chapged times and oiroumrtanoaiL and make it as available as possible, for present U9e,and sehrios* Dr. Jardine, like a truly wise academical legislator, judgUig H J>^, not to shock, too violently, the prejudices of that class pfmen, wtip may be called abhorrers of change or innooa/ton, — ^the ep^tl^^by which they love to stigmatize it; although it might havebPep better and easier, to have instituted a ne'w and totally'difierent departnteat^ bf science than to have mended or new modelled the old intrabiaUe subject, determined to retain the established designation of logid class, substituting a sound living scieiKse, in the room of the barbsi^- reus and bastard one, which — to all but those witltin the preoinots of the university — had, long before this time, been well known tb have died a natural death. Like his prototype, Solon, in IubIm^ latioo, he made that arrangement, wRich, though not the best iipsq- -iutely, was the best that, in the circumstances of the age aqd^e ' university, the case would admit ; for the celebrated Dr. South ligd brought a hornet's nest about his ears not long before, by_ fnorile. g^usly profaning the latinized ears and ech<^ of the yeu^ole univerdty, by daridg to deliver his prelections in unbdptise4 jB^^K^ to the great horror specially of the faculty of advocates, wl^ lul m one pack, and in fall cry, set upon the audacious perpetratQpr pi^klb& JMitovation. Our wily Professor, no dij^bt, with the terror of fljom pi^^^boMoii^s io^^ before his eyes, did the bdiS Kxi ■'if V : ,36 he (xmrerted " the drowsy shop of logio and metaphysics, aa it was (^probiipusly nickQamed, both by the students and the intelligent citizeo a^ into a popular school of practical learning, well suited to the youth of a great mercantile and manufacturing metropolis, like (Slaagow; he wisely preferred the name and charaeter oftJte refor- mer of Ae now ^npopular^and opprobrious science of scholastic lo- gic, metaphysics, and ontology, to the perilous honor, of adveiltUring to beipbme the founder of a new system, much less of such a magna vuiawratiOf as the author of the .printed letter has set forth j though, bad he been quite free and unfettered, it is most probable, that he would haye neither chosen, to give it the name, nor indeed, perhaps, wr thing of the nature or likeness, of a logic class. The designa- i/iant if not the actual form, was the result, evidently, of necessity, not df free choice; and the real character and design of the classi M explained at length, by its founder, in his outline, would h4ve ieen more pfoperly expressed, by such a title, as a class of populif tod pi«otioal traininjg, for^lfJch youths as ma^ be destined for'tHe professions of merchants, manufacturers, or men of busineiaS, Who, need nii the heUyful^ hut only, the mouthful of learning, as DK ^otunsim, ha^ in terms — ^somewhat coai*e and undourteous-^redl- i»U4 tohoihe sum total, of the national and intelledtual peduUum o^ us Elcotsmieh. Any One will readily perceive, that the eter- cWi^'.as described in the outlines, of which, by the way, fogib, ih any sensia of tbe word, forms, but a very inconsiderable element, ^fi eifidently calculated, for the purpose, of formhig the taste, tfee j^ipne.nt, the iinagination, cultivating and strengthenmg the powers o^ invention, and reasoning, blending for, this purposcf, into liis very n^scellaneous plan or course, a very pretty educia- ti<%ial moaai^ of history, rhetoric, criticism, belles-letttes; wi*, i«><,' .;'.fc'';/,j!,-'ii'i J[fMfJjto^%4»Ywng:iw^ of an essentially vicious systeni— to conceive that he viras furnishing V. -^i, 37 B mmfel for the constittition of mocfern universltiesr, any more than that a mmilar alteration of an old'Gothic castle, would be proper to be engrafted on the plan of some Gr^jjian temple ; or that the best practical remedy which he could invent, for an extromfe, inveterate, and, as, at the long run, it wasjelt to be, intolerable abuse of a medio' val school, constructed undeniably in conformity with the somewhat antiquated notions of the Scotists.and Thomista,— of scholastic renown, —would ever have bfeen mistaken so far, as to be hoM a thing perfect in itself, touch less as any voucher for the perfection of the whole system— for one of the incurablo'defects or corruptions of which— it can, in truth, only be regarded as a partial and temporary remedy, —all that^in the circumstances of the case, the vitiated system o^ decayed Bbnstitution could well bear. , i? But were this the whole amount of the evil, arising out of this blunder in academical legislation, (I cannot call it by a gentler name) the offence were a venial one. But that this is very fkr indeed from being the head and front of this offending, I hope to make appear very clear, to all who have the Iea«^ competency of judgment in sucji matters; and as the vital m-' terests of our College, appear to me, to be involved in the issae rf this question, I shall « spare no arrows," as the ancient proverb goet. but shall first of all, bring before my readers, what in the judgment' of the highest authorities in such questions, is the value of the ad. ence of logic, in any view that may be taken of it, thSTfre may ofc. . tain light, as to the alleged, imperative instant necessity of makfn^ provision for this, as the most clamant of all the desiderata of oirf mfant College, Where, I ask, were all the other argus ejtes oflli« majority of the College Senate, that they so strangely and unaccotinti ably overlooked, not only the desiderata, which I have eniimdhitei under the first head of this statement, but, those which, thbti^hlS no means of equal moment are yet, in my view, of fw grtater^ portance than logic, and bear much more directly and powerfiinyin the effiotency of our Institution, that are immediately required tb ffll Up, noi a few, very wide and uhseemly gaps in the theological ^ partment, hitherto the most defective of all the departments, irtdK^ib natural theology, christian evidences, the pastbi^l oai^; eebtbbi^^ calhistogr, andjf I might presume to suggest an extension df'^V_ dej^rUitoiitj^iBrlessneeaea^oirirHapplTysWppl^^^ to become a very interesting and useful part of our syst*itt,'it cEifr Vo |^^A-L^%wi^lllfe ^9* - w'^jl.i'^4^5- » '>■*.-- KT^ > vr^ r 38 for the noWe subject of Christian missions, combining with it, a gen- eral riew of the important lights which modern travels, and anti. quarian researches, have shed forth, in our day, illustrative of the true meaning of the Scriptures, or of the fulfilment of prophecy ? Surely all the other 99 eyes of our Committee must have been sealed, by some soporific touch, like that of the Caduceus of Mercury, when they could fasten the one only unsealed Orb of sight, upon a part, which, if wanting, or even defective, must imply a heavy im- p^bhment of him, whose office, without all question, it is to teach it; of this, we shall have ample proof, in the sequel; but even admitting, that it were a real, and npt an imaginary desideratum, what theologian, or educationalist,, will have the boldness, to tell us, that it i^ comparable, in importance, to any one of the ten desiderata which I have specified. Having cited a few of the most trustworthy testimonies, out of an indefinite multitude, that might easily have been adduced, I shall forever dismbs this part of my subject, after inquiring how far the opinion of the majority of the meeting of CJommittee— referred to — that logic should take precedence of psych- ology pr a course of philosophy, as a suitable preparation for the ^udy 0;f the latter, is in point of fact, borne out, by the authority or example of the best judges, or accordant with the roundest prin- ci^i^ of science, and of the art of education. JU to the value to be attached to the syllogistic logic, whether ojf Aristotle, or of the schoolmen, or of Oxford, and Archbishop Wjliateley, the question it seems to me, is one, so completely set at na^hy.ihe moat peremptory and unanimous decisions of such minds 'iM iBajoon, Locke, fteid, Stewart, and Campbell, that, it seems to me, likffl filing ^''ith *^® ^®*^» °^ slaying the slain, to re-discuss it. I wpuld beg leave to refer my readers, and the majority of the b>iputtee,'more especially, to the whole of Dugald Stewart^s second jl^^j^neof BlMuents of the Philosophy of Blind, in which, he has in ■» ^jpnceptiopi set the question for ever at rest, with all who have etjepTi patiently and intelligently studied that invaluable portion of )|il PTf^flu^ I ahall just content myself with the foUowii^ ^ztracts, «M0imsM)nding all who may take an interest in the question, to ooti. adjt ji^^* IU'» section 2, of the 2nd volume of Stewart's ^lejajienta, Ediiburirh Octavo Edition, 1816. , , , which were lopg ago made-by liord^ ■A .■i-i- i^ inutility of Uie tyllogism, as an organ of scientific discovery, to- 39 . gether with the acute strictures in Locke's Essay on this form of reasoning, are so. decisive in point of argument, and, at the auab time, so familiary known to all who ttfhi their attention tophiloab^ phical enquiries, as to render it perfectly unnecessary for hne on A« present occasion, to add anything in support pftl^em. I shall theira^ fore in the sequel confine myself to a few very general and misceU laneous reflections, on ono or two points, overlooked by these emin^t writers, but to which it is of essential importance to attend, in otiet to estimate justly the value of the Aristotelian logic, considered as a branch of education. "J '' " It iaan observation which has been often repeated since Ba- con's time, and which it is astonishing w^ so long in forcing itielf on the notice of philosophers, that, in all ^ur reasonings^, about the established order of the universe, experience is our «k>le guide, iJuM knowledge is to be acquired, only by ascending from partiotlliTS 10 generals ; whereas the syll^^ism leads us invariably from~ univeiWta to particulars, the truth of which, instead of being a eonsequiiu^ dt the universal proposition, is implied and presupposed in tUo Vii^ terms of its enunciation. The syllogistic art, therefore, it hai^1>J^ justly concluded, can be of no use in extending our knowiedfl(e'of nature. To this observation it may be added, that, if there are iify parts of science, in which the syllogism can be advantageously ip- plied, it must be those, where our judgments are formed, in e^riu«- quence of an application to particular cases, of certain maxims #hl(^ we are not at liberty to dispute. An example of this oocv(rs ill 1^ practice of the law. Here the particular conclusion must b6 ti^^ lated by the general principle, whether right or wrong. Thie^^^^ was similar in every branch of philosophy, as long as the hikkdjmy of great names prevailed, and the old scholastic maxims were iitl'o*^- ed, without examination, to pass as incontrovertible truths, dfi^ the importance of experiment and observation was fully un<|erstood, the syllogistic art has gradually fallen into contempt."— p. SiS^i " It is not, however, merely as a useless or ineffioieni for Uie disoovery of truth, that this art is exceptionable. The im- portance of the very object at which it professedly aim^, isnik #lit- tle doubtful. To exercise with correctness the powere of deAidfibn and of argumentation ; or in other words, *to make a. legitimate' in- ferenoe from the premises befo re us, wpuld seettl to be an 'Jniel- TeotuaTprocess, which requires but little assistance fVom rtilei ^' 40- irtrongett evidence of this, is the facility with vhidi men of th^ most moderate capacity learn, in the course of a few months, to com- prehend the longest mathematical demonstrations, — a facility which, mhva contrasted with the difHculty of enlightening their minds, on ^usttions of morals or of piolitics, affords a sufficient proof, that it is not from any inability to conduct a mere logical process, that our qpeculative errors arise. The fact is, that in most of the sciences, our rc^aiBODings consist of a very few steps ; and yet how liable are j|h9 most cautious, and the most sagacious, to form erroneous con- olusicms ! nf**Toemunerate and examine the causes of these false jnilgments, jp foreign to my purpose in this section. The following (which I mention only by way of specimen) seem to be among the most pow- lerfiil :*— Ist. The imperfections of language, both as an instrument of thought, and as a medium of philosophical communication. J|||4t .The difficulty in many of our most important enquiries, of as- -^qeirtiuning ih^ facts on whicl^ our reasoning ai€ to'^iDceed. I3rd. The jp^lllj^.^nd narrow views, which from want of information, or from Mi^t 4efeot in our intellectual comprehension, we are apt to tike of jmbjetot*, which are peculiarly complicated in their details, or which .Uf O^wneoted, by numerous relations, with other questions ej^ally too4^)mnaUcal. And lastly (what is of all, perhaps,'the most copiQus ' t^fii0iQO, ot speculative error), the prejudices whibh authority and AMshlop, fortified by early impressions and associations, create to W^m our opinions. To illustrate these and other circumstances by »mipl^ U|e judgment is apt to be misled in the search of truth, and t|(|Mi|^out the most effectual means of guarding against them, would fomiliyery important article in a philosophical system of logic ; but It j* jDOt on such subjects, that we are to expect information from the ^Jgiip of Aristotle." 'I *' It^ie fundamental idea on which this philosopher evidently pro- Oead^ (^nd in which he has^UKen too implicitly followed by many, MMD pf those who have rejected his syllogistic theory, takes for jmnfM, that the discovery of truth chiefly depends on the reason. * J^ AMmltyi and that it is the comparative strength of thir foeulty> f^i^iiiok constitutes the intellectual superiority of one man above .,||fn|)()i9r. The similarity between the words reason and reasotting, jof f.irtJQh I formerly took notiqe, and the confusion which it has op- .O p io ns J Jp thrir nppmrrintn mnnnin p . hin rnntriTnitnd rn-rnrfiiljj 41 .',■ T'- men of th? ths, tocom- ility which, * minds, on of, that it is s, that our 16 sciences, ' liable are >neous con- judgments, g (which I i most pow- instrument munication. iries, of as- . I3rcl. The ion, or from pt to tkke of lis, or which on$eq|uaIIy nost copiQus thority and 3, create to nstances by ' truth, and hem, would f logic ; but ion from the idently pro- d by many, r, takes for the reason, bir faculty* man above i reasoning, sh it has op- p owe rf ullj^n lo anoouragft itnd to perpetuate this unfortunate miq||Jk.^. * If I ck^ not greatly deceive myself, it will be found, on an aqcuiate examjir. nation of the subject, that, of the difierent elements wjiiph en{pr into the composition of reason, in the most enlarged acujejit^qp of that word, the power of carrying on long processes of reagccnaig or dedmc-^ Hon is, in point of importance, one of thp least." — p. 288. After illustrating and confirming these views, by reference to the history of those classes or professsions, by whom the art of reasoning has been most cultivated-^mathematicians—the achoolmea of the middle ages — ^the profession of law—controversial writer^,— ^ eoncluding this very interesting exemplification of the subject, with the singular case of the famous champion of Protestantism, Ghilliag- worth, Stewart then proceeds to bear his testimony, not only against the form of the school logic, but even against the importance of the end to which it is diiected. "The foregoing observations, if well founded, conolode strongly, not merely against the/am of the school logic, but against the importance of the end to which it is directed. Locke, and many others, have already shewn, how inadequate the syllogistic theory is to its avowed f urpose ; but few seem to be sufficiently aware, how very little this purpose, if It were attained, would advance u* in the knowledge of those truths, which are the most interefttiog to human I happiness. ^^ " There is one species of madman," says Father Buffier, " that tnakenan excellent logican." The remark has the appearanOd of fceing somewhat pkradoxical ; but it is not without a solid fouiida. don, both in faetandin the theory of the human understanding/"-*- p. 295. /j )t,' ■' ** Pbr my ownMart, so.little value does my individual wp^ Hende lead me to/plaoe on argumentative address, when com- pared with some ^ther endowments, subservient to our intellectual improvement, thai I have long been accustomed to oonsfder thaf promptness of rtply, and dogmaUsm of decision, which mark th» eager and prai^tised disputant, as almost infkllible symptoms of • KniUid capacity J a capacity deficient in what Locke has called (In very signifioint though somewhat homely terms) large, sound, round. Moout sense/ In all the higher endowments of the understanding, thisintellJbt ^al q uaUty (to which nature as well^a^ediwation murt nboraWoonlribute) may be justly regarded as an essential io^rt- A- 42 dient. Itisihis which, when cultivated by s'uil^, and directed td great objects or pursuits, produces an unprejudiced, comprehetisiva and" efficient mind; and, where it is wanting, though we may ooca- aiorially find a more than ordinary share of quiolcness and of infor- mation, a plausibility and brilliancy of discourse; and that passive susceptibility of polish from the commerce of the world, which is 80 often united with 'imposing but secondary talents, — we may rest assured, that there exists a total incompetency for enlarged views and sagacious combinations, either in t^e researclies of science or in the conduct of affairs, "—p. 298. / Thti following admirable remarks 0f Hallam, on the subject of Logic, are very much in harmony ^iih my views:— - A living writer of high reputation (Dr. Whately), who has at least fully understood his own subject, and illustrated it better ihpn his predecessors, from a more enlarged reading and thinking wheirein his own acuteness has bejin improved by the writers of thg Batonian school, has been unfortunately instrumental, by the very merits of his treatise on Logic, ift keeping up the prejudices on this subject, which have, generally, been deemed characteristic of the university to which he belonge^. All the reflection I Jiave been ablS^togive to the subject, h^s convinced me of the hiefficaejf of the syllogistic art, in enabling us to think rightly for ourselves, or, which is part of thinking rjghlly, in detecting those fallacies of others, which might impose on our understanding before we have acquired that art. It has been often alleged, and, as far as I can judge, with perfect truth, that no man, who can be worth answering ever commits, except through mere inadvertence, any paralogisms which the common logic serves to point out. It is easy enough to construct syllogisms which sin Against its r,ules ; but the question is, by whom they were employed . It is not Uncommon, as I am aware, to represent an adversary as reasoning illogically ;\ut this is generftUy effected by putting his argument into our own words,. The great fault of all, over induction, or the assertion of a general premise, upon an insufficient examination of particulars, cannot be discovered or cured by any logical skill ; and this is the ertpr Inttf which men really fall, not that of omitting to distribute the mifiUU» tern, though it comes in effect, and often in appearance, to the sane thing. I do not contend thjit the rules of syllogism, which are very ■hort and Bimplej^ough t not to be. learnadi or.thiit-tlwf may-aot be some advantage, in occasionally stating our own argumqpt, or V n^ "■J 43 calling upon antHber to state his, ia a regular form (an advantage* kowever, rather dialectical, which is, in trther words rhetorical, than one which afTects the reasoning faculties) : nor do I deny tha( it is philosophically worth while to know that all general reasoning by words may be reduced into syllogism, as it is to know that most- of geometry may be resolved into the super-position of equal trian- gles ; but to represent this portion of logical science as the, whole, appears to me almost like teaching the scholar Euclid's Axioms, and the axiomatic theorem to which I have alluded, and calling this the science of geometry. The following passage^ from the " Port Royal Logic," is vfery judicious and candid, giving as miich to the Aristotelian system as it deserves: — "That part which we have now to treat, comprehending the rules of reasoning,l8,ce»teemed^ the most imporUnt in logic, and it is almost the Only portion whicb is treated with care. But it may be doubted, Whether its utility he not fiommonly over-rated. The errors of men, as we have already/ elsewhere remarked, are attributable much more to reasoning froi^ /dlse principles, than to reasoning falsely from just principles, {t rarely happens, that men deceive themselves 6y speculations, which are false, only because the conclusions are falsely drawn ; and,, indeed, in this ctLse, those who might be incapable of detecting tho; falsity by the sole light of reason, would be equally incapable of understanding the rules, which might be laid down, and still less of applying, them. Nevertheless, when we consider these rules, as mere speculative truths, they wilj always serve to exercise the noind ; and what is more, we cannot deny that they may be useful, in some instances, and with ^respect to some persons, who, beiag; naturally of a quick and penetrating genius, are apt to run into falsa conclusions, throjigh inattention or inadvertency, which nUgiit have b^n provented or obviated, by an acquaintance with th«a» . ff^QW'di&rentiathis sensible passage, from one quoted from «>m(».«flOQyn)Qus writer in Whately's Logic (p. 84) :— •« A fallA^ oonsi^ts of Ml ingenious mi;(ttire of truth and falsehood, so entMi. gl«J, ao intimately blended, that,.)|he fallacy is, in the ohymioal pbr««0, held ia solution ;one drop of sound logic is that teat, which inntned^ly disunites them, maRes the foreign substance viaible^ ™w4iweoipit«tee-i*r4tt the bottomX One ftnaoy, itrotghrWiqp^ sive«0d, ^a common as any, is Ihe/attc analogf, the misleading the mi So much, then, for the estimatidn in which the science of Logic, —properly, or improperly, called such — as it has been defined and expounded hy its mighty father, Aristotle, or its ablest modern champion, Whately is held ; yea, even the very object of the science, of which its advocates are enamoured, is more than questioned,— >it is absolutely contemned, and that, in the strongest 4erms, by on6 of the most candid, and gentlest of critics and censors, SteWart.-M With all this, it is quite possible, ^that its advocates may be righ^, but let them not, at tieast, plead the sanction' of the great names of Reid, Stewart, Campbell, or Beattie, or of the still greater names of Bacon and Locke, who, in point of fact, stand forth id the attitude of t|^ most unequivocal antagonism to their views, and have empha- tically denounced it, as worse than uselessr-^s tending to form habits^ of miiid, entirely adverse to the best and highest ends and influences of a liberal education. I might well content myself to out short the discussion of the subject here, leaving my opinion to rest upon the simple authority of such names. But I would jUst ' likO) in ft cause so important and in a crisis of our College so p^ri< lout, with the weight of the authorities at headquarters opposed to me, just to try the effect of the ar^gwnenlum ad Aomtnan, appealing to the shrewd judgment and feeling experience of my excellent colleagues and brethren in the committee, in whose system of prac- tical logic, however fkr it may otherwise differ from my%>wi», I' dannol doubt that the oery practical eeidettee of the testimdny of their own cbservation and expei4enoe, ransthold « place ofequAHy hi(^ confidence and honor, as in niine ftrAes. *' Have ye ne¥er». dear Brethren, fallen in evil hour, into the hands of some mighty- Nfawad^ or G o liath of lo^ -or^ fit him perhapr^witinm»r»^ «ppropriat»^^llati!re, some wild Ishmael man of debate ? Have .ti 45 ye nererfelt, to your cost, io the exhauBlion of your lafgest patienoe^ in the exacerbation of your sweetest temper, and the more than slight disturbance of all your meekness of wisdom, how widely, a» the poles asunder, are the reeuoning man, al^ the reasonable manf ' Has it been your rare and enviable privilege, my thrice happy Brothers, never to have looked on, with affrighted eyes, or ruefully elongated visages, while a Reverend Presbytery, or a venerable Synod, caught in the wordy tempest of some Forensic BoreM^, or Theological Boanergps, long, loud and fierce, the opening ol whose mouih, like that of the cave of Eolus, is the signal for the, eruption of all the winds; whose rising up, in the committee room, or council chamber, is like that of Orion, or the sad genius of thff coming storm, or winter howling with all his blasts? Have ye never witnessed the chaos of confusion,— the wild war of element/ like the ocean wrought into a storm, while the only one who rlde^ calm M serene on the blast, is just the veiy man who raised all this hurley-burley, and,, like the bird of storm, riots and reveli' therein with wanton wing,— delighting to play the champion of either side, or of neither side of the question ; equally eloquent on a Ribbon or a Raphael ; whose artillery of arguments, like an ex^ haustless magazine of the weapons of war, never fails ; they gro#' as fast as did the heads of the fabled Hydra, under the sword of Hercules,— who, even when vanquished, can argue still, as well wUhoiU, as teith an object, an aim, a subject, in defiance of the olrf adage «««mAtfo m*t/^,"— jn fine, who rises more terribloi ftft«^ every fall, and whose thunders, even when they carry no bdtS)^) are terrible In the rolling fury of their reveberated echoes, and itf the flashing splendors, fVom which the eye recoils ? Have javp jiever retired from such a scene with a sensation, not muohunlikto^ that of the Emigrant, in his first voyage, when, taken i^itk thtf aea sickness, he conies down, more dea^ than alive, from the deolf of the ehip, Wan and woe-begono, as if his heart had died within' himt Hbve you never, tn jwvprJa personAy encountered in soi^ fafgh debate,. academical or ecclesiastical, such an one, who dbfn^ upon you, with as many a hundred horse power of logic, as oirt'df oar biggest, blackest, boldest, transatlantic steam fViga^esj vi \fki PWofthe^noient^ kni^ts pf chivalry in a grand toui'namenry' mMtSeemiiva pinoplv, armed to the very teeth 1 Mre yoa n#Hiy been thus set upon^ in the same style, as when the opium eater, uil^ |t*LiKl* V ,K.-».^j- 46 the maddening irfluenee of his fatal drug, is said to runamutk, and having barely escaped with your life, vowed never again to approach to the perilous edge of such battle, never o^ain to *' tempt the im- minent deadly bjreach" of such a hazard ; and, after such lessoning of that experierjce, which, if the common proverb doth not lie, 'teacheth fools, a|re ye in sober earnest, are ye in your sane minds, when with all tl^e gravity and deliberation of legislators of educa- tion, and guides of youih, ye decree to set up a class of Practical. Loglck, to 1)6' a nursery to breed and train up, to propagate and per- petuate, in til^d'now peaceable and happy land, su.ch a genus invisum a%I have described, your own experience being at once the witness and thq Tect^our peaceful college into a palestra of forensic warfare, to wa^ keo fill its slumbering echoes— to respond to the din and discord of sob o last i o dabata f tp ^ n aak a j^a ^mp, - fa ^^^he training of a host of polemical theologists,— I have nothing to say^ — ^I <^ only wqnder in silence, and weep in secxet, for ^uch inia^ua- tionl " >-...*% #-i i^'^f* t. •. (AAMiij ];^«.4rt*s» \i' f^ ^^-Ji,«^«^ttj ■4 m 47 I I 1 would entreat the advocates of this measure, to consider well, what they mean or intend by this logic class. Is it the Arn< totelian logic? Then, 1 say, be consistent and complete your de- . sign, perfect your work^ combine with it the ontol(^y and metofh^ ■' sicks of Aristotle, and yoq will have the •• old drowsy shop" restored And in full blow. You will repudiate disdainfully, I doubt not, tho imputation of such a purpose. But if you say, as in this case ye must, that Whately's reformed system, is to be your ohoioe ; I contend, that it is substantially one and the same with that of Aris- totle. What value it has, as a^jteience, we have already seen and established, by manifold and weighty authority. As a branch of education, I Would, for ray own part prefer, on many strone grounds, though of a negative kind, the scholastic science of An^elographf* It were worthier of our patronage, for it would certainly involve less hazard of doing hfirm to the minds of our students. If, in the third and only remaining view of the subject, which it seems poasi. ble to imagine, you profess to hold with the whole Scottwh school of philosophy, and Bacon, and Locke, at their head, that the syllo- gislic logic is useless, nay, a worse than useless study, e.Tcept it .may be,as a matter of curiosity, or as^^singular phenomenon ia the history of man, we bring you at length, to the very conclusion for • which we have, these two or three years, been doing battle, that the best, and indeed the only valuable materials, towards the formlo^ of a true and legitimate science of logic, are to be found, as yet, only <• in the pages of our great psycRologists, and cannot be said, in fact, to have been wrought up into the form or completeness, or to hare assumed the narhe of a recognised science. «» I should wish," aay» , Stewart, in the opening of the second volume of his elements, ib' which the subject of logic finds its proper place, « in particular, b contribute something more, than I can here introduce towards a r*. tional and practical system of logic, adapted to the present state of human knowledge, and to the xeal business of human life." « Few defects, on the contrary," says Hallam, « in our system of education, are more visible than the want of an adequate ooursb of logic ; and this is hot likely to be rectified, so long as i^e Arristotelitii methods chall^ge that denomination, exclusively of all other aid*, ^/.*' 1!^"° ° "^ faculties. The p osition that n othing else is t o he giireriogic, were it even agreeable to the derivation of the woitf. -1, ^ • "^e doctrine of Angela, a branch of Medievtl Science, ra called. . 1ft -J, , ^1 ^^■iks^a^'j-^J.- 48 - which it 18 not, or to the usage of the ancients, which is by no means upiformly the case, or to that of modern philosophy and correct Ian- guage, which is certainly not at all the case, is no answer to the question, whether what we qall logic, does not deserve to be taught at all/'-'-See Hallam's works, vol. II., note p. 87. What principle is taught, what term is defined in Taylor's or Whately's elements, that is not more fully and scientifically ex- plained, defined, its very elements and essence developed, in the works of Reid, Stewart, Abercrombie,which are our manuals ? And I just request any competent judg§ to open the last mentioned, and they will, no doubt, be surprised to find how much! superior^ all respects, is the summary of logic in this little volurhe, on the intel- lectual powers, to those commended in the printed letter. Granting, then, unreservedly, all that its warmest advocates can claim lor logic, as a branch of either science or education, why, I demand, should it be torn, thus barbarously and wantonly, out of its place and order, in the living system ? Why dismember and mu- tilate the body of science, destroy its symmetry, dissolve its vital ■unity, exhibiting it like an amputated limb, or a lifeless branch, — a merely empirical science, — a body without a soul ? But,.! go farther still— I contend that this wanton disruption of unity, scientific, and educational, will not be atoned for or com- pensated, by any increase of solid or wholesome fruit. This inno- vation, justly so named, will not help but hinder, will not mend but mar our working ; so far from furthering, facilitating, and expediting our work, it will embarrass, distract, and cause it to retrograde. I will engage to teach those students who, last session, attended my junior class of philosophy, more of practical logicl must be uii- deratood— of a sound and legitimate character, in the first month ol next session, than, I believe possible to be done, in six, or ta twelve monthsj or indeed, any length of time, with students, who, are not properly grounded in psychology ; and let the experiment be tried *when it may, I unhesitatingly ibi^etell that it will, and must turn out ft miserable failure, to the utter disappointment of the food ^pes of the professor who undertake^ it, and misapplication of the . lime an^ labour, of the misdirected si udent^. In predicting all thn ftilure, I intend no imputation upon the atJIQty or industry of either thi» teacher or t he taught AdmMoR that-lmtfny excellent truths^ might be excellently, well delivered, and in part comprehended and i i k. 1 d^L ,tciSu!^jLuiiA,^ "49 ^ retained-I still insist, that the science, as a whole, could not thnt be taught to purpose, because, the method being radically TitToiM- would more than cdunterbalance, by its pervading influence any possible amount of partial benefit. I may be asked, whence i. thto bold confidence, with which, you hazard the ill-omened prediction of the miscarriage of an experiment, before it is tried ? I answer' thatlmy confidence is justified, on the very same grounds, as would be that of him, whoshould, a priori, decide that the mere kAowledfftf of pibctical navigation; would not enable a man to calculate ecllpi.*^' 8ea;faor the greatest practical exportness, in performing arithmeoi' cal questions, in the rule-of-three give the least insight Into the^ scienUfic truths demonstrated in the fifth- book of the Elements of Euch J. But, while I must contend, that this experiment, if tried ' will certainly wsue in ultimate disappointment, let i\ no^ be forriot* <|en, tl at it will cost us very dear-not less than the double wiiste of fhe tu le, talents, and strength, of the professor, and of the studenta • and I would just put it to the good sense of the patrons of this m^ projedt, whether.-if logic, in its legitimate order, fairs properly withiri the province of the science of psychology, and has, in fact better!" jusuce done to it, in this view, in the works of the Scottish' philosiophers, to which we seem all to be appealing, as our roasters and guides,~it must not be the fault of the professor, who has been' called to take charge of this department, either through neglect and' omission of his duty, or a want of judgment and abijity in the exe cution of his trust, if that part be really found defective ? Whai. ' ever may have been the cause,— negligence or inability— my ded' ■ ded conclusion is, that the only proper course on the part of tSeV' chnrch, dictated by every consideration of wisdom and economy Uk' the management of concerns of such paramount yiterest, Is to ap-' appoint,, without hesitation or delay, some one to fill the chair of mental and moral philosbphy, competent for the task, and not to distract and overburden the professor of divinity, whose field of lai^ hour IS already too extensiv6, and, certainly, too important to admi. of our imposing upon him, the supernumerary charge of a olasirf' ^ secular sciiince. ,>j I no*^ hasten to wind up this second part ofmy statement, with a' LiBg8 e tUQn »a ndremarka, ^elati v« t o the directiomrf tl»"w|l6ir edu6ational process, a^ the distribution and combinaUon of the rtu. ^ dief, referring my rejiaertothetfbular view, and the accotapinmng \ ~\ 50 MpotitiOB of ita plan and priDoiples, inserted in the appendix (See Appeadix note G.) And, first of all, I should be disposed to regard the general di- ^•Otion of the reading, studies, and exercises of the students, as well during the recess, as the session of College, throughout the whole course of their education — whether preparatory or strictly f lofeasioiMil — as the most important power, and involving the most weighty responsibility of our academical legislators and autho. rJltiei. It has, I fear, been a capital error or oversight, hitherto, ia the oonduot of education, universally, that a power so important, IMmI 90 capable of being exercised, with immense advantage, at all timet, both to Teachers, and Scholars, economizing their time and Ubour, and wlule it imparts continuity, harmony and unity to the WAxk, aa a whole, rendering it more productiveuin its effects, and toon con^reheniive and commanding in its ,>range, has been so little improved, indeed, I may add so little regalded, or at all taken into account. The following general idea of tfie true end of e^u. cation, I quote from Stewart's Preliminary Dissertation to the En* cyobpedia Britannica, intending it to serve as a motto, 40 the views brought forward ia the statement. "The object of i Public Teacher is no longer, to inculcate a particular systeni of dogmas, b)ittp prepare his pupils for exercising their own judgmetf|> to pchibit to them an outline of the di^rent sciences, and to suggest •ubjeots for Uieir future examination." Applying this univedrsal canoo,. to our Theological school, I contend that it wer^ ^ai|i, to estimate the merits of our Collie, by the test of bran^^s, nomi- nally Uttght, or of prelections actually delivered from the ^rofes- ■oHaI Chairs. I have no faith, in the virtue of mere lecturing, if we do not follow it up and give it its perfect work, by subjecting the ftttdent to the habitual discipline of a catechetical process of exa- 'inioation, on the subject of each lecture; by frequent reviews of thi| aystem aa a whole, in the connection of its parts and the unity of it« pli^ ; by directing him, in his private reading, refleotion and <|^rei«es, specifying the books to be read at every stage» and ii|>re8sly noting, for his guidance, and with a view to abridge hia labour, and economize his precious time, the very chapters and sec- tiiiuui, which bear upon the immediate subject of the lecture. T^ie l-questioB, is^ to dir e ott 4e^ t^itodent, and. mi the work can only be done to purptei bjf hi» *. ,n3te^ M own energy in the right direction, and Yigoroiu putting forth of Ui own powers, to point out to him the means and the manner in wldoh he may worlc by and for himself, so as most efieotuatly to oo*ope* rate with his instructors, towards the attainment oftheoommon end* Following out these views, it would be necessary, to prescribe a jndi^ oious and at the same time compenfdious course of reading, ooTrt»i ponding with the course of academical lecturing, throughqi^ tM whole curriculum, including both the periods of session atidreoMi» and uniting with this a co-ordinate series of written exercises, ema)^ abelracts, summaries of systems, books,&;o., — all graduated, acoohk ing to the scale of the reading and lecturing, — all arrangedi in irfi^ tematic, scientific order, similar to that of the imperfeot dMM^ht Of specimen in the appendix. ' ■.; I have attempted this sketch, rather as An iUustmtien of nrf scheme, and by no means as a finished or perfect platfomn-Atf execution of which, I am Ivell aware, would be the proper bttsineia ^ the Professors, as a Body, in conjunction with a Committee of Synod | and I should hope, so high is my estimate of the Importanoe, it OBO^ and the difficulty of thirtask, also in communication the whihk idth the wisest and mopt experienced Heads and Fathers -of the FhM C%urchof Scotlandi In this way we should render the greatest servioe to the 8tti1 A^^kiu ■ I I V 52 . ■■>■'- not only to give gree^ter efficiency to the working of our Golleg*^ but by prolonging, throughout the whole year, nay, the whole extent of the Quinquennial Curriculum, that Educational Superintendence and authority, which have hitherto been circumscribed, in )i great degree^ within the limits of ^ch half-yearly session, \^e should be enabled, by a judicious distribmion of nearly one half of the studies aiid exercises, over the half yearly recess, to double the amount of lKork«u8U«lly done, just as, in some happy regions and climes, tha (kvored inhabitants are privileged, by nature's bounty, to reap 4ouble harvests, from fields which are blessed with tlie annual suc< . joeasion of double springs and summers. I I think, I can perceive, in the wise exercise of thls' land, is still behind that of England, and would be greatly improved, if, to its own peculiar and manifold merits, it were to superadd the practice of periodical and searching examinations, with a suitable awarding of honorary distinctions, to those who might be approved. The actual eflicacy, and admirable working, of this systMU, has beeiii indeed, ^ell exemplified, in the case of the medical studenlK It is well known, with what vigor and devotedness, they are wodt, a l m o s t w i thout ex ception , io- a pp l y to th a ir profi gs siona l preparatory to their examination by the Edinburgh CJoUege of BuU geonst'—^i vigor and devotedness — oftet wonderfully contrasting with IimC the listlessneM and apathy which, in the ordina^r ««■«» ., feofve d«c,ph„e of the mathematieal «,d phL»,hi«I were known to oharacterfee their worJcing. In order to obtain a well framed directory, or platfot™. ofTh.. "l"g.oal trainmg, embpcing the preparato^; «„die. „ wellt .h<»eetrietlyp™fe.io„i,,the fire. aiLhould be, T e"™'^ \s d».„b„t.on..e„cee=sive order, and eimuluneoo, o^mbinaU™" ^ «ud.e^ ^ aa to reduce then, into the .net perfect «,ie„.ifi^ Z^. He^ .. eeem, to me we have been most defective. «rf no deikW «ald be nx-re prejadtoial to the euocees of our work. I, iaZT of Ute l«t ..npor.ance, in every view, to the work of eduCSTJ; «.he» amctly, to thenatnral order and «,„ence oi theeS^ i" '^fJ*'-" "f "»"»" knowledge. With what advantag. ^1" youU., well grounded in Englieh grammar, enter Uf^Jl^f «>c,.nt or modem- language,, and with what ple.^ t wZJf ..dto hta teacher, doee he commence G«ek and LaUn JZ^ range al the stage, and classes of tbi, department, in .T«Iy «^^ d^.g scaU or climax, leading the student, f™m th^ leveUf StTT pta wnters, Greek or Roman, by. series of nat„™l and .«^Z da^ns, hkc the step, of . long ladder, «, that befo« tho^W •uoh . curnoulum as ours, he might be able *> m^Ker tuZ^ Tr """ T'''" • *""• "-"-"-gone, wh^^g u^ .he ,„oce«>.ve«ep,of the ladder, climbs with a, much ea«sU^l«^ did til. firs, and lowest. I. i, in the wan. of such i LdulJt rf «« u.«,«,.„., or educational scale, and such a dispSS^^Tu^' . parte, m Ut, i^tural order of their e.sine«, or difficultv^ii i. to ^ warn ofagood systematic collooation of theclasdcal a^Cf^ '^ °°,f" r°°"''*' "■" ■" '^y •" dUoouraged, m th. iTudy » prca«ut.on of U,e work, nor, consequeMly, doe, one out of t«L iZ "omm^Iy study torn, arrive at any prefcienoy. ^ !" Wiwn such a foundaUon of classical training, dier. i, , naUml "d ~y progressive «.».,. u,„„gh „, 4, ,„t«,urn. g^SS^ of A. tntell^^tual «»le. Dr. Beatti. ha, an adt^bl. LS^T «^» of » eifecu-ve daasical education, a. a ii^iplj^l^ •u,i««p«jU.Jl(gIc •» the fines, oigui, that it i. pomble tufatka, H^r Mil imt. rm,ofThe- 18 well w ermine t)^ tion of the tifio order. : is stinly, Jcation, to nenoes, in S« doe* « e study of :o himself ^rammiar, t>le, to ar. tlyascen- fthe sim. Basy gra. > oloeeof the most Dg up by > the last e, as he uatioD of n of the is in the h found, udy.ee. re in the 00* who naturtl ulatioM rtntbo prepare ^obfli doviee, 55 for the perfect development and discipline of all our powers and fMulties«* I'he legitimate order, then, is to pass immediately from the classics, into philosophy, mental and natural. With what ad- vantage, and by what a natural transition, does the student, when he has been previously well trained in the physiology of mind, enter upon the study of logic and ethics, proceeding from the speculative to the practical. Called, in his onward career, to enter upon the branches of the philosophical classes, which are conterminous with, and in a manner, part, and parcel of, theology,— after he has at< Uined a due pSffoiency in the philosophy of Reid, and Stewart, neither the profundity of thought, nor the obscurity of the style, of the writings of the great Butlejr, will prove any discouragement or ^^^jUpction to the student. Taking Butler's analogy and sermoni, ^the last and finishing part of the philosophical course, and dwel- upon this very essential part, until it is thoroughly digested, ind the stujlent's proficie&cy finally tested and approved, by a close and searchmg examination, is he not already, I ask, more than thor- ou^ly furnished, for theology proper ? Is he not, as it were, by anti- ticipation, carried into the very heart and centre, of theological sci- ence ? And how smooth, rapid, and delightful toliimself and to his ^ professor, will be his progress, through all the successive divisions— of this manifold, sublime science— systematical, exegetical, polemi. oal, pastoral. What economy of time and labour would this scien- tifio order of teaching produce ;— how much difficulty and perplex, ity would the student escape, — how much more effective would the labours of teachers and taught, become ! Nor, would it be the least advantage, of such a rational order and succession, of the constitu- ent branches of our theological education, that while his progress became more smooth and pleasant, as he advanced, his light would be waxfag bri^ter and brighter. His faith and piety, growing with the growth, and strengthening with the strength of his scientifio knowledge of the christian system, and its evidences, would nervo Wa mmd, with new strength and animate it with a zeal and devo- tedneas, which would enrich him with the purest enjoyment «ad the meet precious fruit. The beautiful unity and simplicity of tnitb^ would be made manifest, when he thus realised that all the parU of ■ggggl *94 »o\"jd k n owledge a re connec t ed, aa tha * See Dr. Beattie'e EBoays on Poetry and Mono, &c. L^j tl A \*lU ^ / ^ ,. ■ ■ ; 56 , . , ^h. or ™,her, ire vitally urted, a, U,o memir, of ,1,. ,hi„g . ,P AH«her imponant object, witliout which all the labour of Ii.h .r M T^ ""'''''° '° ">«■■ "«''= in life, and to estab- X'Tonhtf'"'"^^^^^^^^^^^^ miuar useol the best means and methods of study Wh..i.,fc. , ^»- «"n».-k,of all .i.e lecturing and tea hbginThs Jo"; ' «i o™7L r ''""f 'he.studen. go away a, ,.5, wi^'J"* real love of letters— without any habits nf nrA^,. a ,.7^ c^rrxt^rurhorti^r^ P»cJjc.,ly^nfo.ing s^ui.ahle^e JL:: a^dlS-'^ c ^^nt^ of «ll the*rork wjiioh has been anpoinled to himt T. • l^ U,.., In thU way, we „igb. supp,e".ny ^f our del" ""^ and secme, at the end of the whole conr«. „ k ' ° ^"^'"""^'r «ol,noy,-.si. would be in,possi^e rari^ttLTe" W?"" T «»!on,, without thus including the recei; The ° ^""'^ year wouw alToM ample ti.e for t^ilg ^f TestrnTirr praoUoe of composition, in Enelish as well 'J ° "" g^ge. ; and he would/notX tt^d ^' I'h °"f."' '""■•• ' U^l^ident to the session ofXollS ro:!i\ri,.to'^r- p"r^j!^;i^^:frirre:::rS-^^^ Jta^by gained, or which, - Utese oi.oumTn^C^lrZr ^ .h o« l d b , f ,.p . .. J-aua , .,,^,1,. ^ well .0 eaco»»g. .^^ ^ (,■ '«1 ''J ^f/v" Oie rawiloriom pertoi«iioe of woh «? roiiM, by ^nltabl^ priz^, of ooiKnirsr disUiiotioiM Meh sesskm. Let me Itfrt «dy«Mrt to the iroportwt i»pi4i eaiPntiaLelement into their ooM^gb certificates, there wAnTd be good hopeqf ultimate piofioienoy in a department, of which the impprtancer " cannot he orer-estimftted, and in which no progress of consequence, cai^-he mad» m aay other way. How much, I ask, might b© MoorapUthfid by such exercises— carried out Without interru|jtionw through a eourae of even three ye^rs ; and how ii^vuluable to the ' Chtttoh, would be the habits thus formed in her ministers? ,,^ ^ Nothiilg can he aodtaeatial. In the conduct of edwiaUon^Miiifc : aeleoliom diatribution, nifipessivd order, and systematio luld soien^ ^.tific tembinatidB of all the constituent parta» for whicii we'Aow plead. No Ume should be now lost, to give a systematic unity to our whole ooarse. With soch a well '«opstnicted system, it .is possible without •ay great amowrt of learning, or even ed^cational akill> in the leaeliers, tp do much woyk— if not in the best style—Vith very oon ^detaUe eflect; whUe-^let it be never forgottei^I-noting whatever •*n «mip«isata for an e^nUal defect-a radical viqen^ ihm l^anoe Older of study.* , .. , '^ ;# Shonld not our g»at aim b^, in oonfohnity with the definiti- i \ tr »». ». V^r 08 ;^' ««.te^ork, «s te.ohe«. to ai,eet, timuUte, wd «««t«n th,ir Ta^T'^'^T^'^ to w«, ia notWng Aort of 8«ch « ««dy oomoMtad and nmsteiy of aubjfecte, m m«y abide the test of *ZLS 7 "^ e^mfaation. ? All of aa, who lake a candid ^tro^of our own experience, of tlie time lost, or wo«e than lost ^jjih^aunleaa, desultory, or ill-direoted reading, irregular, m,- •*l»«ly, languid purwutof «,Md«nd laddaWe studies, or eren when, - ^ate of the tm.^ and p«ns, which we have squandered, f^m in. ^rienoe and ignorance, of the right method-will be able abnn- mmlytg appreciate the impor&mce of tracing oot-for our students, Ihe right courKT, and furnishing them. like Irarellers m a foreign land» IJI- 1^!".. "^ ^J* °^** "^'^ of teaching, more available, fer *«J>««t advanti^ of the student, than that of just putting inti to hand, a d^ of studies, a «tection of books, to be read or con. . Whed, even desconaing to indicate to Wm, the most important chap- to. aud secUons, while, with the same view, it .might be equally ^.u^le to ac«mpany this with • prc^^^e of th^ *i order to guide hm.toall that is most essential, in the subject- i!»tter-to annex-in the syatematic orter, a well^digested se7 of jiieAee to such programme. Ij is here, that our most proper and available power hea, as educationalirts. We cannot be expected odlegea-Bntishor Amencan-in regard to the learning of the professors, the (Jompleteness of our libraries, scientific and fliterarv equipments, or the division of labogr and of tbescieiK^, in teach! ing-but we inay, without presumption, attempt to compete with them, m the discipline of our College; in the TgilanceTour su- perintendMce of the studentiS airf of the work-*uh««,«/««, «rt^. m^ Nay more ; we may easily improve upon the method or syKailff study, pursued in the old um'veraiu'es of Europe,-m manv ^N-J^-^bsurd or obsokrte, «id-in many more-far short of perfeouon. By subjectmg our students to the habftual process of ^.mmauon ; exacting from them, oral or written answer, to querie. on the subject, of lecture or teaching; by prescribing them essay. fa JSlf '^™"^''!i^r'°«' by employl^ themmul In the raort improving and profi table wpyk^ofi " ^ /v. 1 V m' B4pi'^<\'''-^^^^^. '>A • . ■»■•'- IMiieti of lectttret, aoUnce^ cjratoing, boob, or the mort valuAbki iwrtkwi* of bQDks,-iwe have it completely in our power to task^ t* the utterawet, all their faouUie»-attention-Hneinoiy— jOclgmen^- tarte— rea8oii,-.and to feteh out all their iotellectual eneiffies and reeoturces. t Gm me a willing and earaeat student, with a very alendw atodc of hooks, and with a proper grounSing in grammar, BngU4^ Latin and Greek j let me have power and authority to diraot dh« course of his studies, especially his reading, and the exercises above specifiM; and with these means, so simple in their nattire, and ohea#<^ in their cost, I would have no hesiution, to challenge a comparison,- between the results of teacUng m Canada, with the average m. suits, and perhaps with all, save the highest instances of geniuao)^^ studious zeal, in the tiniversiUes and great schools of the parent omm. try. ProcMding upon this principle, in the classical department, I thmk that, in conseqdence of singular care from firat to last, to make and keep the student femiliar with his grammar, and in the small amount of his classical reading, enforoing the strictest praoti. oai application of grammatical rules-land the principles of derfvi. Ii6n and composition—in every lesson— through every line—the re. " suit is such as warrants us to claim for the students as a body, th^ praise of mow than the average proficiency of most of the oollegea, M they were in lay day in Sootland, or I believe, e^en now are. Thoee. students, let it be borne in mmd, have many of them begun witWn the last three years, at the very foot of the soale,.-«evena ^ik Carpenter and Leimie, and more with the firat rudiments of Greek and Latin,— and are at this moment reading the hi^ier clasaios in both these laiigMagee, and have made no slight progress in Hehrew and Biblical Critici^ ; and if not proficients (who are I) Ml philosophy, logic, or tiieology, actually possess of such an endow. menVof all these, as some, periufp. many o^ us, their senii^n, flpu|d_ not^ have equalled at the same age, under better culture^ - I have now brought this statement to a close, and feel that I W^^«*?f • ■ P"^*^^ ^ *"•*' ^^ «y proposed histofioal review of <*« Cblfege, inthnate and important as is its bearing upon the qoea. tions agitated, relative to out educational system. I find, in fiusl^ tiiat I am not yet m po ss e s s io n of all die materials requisite to enable lAf the ileoon^ it beoonea mi, ^ ...C &.Sfev* . ' '•i' •. >^ ftj?.S S\ f--; 00 generally, for th»,t^gree In *IiiclvI fear. Ifcarii alr».jrT!!t!!t to .uoh « cmi,, «„, .„d d(?a „ ^ 10X0.11^ Ja, to bn.g out my vi««^ ™d„ . ,^„ oooyioti* rf Zb^!^' p«otu»l logio, of™o« thmilubioii «aZi«lrfZt^T5 ^ «oelle«,e. .„d »ocoiplW„«t^ ««Iiy rf ^f *! .IK-.H «.oe> . J 'iP^^ tbe leact j^bla delay, be added forthwith to the cxUilnK JUKif the CoHage, With thU Keasoiwble addiUon to our eatablidimeiit^ I feel a atroog oonfidenoe, that our efficiency wduld beaaoh aaia enable us to maintain all the ground that we have already wpa-^ and even to extend it, so as to make the academy self-sustaining, and to give the Cpllege a fast and permanent hold of the confidence and patronage of tlje community. If this is not done, an^ that toai promptly, I foresee that the inevitaj>le, if not rapid decline of tke Academy, will pave the way for the subsequent and jiot v«iy dk, tantdiminuttonj both of students, patrons, and funds, to the hlghec. Instituuon, which must draw the y^ty life blood of its proaperit* fiponi this fountain. No ability, uo zeal, or rtiaining on the pan oC the Professors of Theology, Biblical Literature and PWloapphy^ will be aWtf to compensate thi? warn of solidity a^d etrengtjk M lh« 1,-ihis defect of .viwlity ifd vV at the ver^moti- 1 we are prepared to hope against reason, and t!« nature of things, «nd to look for success where there is not, cannot be. effioi. ency of working,-unIe8s we attempt the practical contradiction of buUdmg without a foundation, we cannot be bIind\to the inevi- table futility and abortiveness of all other Eduoatioial apparatoa and provision, if there be an essential deficiency of t&, prima tU- naent of all literature— sacred and profane. Could we fbm. philo- sophers and theologians, without this element, what woiiia th^y ii| fict be, intellectually considered, but half men t A Theologlai^ bat not a scholar, is almost a contradiction In terms; nor is it much better in respect to the Philosopher, especiaUy the fnoml Phil* sopher. The one half of the culture and accompliaUetot of th. humanmind, andthat not the least essential to the complete oonsti. tution ef the philosopher and divine, would be left a bUn(-Hi voi.1. Since these things are so with us, I wduid ^n learn of the majority of our committee, what course they contemplate oeit session, in regard to the conduct of the classical department. Is It to be discarded altogether ? Has Mr, Oale time t6 spir^ even if, like myself, he should not shrink from undertiddnff a task, now become, in the case of the more advanood ata^Rtir sufficiently arduous? Have ye thought of the nebessary conae. quence of abandoning it altogether j^r what reafurce haveysia view, jymedia l or preventiv«y ? T t ?nnnnt dltii ^ h ut-T aI^ t. tremble for the issue I It wUl be found a very ahort^hted anl^ ■>•(*. > ■ \t,^» ^-'/f ^e.8ide«r pconomy, if^ think to lighten thereby the pecuniary' charge of either Cdilige or Academy ; or/(^ relieve yourselves of a solemn responsibility, ,DTen in this mercantile and merely pru- ential view of your trust. And I would conclude^ by recommendtnir BWt respectfully to the Synod, that the whole subject of the consti- tutfon of the scheme, and of the conduct of the wor* of education, in Kttox's Oollegft. should be submitted to a committee, composed of Ministers^holdjng no office in it— such as Messrs. McGillivray, Bayne, Stark, Reid, Hamilton^ Leishman, Greig, or any others who may be equally competent to the task of drafting a model scheme ofacadcmioal education, with instructions to advise with the Pro- fessors, espdcially, in rogard to their respective departmehts, and then to oommunioato their matured scheme to the Professors of the Free Church'^CoIlege, Edinburgh, with the addition of Dr. Candlish and »f r. Begg, or any other individuals, equally able to couiisel us wisely in this important matter,' i^ that the Church in this land, may .^ve the benefit of their suggestions and corrections, and that the fork thus'consummatfed, may, with such high sanction, command the fullesrconfidence, and be, as much as possible, secure thenceforth, rrorti the danger of rash and ilUad vised innovations. ^ It would be highly satisfactory to my mind, were such a bourse adopted; and I have no fear that. Were the business gone about with such wiste caution, it would bring us at last to a happy " Mrtie, and^ also, ta a no less happy unanimity. And now I have dOiie,--and feel that I can do no more, with propriety, than leave this statemeiit, and the whole question, tq^the final judgment and d^oMuon of the Church; praying that her Divine Head may ehlighten, direot, and overrule for his glory, the deliberation^ of *J5 *lPP'J*f '^"'8 meeting of our Synod. u 'Vf 4v!.\. _(- .^'rt^TJC,. r ■!• *>(* I i ■tf ,;kr^-.! >i ;.;>frj. H' '■': .^s >V -< 1 ,. JT ■T:^' ** •*»' y .»*< .;&- '•>« ■f^'^--'''' 3" f;' i APPENDIX. 1 •) ij •■ .t? ■r in« Non A. REASONS OF DISSENT. Mr. Easoa respectfully submits the following Reasons of DisMnt, from the ded- aion of the Committee of Kno»?8 CoUege, at the meeting held on the 3lst inst.,— to iiistitute a Course of Lectures on Practical Logic, disti^ot frrott, M)d in the view of the majority of said Committee, preparatory to t^e dtmnmnit of Mental and Moral Philosophy: J #>.- I. First, because it appears to him, that logic is an hiteotal pwt'of vmiuA' ogy,«d therefore comes, iitthe order of nature and of science, fanmediatSraSf ' the aj^lysis of the operations of the mind, or what Is denominated by^Brewn. in referfnce to the analogy of physical science, the physiolc^ of the mlad. /II. Because, such a separate course of practical bgic it, if this view be inat utterly superfluous, and must distract needlessly the attention, and misapplylhe Ume and labour of the lecturer and students, upon which, theie are so ma^oth? unmediate tfnd urgent calls. ' ^^' ^^ ni. Because, if the ttppeal be made, either to the c^nnioiis and anthoAv of . the greatest niasters, or to the most approved views of the theoteUc priadDrea of / education, mch ao arrangement must be considered as nnscientific and anomaloDB. mutolatmg the Unity and integrity of our system of education, by dialocatiaff one of the most enential of the practical branches of mental phUosophy, frornSs na. tnral and vital connection with the theory. i^-/. "— «- •» .,, IV. Because, this derangement of the just order of our philooophical ooMw wiU operate very injuriously on the mlhda of the students, by eagacinK them.oret maturely, m jhe study of one of the most important practical departmenta. wiAmt a previoaa and Uiorou«^ grotiDidiiig, in the scientific principlea, on which all tho roles of a so^d logic depend. And it wiU be admitted, on »11 hands, that emvh- ncal knowkdge and mechanical training, are altogether unworthy of, and iaem- * patible with, the high and enlightened aims of our seminary. , ^^ ..f .u^;.^***."*' ** ««"nple of the Glasgow universily, aUeged by the tnaioiilT 6f the Committee, as the mam argument for this anomalous anmngement. am B^ ttxym, fitMD the&cts of the case, to have no manner of application, as the chuaof pract«»^ logie m that univetrity, was not suggested or hutituted, by any mmm of the need or eipeditacy of such a department, but was evidently forced, by mUIc opmion, upon the Faculty, as the best and only substitute, that could be devi^ 4 to take the place of the Aristotelian or ScholaMc Logic, which it was mnrlbit necemry by aU parties, to discard, as a relic of the dark ages, aad aa fitted oi£ to beihe engme of false religion, and of science and philosophy, falwlr so eaOed 1m therefore, necessarily hicompatible with either the order or the spMt and chiM^' ter of any ratioiial or enhghtened scheme of education. Had the queatiorbeer whether a new department of science dionid be huroddced into the univenitv fa room of the Aristotelian Logic and Ontology, there ciin be no doubt, that the ealMit- gpgfl l eg Wa toT H of j a t uni r ertity , wo ul d have^^aad xhoi c ^ofwme sde i wirBOt- - abeady eomprehended in their eoune. but bemg evidently, shut tip to the lUfteaBi^ Z Ik^^?** theongmal name and character of the endowment, they natml. ly^ibetituted a rational science, in the phce of • spurious one. 'r^ ^^TfaSt^ui^ thed.rkne« of the middle .ge.. can be reg>rded m model, fw ^».u£^'^*'^!! ";*"• ^ *"• ''''"'• "■ ^''°'"' *■«' «"' '""tog. Their od- "2SSrC:!v t?' *« ■",P™««b'«iy. !*• m««f&ther inatitadona oi more recent jSt'laX wS. iff '^''"' •"" •~'" ■"'''• '""" "^ ''^ foundalion.- Since I drew op theae Reaaooa of DiaKnt, I hare foond moat anthentie and M«Pto eridente of the corrmneM of my viewe, aa expr«at in them, which I heir- whh Babjdn. The unphiloaophical and truly piepoaterona collocation of the dif- faWBtBmndiea of Philoeophy and Science, which formerly obtained in alloor Scotch Wwajtiea, and ii still continoed in three oat of the flye, onderwent a happy le- feOMdMi in thoae of Aberdeen, onder the anapiee* of Dr. Alei. Gerraid, aa the ^Ooiri^e^traet fiom the aceonnt of his life.In « Chambei^ Seottiah Biography," .k 'L^*'^J?*'1*^''!'*'I*''*'*"'^*""PP»Jnte*toadbafrinMari«shaIcoUe^ A«^S!rS3^i. J eoBsuleiadonrf morale and polities, and tmrinatiagwhb ^TSiS^*^^ ^"^^ ***^*«* "f «atnr.lphil,;ophy. ThwSTS Whole of tUa nrtod ootme it waa the dnty of each tadUiqal to lead iSnEou!^ m«h«B.Uc8 and Omsk Mng alone tanght by aeparatelTfai 4p JtSHf S^ WfcS "ISS^ *" J*"* profeaaoia of wfariihal college, the fonnaUoaof a S^J*A •l««»tioD «^the rouiine. which haarinc^h^en mSSenSSlJ ooadodre to the progreaa pf Scottiah UteiWnre. A venTcurioaa aad nownie iSSfe hLI. -«r"S!'J?°i''C "I* Univeiaity of'Aberdeert. WtheRea- S^ rf?r?tJ3i' "^ ofthe>"cal|y.';,orinted at Aberdeen In 1755 j a Ht- £ «2ii !l£^?lra^^^ The rationale of Z^TTiJ^I^^!^^^!^ pre-omption, that, aa it la by the aae qf Sl?^ti!?Sl^'tSr*"' **?**• ■''»r' **»» *'• ««» arrange, digest, and ?S ^ o »£? J^.'!rj^''lLl"' ob«sr^tion. theee mnJTteSnitt^ 2Lfelm« !L^!5. JTT°^*' ****• "' *«*• ««tt«»ted^!a« be ap|klibd to ^^ "^^^^ SSEST' .tS iS!..y°" •»/ knowledge of nature, as it ^. i. in the i and S^A^J^^ of the »o« atatjnae and dilBcnit br.Mff5p6h«S^ J3 A«fc»aiMji«g^rtob^nwith. U hw a «rict dep.ndenoe'SrSS'plS "4Sr!LK kI^T?^"^ "^ »««»»«>' before it cw be rifftly -thn aatanl hteonr of the haman underatandiBs anat be kMwn. ^ SSS^'J??Kr^' ^^-i^ Mertiot/of the i.t<£Zi tfc«*»«il|ealioo ^ the v^^ vtooamift unat be not only n0f>nu4. hnt likewi»rMfiirS wl ^vJlfe^?^'^ be*J^miaed .TTUSw'Skt^uie maton jiM<>.i, k^of jvidence, matbonktipa another ; natonl ^^floM- .t. «:- - . -l PSIff"°fwqr yf natue, anotlmr diathict fitan all t|ieaa{ P«V»^«. '^thont which ita rales and pt^iiepi. wo^ be nninteiligible ' • • • • In atodying the particular aciencea. reaaon Vill apon- taoeouaty exert itaelf: if die proper and natunl method of reaaoning ii tiaed. tk» T'^u'u^ u^ native foroe of ita faculties, perceive the evidenc^ and be con^' !t!?^^Z i'jL*"'^^' ^'^ "",' '^^'^^ '*""' ''■"' '=°™«" *« P«". nor explicitly (Ml'^ awer aeq>rd^g p what general mles the understanding^ ia exerted. By afterwatdi atadying,the8e rulea. pqe wiU be farther fitted fdr prosecuting the several sciences 2 .tbo.knpvvledge oj the grounda and laws of evidence will give him the seoprity of Te^iaclWB, against employing wrong methoda of proof, and improper kinds of evi- dence, additional lo tjiat of tn«(inc<.and natural gmiu:' The opnsequenoe of ,Uite acknowledgArt^i^e si^remacy of reason and practice, over argumentattet ^d theory, wasJ^H^qient of a couiae of ^ecjtarea 6a Mtinl and civil Msl •"■"^-HE (he .corresponding sciencea of natural and mental V, whjcl^,— wherever the former part coaaiate of any- ig ainong explosive things which «xi8t in the world. i« ni»rftis «« weU as in fi^ts— die, example of the tyrannical system never, ■ %\ &.,: ^6 I jwre anlike the acheme of the practical logic by Dr Bun., .. r .- l^r doe., dl the boundaries and di«iJctil of ohv^r^""'^"* " '^^ "cience. diaablving the vital mrion of thnZS. J^^ ""* metaphyseal the art-from it. pa„.nt acience. a^d t^C^^ran'lT^ T ' ''"^^ "n«e. as, in fact, to embrace the omn/,TJ, T I ^''«fi°'<« ^d interminable the field of a lector whTil to mT«^^ l' ''^^ ^'" '^ be the meagre of -the theory of I^,:r^:,^ZTtorl^ 7 ''i'^'''^^^^^^^ — " " "^on to fallbelore the le^ ^ndt^lr^:^^^^^^^ r«-"- ■"ntdUra. .chiCTonenl verily for . «n.l, k.L Tf T^ 'Mnlojic" A a« of «,,. .„,„ ^^^^ l"^^^ '»»«. f* ».»«.« .ta. , ■>i««lioi»i.i« ao imiudo. rfa. l„„ ^l^ wAoiof ™„„oUo. b, .„. » Mo-, i. », d.^ .rpul'^r-.n r f °;? ""* "■' '"^"""' would admit :— l' y, m weu as I could, or as cireumstonces chani^intSjeToffi^ll^r^^^^^ powe„ of the understanding SS SnaTf A^f "''^'^ °^*« *ff«^« " with a short account of Ari^otle's loScrhe devoted hV?''7J''°'°*' accompanied course to the original progress of lanmaffe-tS^J^^T "'/'"' grater part of the elements of taste and cridcism ; andKVrnlL'^rf '"'*' I^.K*""™! grammar: the SIS °^* ''•°T' «^'^'«' "'^tJat^d b7e"i^^^^^^ -ith « view to the •Mordlngly, entirely new-modelled, and he To7 «„„-i?k f°""* oHectureswas, Je studettteenteredwithawakenedinterestuZ th.? 5"' "•^""'^ Proportion of iMteadof the listless inattention wh ch hTwKo ™'"^<"»sideration ofthesVsubJects »tr»-PM« But the J^at Jtpro\tt';rS^^^^ the abstract docSV of^dncdng thebusinessof the claes^ra "rSStB,^™ ^ -""''^ intothemode "OMe. He WIS of opinion with Dr Barrow tCr^![ ?'^^?''™""«'«'»''d e;j- one half of the business ofeducation.and^n^t evLT. ™'*"?*'''" °* '™th is only m«rt important is the habit of emplo^Jng to so,^ t" 5' ""'' ^P^rU^rit half. ThJ ^^nZu^ the exercise of the undeLandSrTnd hJ K'"' *«. ""^q^i^tions of "itoon w,ll not be found of much use. iSe Lr! del Jl^ r '".S^''"''*'''' '^^ «cq„i. Sff o??h"°"\'''^ •'^^'^ ''^'^^ "ttleWn^f'iS^^^^^ 1^''«"y to 3r«^i ""^ "^^^ '^"«' bound to give an aSnt i??. ''^/r P'''"** «the the rale, of compoeitibn to be of KtUe av«il nnL " ' ■"*' the exposition of Mon^e rtudents wereexamined eachdaySfcJn^ "*''?.'*»« bour in the fore- 2»e««^ we« requjred from time to time on«bieTtL ™„I ^',""™'"S' »"'' ^^t- thow embraced in the lectures." snojects more or less connected with This note (A.) has reference to the remarks nnH«. •^ b«inaing'.t page 33. and extending to p^^e 4^ ""*"""«" ^ ""^ •"«'-"«t. Note B. -i «h»d,l» rf . «,M uJl.Z,V^j ! "^f '«'■' """'• '•" f"»J«..o- U tn . •• Oor conceptrons of things may be dear, distinct, and steady ; or they mty be obscvtre, indistinct, and wavering. The liveliness of oar conceptions Wm pieasare, but it is their distinctness and Fteadiness that enables ps to itt4g#mi| '■■ and to express our sentiments with perspicuity. «w»^», " If wt enquire into the cause, why among persons speaking or writing* on the same subject, we find in one so much darkness, in another so much perspica- ity. I beliPve the chief cauqe will be found to be, that one had a distinct and steady coilception of what he said or wrote, and the otl# had not : Men generally find means to express dist inctly what they have conceFPed distinctly. Horace observet that proper words spontaneously follow distinct conceptions. ' Verbaque provitam rem non invita aequuntur.' But it is impossible that a man should distinctly ex- press what he has not distinctly conceived. • We are commonly taught that perspicuity dependa upon a proper choice fif warda.aproper ttruclure of eentencee, and a proper order in the tekote cong>o»ition. I • Li " "''^ ^'^"'' *"* ** 'uppoees dittmctaeu in our eoneeptiont, without lohteh there- can be neither propriety in our worde, nor in the Mtrueture of our tenteneet, nor in our method. Nay, I apprehend, that indistinct coneeptiont^ ihtngs are.forthemostpart, the cause not only of obscurity in mriting and speak' tng, but of error in judging. Must not they toko conceive things in the tame manner, form the same judgments of their agreements and disagreements? 1$ , tt possible for two persons to differ with regard to the conclusion of a ayUogiam, who have the same conception of the premises 7 i"^**"* persons find itdiflScult to enter into a mathematical demomtration. I believe we shall always find the reason to be, that they do not disiinctly appw. hend it. A man cannot be convinced by what he does not understand. On lh« other hand, I think a man cannot understand a demonstration without seeing th« ' force of It. I speak of such demonstrations as those of Euclid, where every step ' 18 set down, and nothing left to be supplied by the reader. , ,: "Sometimes one who has got through the first four books of EucHd's |!1». meiiis and sees the force of the demonstrations, finds difficulty in the fifth. What "^ is the reason of this 7 You may find, by a little conversation with him. that he ' ,has not a clear and steady conception of ratios and of the terms relating to them. ■ When the terms used" in the fifth book have become familiar, and readily excite in b^ mind a clear and steady conception of their meaning, you may venture to affirin that he will be able to understand the demonstratioDs of that book, did to see the force of them. .,, :; , " If this be really the case, as it seems to be, it leads us to think that non «» very nauch upon a level with regard to mere judgment, when we take that AoaUr apart fiwm the apprehension or concern of things about which we jadge : so that a sound judgment seemd to be iM iuseparablv companion of a dear And steady apprehension : And we ought not to consider these two as taleiits, of whieb> the one may fall to the lot of one man. and the other to the lot of another, faqtao talents which always go together. " It may. however, be observed, that some of our conceptions may be taoti subaervient to reasoning than others which are equally clear and distinct. It ww ' before observed, that somiof our conceptions are of individual things, oflers •/ things general and abstract. It may happen, that a man who has oerf clear eone^tions of things individual, is not so happy in those of things gsntral and abstract. And this I take to be the reason why we Jlnd men who kave gotdjuig- ment inmaiters of cfsmmon Ufe, and perhaps good talents for poetical trrketori- eal eompotition, who would find it very difficult to enter into abstract reasming. _ "That I may not appear singular in putting men so much upon a levd in polot of mere judgment, I beg leave to support this opinion by the authority of two Tery thinking men. Dea Cartea and Cicero. The former, in hia Diaaartatioo «tt Method, expresses himself to this purpose : • Nothing is ao equally dist(iNit«4 *°!ffjf jncn yL iudg m e n t -. Wherefore 4t teem* r eaaonah l a to believe, th » n li ' power of distinguishing what is true fi-om what fa (alee, (which we prop^ dii judgmeni or right reUoning), ia by nature equal in all men : and theidUM thif the diversity of our opinions does not arise from one person being endoMd wiA. >-m ■'.A. 6» fer in judgment For art beina h j , " "^ '""'''' '" '"' ^ow little they dif- to form clear afrd distinct concS„/of»hA k- " ^"f • J!' " " " '" °" P°wer rl».«.n .««.p«d,ico«»i,.d , .nd w„^U„„t.„^-J2SiSS y ""MT pUwnt anil ».«,« ^UU- u- " ^^ " T "' * ° *' ""** " ** <"«» ».«ttjj«tog,byKinninffandcomperio^-^mult.neouriyandinapporitIoZ4Z *<, i,^;y^.{ . ■Kh" A, £U[X . « ■ * ' '¥*' of Rhetoric." aa Dr. Beattie baa justly remarl^ed, ". ahould always be taugbt in con- junction with those of Gramma^ li? ^rpi?r wpold malj^e the latter more enter-] . taining ; and by setting the variouf parts of langaage, ixf a pe^ Ijght. ^otjld give rise to new energies in the mind of the student, and prep^ him for relishing the, beauties and practising the rules pfgopd V"'>'^ *"» bei^tening the pleasure o( study with UtUe or nogipcreaee o^liibour.'? Th^ nfl^s, he adds, «' for applying the elegancies of language, being founded in the science of human nature, must gradu- ally lead the young rhetWciaif to attend to what passes in his pwn mind; which, of all the scenes of human obseryatipq, is the most important, and, in the early part' of Kfe, the least attended to." See i>r. Beattie's admirable Essay on dlaa^ca^ Learning. ift It is the oiMnioB of Locke/— certainlj; the best judgie pf^auch a question— tha^ the diflfetences of opinion in the world, are, % the most part, not teal ; do liot Ujpe^^ or affect die things df^mselves about which we contend, but are merely verb*!, and arise oat of the imperfection and abuse of words. In feet Locke and Bacon, tpgether with aD the gteat philosophers of (he Scotti^i school, concur in asciibfaig ahnost all our differeifcH of opinion, all oar intellectual, and especially our phUoso- phical difficulties and p8rt||>|[|^ons, to ihe insufficiency and intractablenerift ot Ijl^gnage, naulk more diait to any real or intrinsie difficulty of the subjects. The oti^f p^r. or ii» t|cal discipline or prepsntory training;^ sndi as I have suggested, Would iklfilall^, and more than all that is contempU^tsd by gp Warmest admirera td pta^tfeaT; I^gic and practical Rhetoric. As to the philosophy of Rhetorfe, on which then ' is just ooe, and, aa I believe, as yet but one work, that of Campbell, (peihaps ^ maaMtpieoe,) into which, any one who has looked— if competent tofeim a jodgti. ment— must know, that it derives its principles, laws, rales, from the yety deptKi' (penetralibus imis) of the philosophy of man, and, which is nearly the paifa' tUnf, the idiUoeopby of Taste or Critioim ; id this view, taking i*s pl«ee V 4iNh ' side of Logic, as one of the chief praetinal Branches of the Phihwophy of ndnd. ^■ , 4 ;,- ,:„•; t ■< lit '. • ^ . : ■.(•■.Vli .^ , ■ , •-' . % 4 ^ ft '■■■■? S^^^MS^Ji l^yi^^^ K:^.i^..£i;i- -nr>%>S"i' TO: ^'■^'^'''^i'tteronKnox'.Coilege.mthMr.E^n^sCritiaue (PBlirrKb — ^Jf 01 PUBLISHED.) KNOX'S COLLEGE-PREPARATORY DEPARTMENT. ^ ToKONTo. C. W.. 23d AfbrtA, 1848. • ^ 7b /Ae Members of ihe College CommUtee. Dea^ BllETBREJf : • • tl^^rh!ilol7r::LfrS.T:^,Si:^ f-7' ^°™-"".- ^l- month o. April. , your rfiinds should be direaeT,otS„ri„'/°""^^^ It is desirable fhai toewure, which may be proposed mav n^rL L*l?f .""'*"«f' '^ °'d" «h«t any MW «8 may not b/able'to S. will be perK"'^ """"r ^'^' ^^"^ """^ their sentiments to me in writme that I m«f , '^ ' •"'' .*°°*' " '° communicate of the Committee, before subS„g "anj measur;"'of ^r""*^ •''«'■«'' "'«' "'"d may meetyoar views, wili still reqfire The LnctTon o^^hrfl^' "^ P^P^^' that lion liiay be counted on. proWded oalv the CnS, ®^°"^' *"*• '"''*' ■•"c- ** generally agreed. No other m„H„- ^ »ne Oommittee are unanimous, or nreiiv sBccessfuliy conducted. I have «.?u\lnow fT"''''' P^P"'^ "^gan-^ed, and warding certain measures, e^miaj ,, U aZ„» r'*''''''*V*"° y*''"' *" f"' tbe College ; and my want o?Jucii h/.henrSli°I.T' '" "** 'T^"' ''»"««• «^ .;i,'-o-orm.l way. that the d^mrdTo"/ ct"aitT; r„dTr'ju"t;^^ Theological Seminary.. ThJsf young m^S who are T^''^''^^ " ^'""^'^'^y * enter not on a general course of study wSchJavnh ffT^ '" '" ''^"^fi"'. -bnal object ; they are received exJnLTy as SdtlT fct'L^" "" '"^ P""""" Church, in receiving them as such.^^v! o^r t.I .1 L'hi"?:'''^ J '"«' 'he and encouragemem. Hence the n^cT^^Zr^?^ ''*' sh.eFd^of her patronage only ought we to be satisfied' with r3 t ^ " '^V^ '" ""« "'"e'. Not apparent piety; there ought .o^ei„a^ddftio„ . 7' "*'"''r'' i^^ht ™°«''e. ""S cSange of heart in the applicant ' I?thi is „„'. at^nr;? ''^•**""* °'"» '^^"'iS to realize the true object of our union a, a Church .•„^k'^ I ^' "''*'' °<" **P«« of a spiritual ministry, with a speciTv^! * .„!'!'' '" ""«?" '«'»''». the rearing up then in regard to mentalqualificatbn and ,!•''* conversion oJ men to God. And ot opinion that greater s,?c,'„eiTa„ hi.heno rabalt.?'''''"'"''' ^ «"" '='"'?' in this matter, as in the one jusi re/erred to u^.nfS ^^ necessafy ; «„d that mutee, ought to be held as indisJSle aZ T^ "» the exataining Com- might be nam^d for this ourDmu. nr . . k . special Committee of Svnod #h6 might act under striSr,;^,;t^;„Vtd°^S"r "'" '^' ^°"«=« ComSt ii» the way of conscientious adJS ,at'h« tl^ i„^r"V" "!''' **"» "PplicanJ ^xu». A certain measure of p^'viou, lhe«^ S'-""^ ""• *"» P'"**'"*'' evi. tSAi Knox»s Colkie ought to be considertdT ZL J .i*^' °?V''PI»" »° «»« mentary instruction in iL classic*: kid ««-L.-*^r^^^ ^"™''»h merely ele- demy,o,r.oinl,r was, to,„p;*4^Sjh£'*^"i^«'«^^^^ ^. tl ^^nimpeenliarli thtohg^al; and tflkpfore, high as may be my hope of the in* dijecl good to be derived from the institationof a preparatory school or Academy, I am very clearly of opinipa, that an additional ProfeMor in the department of ° ^ mental training, or philosophical education, is essential to the suix^esa of our Seminary; and thai under such an Institution pur ypung men will bie far more »• likely to realize the desired advantage in point 6i intellectual progress, than if mixed up with the pupils of a mere Academy, or subjected to the ordinary roa- tine of a grammar school. la the/r«( place ; the department of English literature, with a special view to the principles of composition, asSBCtated also with the rules of correct and' it«;ac*(ul reading and elocution, ought not to be overlooked. A special exercise of this kind two or three times a week, would be highly advantageous; but lo mix it up with any school-boy exercise, would defeat its end. It must be great- ly rtental. The young men of the College, and they only, should^ its subjeclB ; and thiey ought to view it as a part of philosophical traii^n^, farmore closely connected than riiay appear at first sight with the more immediate objects of the Seminary .^ The disadvantages under which settlers in t|;ie provinces, in a literary ' . view, labour; demonstrate the necessity of such exercises ; while the age of 4he young men, and their general status, as to mental development, place them be- yond the ordinary range of scholastic forms, and render a training specially for themselves, absolutely essential. - - • f^ In ijie second place :"" Interesting and imporljfnt as may be the prelections of . a professor of mental and moral philosophy, it has always appeitred to me very d^irable that sottiething of a character more directly practical and elemenury— I mean in a philosophical sense— should be provided for the yoitng men. For. example, (1), a plaia comltion-sense view of the powers aiid capacities of iha ^ human mind, with rules for their iiiiprovement. This has little in common With ( the speculations of meUphysics, or the more recondite parts of intellectual philosb- , ""^ p^y; butit may be highly advantageous as a preparation for such departmenti" . of human thought. (2). An exhibition of the nature of evidence, and the lai^ of its regulation. This is of very great importance in all pursuits ; but itsimpor* tance is mightily increased, when we lake into view its bearing on the evidences ' of natural and revealed religion. (3). The laws of, reasoning or logic proper- including of course, corr«ft;t, but condensed views of the methods ol syllogism and induction, with analysis and synthesis, and the rules of correct definition. I know not a better mental exercise, than an occasional examination on the " ambiguous words," in Archbishop Whately's Logi& or on the " definition^al Tayloi'a Ele- ments of Thought. (^.' The nature ahd saurces of prejudice^u| causes of er- ror; the i4tola of Baot^ijul the large tribe o{ fallacies in argument, present a wide, but most inviting^eld for young enquirers; and here the dangerous erron afloat among pjiilosbphen, as to the nature of causation, demand careful search- ing. Some of the most plausibiiit' and j)ernicious( forms of modern scepticism mar. be traced to these errors. (5). T^ideal theory ought to be explained lo ow " students, not only in its older formlpi held bj^ the anoients, and bJ^ such earlin moderns as Pes Cartes, Malebranchr,' and Locke, Jbut Jhiusently revived by Dt, Thomas Brown and his admirenr. The theory is, thatwPiind sees Anly imi ^ ~ oiivs own cr^on or the representations ,^ things wilm>ut >l, \n^ not thinigst themselves. Thi* is the fiin^us hypothesis out of which Bishop Berkeley formed his theory of the aon-exiatenCe of a material world ; and following out whoed principles. Hume succeeded in satisfying himself that neither mind nor mMter had any existence. The world is under infinite obligations to sUch men as Reid. Stewart, Cam^ll,Beattie, and others, who exposed the baseletoness of the theo- ry, and appealed successfully to primary principles of human belief, as nltimato iaclfl in the arrangements ot God. I tremble when I think of the readinlai with which the exploded theory has b«en received ; because I loo^ upon it as lioaonlf destructive ot all the evidence from final causes, yi proof of the existence of Gtod, u... -_ J: 1 L •.._ of^frtiiji^in the eiistenwof any beinfs in the-anii ^ati except ourselves. (6). Modem discoveries and speculations in Geology, rebiler it essential that our young men should be informed on such sabje<^Hftao at to <«• ^i f preparatory trainate;|C„„,V^a^/°^'^?^^ my ,?^r.«p.ioni.|rf Jf fective ; and irtyi^olaiiiyii^^* '" '«»««^ «he above ma«ier», eMeritjair .1 (be proMni ftosiiion of odr »iknj6«lv«£ur jfHP****^®'? t!»»f^#»Plati6a. Along with iL T Ia^S^ * **^"'."' *"°™- ^'hen irir 3 SrM!''* ".«'" '"** "«« obligation to?e?thrt ,h/^i?P ■ "*"" ""' '' ^o""?'*- . . Unct from what is praperly theological l!i-M? Pfitminary training, as dia- f i'oung men I •rag led to conSder .?-;; ^'1*'"*''':''% "•* «"<' *" »iew. X I 4"^«««1or the holy tSinitrJ"" «„d ,h.« i, h ''!'' '" '^'''''«*' ""at la. " andeJ f won a, laa^. or tlioughJVaaW afc'^^ P»n etolana.ion of ifte fact" ihS rdeficiej,cy wWch^nei.beftbi Sar^i'^ShTa^iJof 'S^'"'"*" d^Prtment 1 •lice and HteraiunJ" appeared to mllikTj. •*'«*o"y of the profeaaor of "aci- MrioBa.r5«par*danddeliveredto?heitaCSv '''^^^^^ • Jboat tWeSty lectures on the philo, bphrolmSrJJrr*^' "'' '^*~"«>« 18^ < tt« theories of niorals ) and the errmmnt'Zl -^ "'*«on« to theological stadv • |JU «ripiare docirtne o ^ewa da I Tlso iuZ". ' 1!"'" T"?' '» ' ferenrtd' •in««1lig««t ministers of ou, own body wh?S^^^^^ . midlM for the benefit of the voaKln .tr^'^'i*^"'* * ™Pn»h or two to aaS , mean time. AltHo«gh d SapWhterrn k?. ^"'^ '"PPlring theitpulpirt in tffi Mother attempt, andin SenteKr ihli J '5r*.T*^' * "'"' "^o'ted to maE . 2 Mr. B-yoe/of Gaulto rd?rSj; h%eL\t:f.^^^''"^^^^^ walited • and 7r.hl T- "' '~""- ^'"""natancea , S»e that I h.w £ «*,?»*"««•"•"« of the Seaaion b« bail |%B||»'"«''n^»eMd to the pivpai ** ****' of thaCoUege Committee to hta^d*il Ifonnilorfhefint o the eiteat ofk)!^ departnieni of atndvl •"^<*/*i. fail only ^1846,Im.deknowii J ; and on linding th4i • yoong mefi aroiaagoiJ *^ the more direct d«^ pdmmlttee, a aeheme *2 "IL** *• <*t*J«i *» ' Tf g !*■ -n 17^ -wi % L6#«(\|rM notincladed, and even the time allbtted for the other, piily Itco hoitrM tn the week, vraa far too short. Sjiil, good was done by this arrangerteni :*ii4*' lookirtg back upon it as an experiment on a amaJi ecale. it seems ttf me lo bW J b*en a suoceasful one, and amply to bear oat my sirggeations and views in 'mA matter. ' ' > ■ , fTTv] From all that I can hear, it does not seem to me that the deficiency has beei.l at ail supplied during the winter session now drawing, to its close. Of dottr* ''^ the proceedinRS of the Synod at KingsloiK' in June last, precluded me-from tak^''| any part in College arrangements j but I still entertained ihe hope, that some pVo^l posal would have -been made to me. to supplement a defect wiipse e»iatence hal not been ouestidned. When this was not done^ I njade bffer privately to )h« 1 students, that if any number, not fewer than six, wished an hour a day for lorfb* «nd practical dialectics, my time and my labour were at th«ir commaad. Th» time of the young men^however, was so fully taken up by .other pursuits, that' this number could not be oblained. and nothing was done lUl about a month ago i -when my much esteemed friend. Dr. Willis, resolved to devote two hours weeUy I to the work. His class for Logic, however, embraced none of the junior ttudentit and Its application to the aenior classes rather confi/med than disproved tb« soundness of :ny impressions. It is needless to concf^al the fact, that the real difficulty in, occupying the long neglected field, has arisen from a feelings of delicacy towards the fearned and accomplished gentleman who holds the chair of " science and literature/' or I • "mental and moral philosophy," and on whose domain it is supposed that the Professorahip of Logic would seriotisly trench. My reply to this has always bee«^' that the field is already too large for any one man- -that the number of aUideniJ IS yearly increasiijg-and that in point of fact, the field remains virtually not ta- ken up at all. Am I as^trtlfloo much fpr our rising instliuiion, wfen I plead 1 lor a. second Professor in the preparatory department ] Or am I it/error whenj I »ay. that beyond ^1 queation, the mental discipline with which I Fhink the ti^A dents ought to be privileged, so far from proving iiyurious, would rAiher pave the! ^?t ,,r '""'■^ J"^' appreciation of the prelections both of Profei^or Eeaon aiid- of Dr. Willjsl ; ^ l In point of fact the Synod did, in June hist, express an approval of the Mcjj gestion in the College Report, as to the necessity of an "additional Professor "I ^ec9rd p 293), while they left it to the College Committee tp fix " the pruiael JWace^hich he should occupy." Mr. Bayne was, moreover, empowered to obtain if possible, such a professor from Scotland, but it appears that hia instnra*! tipna were not sufficiently specific to guide the Colonial Commrailtee in the ae- Jeciion of such a persbn as nlfght be qualified to fill the situation in view. Oa«| object of my statement will be gained if it Succeeds in impressing on ihe Collea Committee, the sense of a glaring existing defect, and the necessity of obtalnit the services ol a tecond Professor in tb« preparatory dtpartmeijt, undar the Je- Bignation perhaps, of the " Professor of Logic. Rhetoric, and Memal discipline." , ^fA^^/?J'iS^C^\''! objection on the ground of expense; but I am not inclfn- h '^W"'r ''r''^'^"*^*' no effort ehouW be made to supplevnent an existing d&- I feet by the nt^ans ]^h are in our power. There are members of Synod, whoiiif aaked, woulAghe«^ffiillf give their services gratuitously, for periods more or I , extensive. Dr. Withsalso, might, with ease, appropriate one hour dai'y to this q PJ.''"?.^' ; taking in connecifen with it;, pel-haps, the evidences ofChristianityTaM affording the very best apecfiSl^ns of the aBplic^^^n of that part of Logic whicM "»S ^"ijf »>"»'» 'ne rules of evidence. ^iiWith regard to myself, it would give WM «reat jWasure to assist thfc young men in any way that may be thought beat, lol the extent of an hour a day. During #e absence of Dr. Willis thio Bummet, ao-I thing would I* me b^Omdte pleasatrttthan to make my»elf in apty measure usefltj ia the departmtent of ^lental training to the students vylw mayiemain in the ci 1 nged Bcatd e lf fl^, tba t-«a»^ what fhavg le in Ha \ ^ 75 ll« e«tent which he dewres. the revolution achieved would be nbt to mncK i t^Tnf I -y-«'m ofoar Qolleg^,^ a n>,w syetem of education. In wUcl, «i. ence and theonr are d.^rded, and ^e practical ia made all in all. What ia*«- ^CotJl"!^' The schen^e ^en,s to contemplate nothing le« than thrt« S^^- 15r, d°. '^" eWs Phil« •f Rhetonc-* splendid vision truly ! And aU this, be it noted, die finrt .ea«»i of on, new CoUege for youths from the Backwoods, whose literary dkadv«t.«|| fc^yond the orAtaary range of scholastic forms, and render a tmfidng Lu^^ Aemje^ve. abeoktejr essential. Is there not a little more .f RhetSTZ Aektter? Sackwood .tatu, a, ». mental developmeni, graceful nrZ/.. ^ttm, Phtlcophieal training. Exerei,e, greatly mental! Are ^c! waat logicians eaU incompatible terms ? ^ The Doctor begins with the gTa^fiilandtheomamentd_thS«fc«-«nd( .t^^ufJ^*"'""- Thi»i8.Ifear, what all practical educationalists ^Mfcrn , tfunk begtamngalthewrongend. It is only hard bodies which will tak3Bf& Correct and graceful reading and elocution are the fruits of a mini poli,hei\ ufimd iy Utter,, and quickened and sharpened by science, and this again fcuit of a long and very laborious and unroroantic school-boy trwning amd i »tory dnlling. " Pater ipse colendi baud facilem esse viam volnit " ' There is no royal road to Rhetoric or BeJles Lettres any more than to UeoM try, and the powers of taste and judgment are the last and slowest in comil^ maturity. ^ ' .. f;??'"^! * paragraph suggests the organization or creation of a College of prac tical Philosophy, and most chiefly of practical Logic, like the.^MitifljRhetor oac which precedes it. This plain practical philosophy, has L iI^EmI - M ■even, and perhaps if observed attentively, will be found to ehewnPSwii*^ some ten or eve« a dozen heads, summa capita, every one of them of aach a form] Wgnitwie. capaciiy. that when the totum corpus shaU have bee, completed the aame sly^e and in due proportion, it will altogether exhibit a moM foouUall and somewhat preternatural. organization^n eighth wond«r f«n , ^ fal, lUte a Grecia^temple. thie stmeture, like a Medieval Ioop-bo|ml or metaphysical l-Se^leSrTwl'rtTiufnJ^lIf » . moantdh, which they had piled „d ^«Su 11^ ''''' "''"^ ''"""•' •'*°'«tl» ;i«iUon.simmonalEp.';andtereh?g:^L:S^ - o„tdo the a„hl.ity of poetry, e.^ r ^J^^^^^^^ -j;/^ l"le finger, befon, the lesions aW tie i^ltvT "'^'^'*" '''* ''"^ «^ hi* Wrtainly a feat above all Greek above ^I R "T"^" °' " '""'' ^^^' '* 1-h.w^ au^.,, ,hat th! pot; ^;Lt u"r J" rr'"""^"'' '^^'^^^^• rfementl by a world power of knlw^. f \' ""' «»«tai„ed and *«,». , "^f pri^MpIea and theoretic sci ce^tsee^^ir; *''"/^'» r^P™*^ Ifceaching into the intima penetraliTofT^^ T'^'''^^^'^' ""'^ .d Morals, ,,ould he ^l^oi ^Zl^l^nT^ 1 ^^''^'^"-pW ^ q«arry%ranite rpcks, "i-aaa ve^riine razor to cut whin^one^w '^'^^^'mZ^^ "» '^^ P™-cks of Phy! icefbl reading a,^ to BerrmM^^^ T t. ^''^^P^^' ^'-x^ia «mf ience-.xiled%ll"^H^mh^,:;\ :epabIicofPIa^ast^r„Tim^e^^ poetr^ waalVomth.- -^ofthat«,,3^^^ •-tofe.pSg«H.t^: •^'^ fc Hjh« magni^ent «8btofby.he^w.mr*ftheI.tten3Te;5rTrf^^^ «-^fGeotegi«,^Pbysioldgist^f„,,,J|S .l«r Hypotheds._add to'these^ur «!S p. T'"'^**'*^ .="like th. author of the cliJion^S ^''pj^'"^*'' G^«fo«eo|,i icartea, Malebranch.. and LoS^J! »' 7?" '''^ "** "^°*^«« <^ #. Bentham. HHrtl^. &,. .^rT^L^"^'?:?""^' ''"^h^^' ^f""" ; to teach all this, wo^d aurelStal^«l '^^ "'* '" ^^'^'"^ "'*''«" .^Hm^«eha^H,derd;^^^^^^^^^ ftilieit.cha«cteran*me/t^elShl.V , "^"""^ >«««— hen; In order >td ^*ctin,...to ap.,k.:uh?brrtf:orzr.^^^^^^ •^«-f*rw^d. to clear tle^.hol^^^SS^;^^';^^^ X 'iTti'T -i' .4^. • - 77 : Aepa from the ground ; nnd having thus gained', by a (;ovp depied, the manmil, should, with a most absurd conaiBtency, bid jrou leap down again, and then prt)* eeed to expound to you the method, the procesa of climbing a ladder, and should labour to convince you, that the mOst natural, easy, and common sense way of fccilitating and accelerating motion, was to work against the' force of gravity, not with it. This I believe to be a very faithful and uitdistorted representation of ihe Doctor's rationale of practical training — called rationale, a ratio, on the same l^rinciple as luetu a non luctndo. The Doctor may, indeed, like the Welch con- juror, call spirits from the vasty deep, but will they come at his call 7 He may uti- dertaketo teach a universe df knowledge, — to condense into the compass of ai^ ectures the whole jfcenn of &dence— as if he were to put all. the waters of the oea' UttBfTrphit bottle— but he ouprt to. ,K;inember,'that the poor students are not whales; though his lecture be a flood, and himself the very leviathan of lectirren,. — he should reniember, that what Shenstone lias predicated of his map-devouring" mi^, cannot be predicated of them, — '* a -river or a sea is to them a dish of tea, and a kingdom, bread and butter ,";r-theirs is not the throat or gorge, so vastly expansive in its «waHow, of sucfi a prodigious yawning capability like Horace'»— ' " tanto proMttor Ai«r/u"— that they can swallow, how much less less digest, whole prdwinces of science, kingdoms, aye, and worlds, or world systems, at one gulp. . X I must now, however, advert to some graver ofTendings of the^ author of fliir- letter, worse than ridieidousand absurd, As mischievous in, their effects as they are criminal in their nature. The Doctor seems to be altogether without any toti^li liat temper, not more amiable for its humiUty than venerable for its wisdom ph forbids us to be rash in judging and condemning either the charactersW the v^vitTnio^, or the productions of other men. He manifests, on all occa8ions,'a radi . and reckless spirit of accusation, of crimination — weaving a web of the most for-' midable charges, out of a thread too fme for ordinary optics to discern. He ■fllil^ms to be void of aH perception, of the need we have to arm ourselves, if I may BO speak, in a complete panojdy of candour — caution — end th|^|||Qst extreme cfr-^ enmspection, especially whenever we enter upon the S^und af dH^, metaphy-' '^ net, or theology^. Ifere our oracles should be given forthMMMKr and (Mnli-' bling, remembering how inadeqtiate and imperfect an iiMtr^^nfanguage Is, 'M its present staie, to express with precision, and without ambiguity, ideas and d«)^ trines which he very far out «f the ordinary range of speculation, and seem'f^ (fo^derate n new language, appropriate to themselves, like' that whibh \ali been invented b^ the celebrated German Philosopher— Kant. The queationij which iire presented to us in these highest walks of speculation, are like objects t^ sense, looked at through a mist or in the twilight ; or like the diasimilat^peetR o^ the same objects, regarded by different spectators, frdm difi^reAt po!nt« o4''Vi^.^<> That arch-deceiver, imagination, plays many fantastic tricks, especially undtif the radi, inexperienced, unskilful eye, and often betrays into the most ridiculmi^r and even monstrous blunders, so that without a world of candour, it is Scarce jkw^ sibleto guard onrselves against misapprehension, while some make Oorgons, Hy "clilsjaHd Chimeras dire; out of the most famifiar, innocehTcneiWfes mrirmii'^W^ twa — something like, the famous visionary illusion of the travdler, lit the deaeiiti^ , . : ■;■■ \n:\y\ cnmm «a i:f^K',-«ih'^iiiws.V.v-jit^*s»<* ,_WA.>»1*. ..M 78 ^ -« "•'^ ifi«w.«.d .hoae of Reid, bo.h 1" iJ. ^ "''"'' "" '""« »-'-**» W- twee of «, eternal world on ,ll / """"«°" Olefin .he mdependem „il *~l.«ic.een«.o.Tt ::^^^^^^^^^ ?fcll<-opher. Brown con.ende " .ha. ornm/Iln/' ''^" "*'"'»*•'•* '«"« WUona or affeclona. of whth .. ^1 j" ".''""' ""'^ "^''^'"^ '» '^ ««. in «l«ola.e independence of otL "''*'"«'*•'«'• What i. i. „ j, „. i^ P»1X b, .he. .^ Perc W:!^ rr.:: ^''^ ^""•"^ «o.-„.d"w"h JeMt. (which iathe only know]ed« imJ . '' <:a«'^u. we know i., m »ot .6 ,ega«l ,he varie.y of <»„ peT^irn s '''^ "°'"''*""'°" "^ ^ur na.are. varie.y of„,^„„„., 'o ouLTnl.Tc "^°"'' '^* cor«aponding: That iheconnecJionofthefrelinrr^f _ . «^y «ia.ing wi.ho„.. depend on^^TrblT""" "'"' ' -n>o«al. -ob^anca. •-d tha. all of which we are con^il„s Sl™7 ""''"^^ "'« ™ade by .he Dei.y. ••««. .hough no internal cauae had b^i ^ITT'I' '"^ '^^^'«'' " «' P- Pnnciple o„b,,,,^,„„^^ J^.^- ^^^^ aacribea .<, an in.ui.ive, i»P0«ble no.ro hold-- which ia nnl^I^"!"^"^"^^ >^l*elirf~which i. i. !'■ •»•"»' wiU. firs. ,ru.hs or princ S« ^Tt T"'*''*''--" '«'«''<=•' « h-thuaapoken. " Tbeae principleTof Vui.!;^?? ^""" '" ""**' Pl^- M»tence, and .oo imporrant. therefore or.. t * "'""""'^ <■«' «" W " •«.« it wer., an internal never etlrv^i^^^^^ '-r being. The reaaoninga of n,en Xia!J T ""' ^"""^ """^ ^'"^'ver oi l*« o«r «. bu. a feeble pfwer wbLh rZ tf "L ""'"'' "'' ''«"««J by o.he«. •«1^ niese in,en,al revefa.ron^^fl'^tnTh I" ^ *"'"" ^-''^ of „'anC ^- li isimpo„me for ^s .o doubt .h^ H "''' ""°™"P«««t 'ike^heir b« .P deny what our very con^. "„u 1 '^^^^^^^^ '« !'"*'^- »be™ would- fctaaelf. therefore, if. indeed, .here L one wZ ,""'""• ^*«° ">« A.heiat f jh. «nive«e. ia..hua. eve.; nio^ent "Jltb ^ T''"'" '''•*'" ""^ »«'" •^d wi,hont reasoning, to .hi di^c^on^ oft wt 'l''" ^''"•*"*' '™'"-«'^ w.th most exact sobservlency. .ha7«l !. 1^°™ "''" '^'™*''' '>'». •*«y»i dent, if he were capable of learning any thing at all of thte acience; tb go tmiy ignorant of this great fundamental principle.— "If you ask mte, why I believe in th«' real independent existence of the worid without, which my sen^n reveal to uK in a way ao mysterious, I reply, that my faith or belief resa on the very aam^' grounds, or grounds at least as vaUd and strong, as the demonstrations of t&« geomeuician, which lead the student back to the first truths' or axioms, on which the whole superstructure of the science ultimately rests. These great tmiha an so to speak, taught of Godr-they are.^like his law,— written in the heart— they are bonstituent essential elements of our rational nature ; they form, as it were, th» Very substratum of that understanding, which the inspiration of the Ahnighty hath' given to man. In regard then to his natural, as well as his moral and religioua econo- my, man jives, yea, and must live by faith ! This faith may be contradietinguiahed. from relfgious faith, by calling it natural. Itia an essential element of our rational natdFe. All true acience and philosophy build upon this natural faith aa their foundation ; and the philosophy of Bacon assumes this as its first canon or prind' pie, that we are to proceed, in the interpretation of the volume of nature just aa id . that of Divine Revelation. In the former, the question is, what hath the Lord spo- ken or commanded ] m the latter, what hath the Lord made, done, legiahtted ! We believe in the existence of the material worid on the very same kind and de- gree of evidence as we believe in our own existence, or even in our own conscious- ness,— a belief of which, the veriest sceptics have not ventured to question the validity. It is Ujp language of our nature,— therefore, it is the language of onr Maker,— wtose testimony maybe said with literal strictness of truth andpropriaty,^.^ to seal its certainty. Indeed, what is it, but the still small yet omnipotent voice ot God, saying unto us, " beUev^an^ live,-" and if we are so constituted in our natural being, that ^Mf^i^fiifi^uT faith to the testimony of 6od within hs, we must inevitably peri8h,--|*hy tfamid it be thought incredible that a religious faith- analogous to this natural,— dWQld be ihe indispensible condition of our moral,q>iritaal and eternal life 1" Sd much for my idealiam. I have ilo eonsciousnesa of having the least shadow of a title to ait by the side of Bishop Berkeley, though I am ahnost tempted to aay to my censor in the somewhat over-enthusiastic strain of an an- cient Platonist,— " Mehercle cum Phitone mallem errare quam tecum recte aen*— tire,"— but perhaps it has fared with me, as with another person, of whom I have read, that he had been speaking boetry all his life, without knowing it. ii Pujli There are kt tertprinttd.puklithti, and widely circulated, on botfagideflrfthtf ■^ 4' »■* * f, in all its dark detonnity, to the eye of aH t Zu llT ". "" "''"■ ake up the rod-to apply the lash-as I ca„„o but thTnt^tla llTe ' "'"''''' '" to such a pass, that forbearance is'almost a vice Z.^tIT/T'^ "'''" ""'"•^ cor^tent myself with warr.ing the offender th if^ , J " ''' P""'""'' J"* •ungrateful office of castigator I 111 2, "''''-"' ""^ "^ "°'^«'^« ^e . Doctor is determined to^on tot 1 r ilTrSr t^' T '"'■ ^ ''' y^hole Church, in this land, by gratuitous and 7 . ^ '''^' ""'' ^'^^ - derous charges, of ignorance of Free Ch! 7 T '^*-' ^'""''- ^^'"-^lan- . antipathy to the™. iLll ee i a moral u": to "'^" "' " ^ "'"^''^"^ ^"^ the honorable ti.le of Free ChurchZ J '"^^^'''^ '* historical pght to . and to draw the public eye^l??" "' ""' of thisaccuser ofhis Brethren, character arrdlnsCasT-n 2 Feen '"""" '" °"" j^^^ y as a son of Free Churc^ and that of all his brethren in tU , pon35rSf^;:z:!;r:z^::t£^^^^^^ J^ind of logic, soproper -o beLXTedvhen a s rrr"^' ' '°°" "^^ ?''^^ prove practically mischievous, and come reron^fTK ^^"''"'" ""■" '^^^^^ '• If I am accused of being too severe T. bya„y weight of authority. let the number and m ni e of ThJ ffen"!! °"" ""T^' ''''' ""^ "''°'«^''' «"- • -.whiC '^-andcastigLui; " X^^^^^^^ P-isr.d i. sensible and honest Jury that will not'unaltl^^^^^^^^^^^^^ ^ Toronto, Jwie 28th, 1843. ,, „i. |k Note D. •obta.^dmosrglLofr'T"'"'' '«'^«'«.«f »'^i»«w4*< "« the gospel is of moral perfection ' "Hdf^ctllenc?. as its counteqjart ja ..».. ».o,. o.„.„ „„. ,^,„„, „u fo^tpi:; r t^Hrd::^; .••»' •'-!' 1 ■ ^--* '4.' .Jl. ■■■■,■. - / . w • •//^ ■ ^ liit biSl itreonimeiidatioB of the etaclws of maihematics, whvn Tiewed tool as' ' nJteeanrjr parts of a proferaional', but as constituent elements of a libentt ^doca-' tion, aiid a complete discipline or accomplishmeDt of ihe human mind : "The study of a sysipm tff grammar, so corriplexand so {ierfect as the Greeit ^r Lalirt. may, with peculiar propriety; be recommeiidec^ to childl-en j bring suited to their anderstandidg, add having a tendency to prorndfe the improvement of all their menial fatuities. In this science, abstruse as it is c')mnj«?nly imagined to fee; thare are few ot- ho difficulties which a master may fiot i*n*V inielligibfe tb anr buy oi good partf , jjnefore he is twelve years old. Words, iBe mii^r of this sci' tace, are within the reach of every child j and of these the hdman mind, in the wginning of life, is known to be susceptible to an astonishing degree '. And yet ia ' Jj'" ««'*''ce there ia subtlety, and a variety, sufficient to cnll forth oil (he iniellec- iWal powers of the ^oun|; siudetit. When one hears a boy analyse a few semen* oea of a Latin author ; and show ihal he not only knowcB the general meaning, andC the import of the parti^aV words, but also can instantly refer each word to its class ; enumerate all its terminiiion?, specifyirtg every chaAge df aehfS, however mihute, that may be pr'oduced by a change of inffexio^ or arrangement ; ex- plaio its ifveral dependencies; distinguish the literal ineaning from the fiit'ura-,- tive, one species oLfigures from another, and even the philosophical use di word* from the idomatical, and the. vulgar from the elegant: recolie'ciing occasionally other words and phrases that are synonymous, or conir4ry, or of different ihoogh Mhiilar significaiion ; and acco^tniing lor ^hai he sayi.', either from the rea«>n rf ^ Me thing, or by Quoting a ruie o£ att, or a classical authority :— one must be 8en« Bible, that by piich jan eierciSe, the rtiemory ia likely lo bq. more improved In strength and readiness, the Attention bet'er fbted, the judgment and taste more Wcce8eftillye«rt-ted,and ahabit of reflection and subtle discrimination more easily l^aired.thaA it could be by iny other employment suited to the capacity ofcbild- <.lS?"7'- '!*■*'**'■ ?^*^^ inthissalutiiiy exercise will be tound to cultivate the hum«|b ^culties more than seveii spent in praitiing that French which is learned by rote • ' ;tfdrw^ulda cdmple^e course of Voltairi^ yield half so much improvement 'to 4 young rttud, is a few bo»k8 of a good Clawic author, of Livy, Cicero, or VirgiK studied ui Ibis accurate manner." *« « * *•» U1.- " if n^?''"''»< f7« Dr- Beaitle,'"ihat every language, and indeed every ' thine that is tau^t children, skiald be accurately taught : being of opinion', that the tAmd 13 more itftproved by a little accurate kijpwiedge, than by an extensive sihat* Wring ; and that it would be better for a young man to be master of Eoclld or ^mosthenea, than to have a whole diqtionwy of prts abd sciences by tieart 4C Wheii he has once got a taste of adcMKy. he Will knbw the value and the niethcd J j*1 u ' * ^'^'^ *° ^^^ same fffiificatioh,. will habitually pursue ithe same teelhod, both in science, and in the j^kneral conduct of his affairs : whereas a habit «C supertcial thinking perverts aiid enervates the powers of the soul, leaves inaMr ' ^l *'^"" '" '«n«»wh in total inactivity ; and is too a^t to make a man ^ckle a^ thoughtless, unprincipled and dissipated. for life. I agree with ^ouseeaja, that the AM ofcdn(5a«on should be. to teach «^ rather Aow io think, ihan toAoiii thhiki mtJwi to improve our minds saas to enable as to think for ourselves, thaS to load • [..' ttomemory with the thoughts of odiermen./»But still it is true, that a mind pra* 5*"« ^y proper disciphne fdr making discoveties of its own, is i* a much highSt Itftfe of cultivation, than that of a merj sc^iolar who knows nothing but what he liM been taught. The latter resembles, ajranary , which may indeed be filled widl S>m, hut can yield no mpr© than It has *ceived.; the former 'may be likMNNltb a, uuful field, which is ever ii\ a co6di|||in to bring riches and plenty, aAd imirpliea wi hundred fold every grain that has l^ett coinmit6d to U."—J)r:Bemi«t)1tUat- . wteal Lemming. • ' ' . '' ' 'Ji « ' - .►-■«,' ^i* i :. .;■,.-;»;;■ * fitewarl tjuetfeiflke !oHo#»ig sentence from \ l^bnoh wtork, entltledfr J^W 2^**^" by an •nthor'Wiiom h* oharapteriees (»s veiy j»dlcious, leas oii wcotiat mm Mrtofion \>hich it gives'^* his owri phroaeology, than -f -rlnji'i^nK ii «£ . >^ V »(.. 4 XW^ =pr ■*"■■;* 1^*% «. •i'4 * w«%' -« t^ tmth which a «p.,vvya: « RoMoa ii coamwly eaplo^d «. „ «-«,««» i* of as an fnstnioH^t to give re.«>n ita^perfecUoi." "W-t u» be«M|d.«i^ In order to elucidwe and confirm the uuih and inii.«rtk««. ^r .u- '" 1'" l«t ns just nrflect that tltk «. .k- k • ... ""Pwrtaoce of thia maxim, tk. doctrine of the apo^le,^ ought ifb* ^en . **„2 ^S r."*'"' 1 |K:ope tp think and judge and determine each fo Stf Zff ^'* T "'' >t«J,lheA. i« aur intellectual to o„ moral and J^Z^' cutl H 12^ i«pona*.t i, sound and clear thinking, not only to rTmr^of fXi^ convert«,g. enlightening, and reforming others/but even ^0^.^^ '^^Si ^ y to the production and confirmation of our own principle* rfStT/.?^^*^ Iti. Hnport-nt for both the P„,fe«o» and the students .o k^ c^.^^"! i^w this .mimate and essential unity of intellectual and momTTd^^t J«ch youd. to think wi.hout passion, prejudice, or undue biasTf ^J^l l! b^ of aU possible foundations and guarantees fSr the .ruA and i,^^ #ell as the solidity, stabili-y. and purity of their mor,. p^.^ , TitZZ way to make a.sure and trustworthy provision for the geS^o^o« rfSS «Ji«.ou?fid.h. of which-the love tof truth, early implan.fd in theZdT «2S^ '!""? "V'''""''''''"*'*^'''"'- denominates babe. inChlTt^: cbldttke ..mphcitr and singleminrfed desire to know and to !oZ^^ FaAer m heaven, i. at once the .natural sooree antl^he only cf^^jT^ ii. to form honest, earnest, catitioqs. conscientlbns thtekei* «tKi seartsherTT truth, and that the fi„t requisite for ihe attainment of tiis anrpo^nTeS ^2 msptre a pnre and ftrvettt love of .ruih. grounded upon that fear ofT W 'JSa » the beginning of wisdom, and guided in it. .cti^ ^ ti s^d^' t^ ' ra'tfj;ir't°''';""*"K^'*" *-o,d„c..ofhi.m.d*«.x^;'^flj. ».th«I of searehing a ter truth. These canon, havt* an obvious Sm^l 5 pHoKbntoaTlHtologic.lSchool. In it the g„»t aim d„mhf be^S^^S. dispose the student, in the knowledge of the origimkl languag*.. and ofZ.Z2 « 1^. canon, o^ genera,. .„d especially of bibncafcriticiT^'e'xl^^^,^^^ «• possible ; yet far from lelving hi. re.Mn and jndgmant to ike immlwit^S 1^ an absolute, unfimited licence would i^ply. in'Tbe comt^t ^^^'^ • b. «ir etjoally «alo„, a.d watchful c«. to incnkate . modert and r,>»oo»ZZ ^ot for autbortty. and above all. to hnpi*.. wi,li the mo« .,b„n ^^Z ^ mfiou.^,^y,i^^ece^y of .oimijiclt. «08rt4at. «U»« d.penZTJljJ^ 'Jt. i ^^ •'p^^l ^ -. ■*^--,^ ^■>r Jiirii«r6Mi, pmjTMr, hnailitjr. and ehildiike 1:01111101(7, upon the promitedi aU cad Ihmn i ailu i t of tht Hoty Ghost. ,Hn^* ''S^^ ••»»« e«noM hoU, wUh eqnal force, in«the leodiing of syefematic The- ■■'^iotJr> to which, the leas then ia ofthe dogmatic epirit and method, and ihe more lint the nina of the atadent ia k^t clear of all party prejudice and teetarian hlas hi iCTkwfaic, comparing, eatfmating the conflicthig ayatfrna, doctrines, and opiti- ioarofl^aolofioalsehoola'Bnd their feqnders and leaders, the mote likely fiijb^ to settle down into that gennfaie and blessed orthpdoiy, which is the fruit bflt fOBl Uoght of God, and, with Uie dociUty of a litUe child, receiving ihe kingdoiii ■ ^jkMwa, the tmth of the gospd in faith aj^ love, and resiog on it with full as* M !»^ •» •*»• tawlmony of God. I do not believe that the cause of orthodox or «|rjpinal ehristinnty was ever better served or promoted than by the candid lin and eph-it of the poblished lectures of the latt Dr. Hi 1, who se^s ro havo fiilniriied a moat nneaceptionable model of treating conirAverted doctrines, «id^ ling youthful enquired in the epirit of a cahn and candid impartiality, wlihoiit Serenee Or latitudinarianism, into a sound and scriptural, and withal moderate id nntrigotted orthodoxy. That this is not a very common character among our beologieal teachers^ haa been very generally remarked. " It is not unct)mmon," 'MyaHallan, " to meet whh persons, especially who are or have been engaged fa tubing otbeta dogmatically, what they have themselves received in like manner ; to whom the indaetive philosophy appears a mere school of scepticism, or, at tmtt, mho}if iaapplieaMe to any subjeois ^Uch require eniiiv conviction. A cer- ttiii dedoetion from certain premises ia^he only reason they acknowledge. Th{av< it pcoaliariy the oaafi with Theologiais^i|at itSa also extended to every thing that te taught iiva aymheiie mawer." Hallaoi quotes a passage fnwn the 9thehapicr «fBaeon'sde Angmeaiis, " which, weU a|eigl4ed.» ^ observes, "may shew as where, why, and by whom the synthetic and syllogistic methods have been pre- ferred to the deductive and analytical." [gee Hillam's Literahire of Medieval |)oi«pe, vol. 9, chap. 8, sect. 3, note to psMtgraph 60.] ./-! '^ ./-' ss n "r , t \»> ^'^^ "■']:- .84 ; • . _■ )H vUl be the aim of jill to receive the doctrinea of th* <»nrf«...,— • .u • ^r, pure an J unsophiaticated. withoTlTmSftu';: o^S^ XS*^ 91 inductive and ded4c..ve reaBpnjng, in Whewell'* Bridgewater Treatise oit 4jptroaon,y and General Phyfecks. ^ook VI] a«er |«atee oi^ • «on Jf'Th.'^*^ °f «t"dy now almost universally prevalent, is a manifest inver- fjpn of the natural and philosophical order. The latter would lead us to place Sa*Sv'"r"'^'"? ""? '^'^ -:""«' ""^ *" """^^ and keep all 9orf,adin^ •Airesenrches after tru.th^ subordinate a,d subserview ta.he work of habitual aad Bjatematical thinking. %b.is ia the method of inlelle^ual,cdt^.t,f scientific Z ^hilo«.phK.al study, expounded aa,d recommended bjr Stewart, in his Element,. JCTpireme^fc Whe,^^er?.ad or.enqpiire, with, a vje^ to remote doubts, or tp dispei ^arknes. froo^ our ov^n n«nde-when we ar^ searching for o^w light a,d evident V «pport ofviewsin the direct, immediate and eager pursuit of >vhich our minds W warmly and freshly engaged and exercised-we must read and enquire witha . ^een zest, with a vivid interest and enjoyment, which will make our labour at . 9nce more pleasant, and more productive. It was this subordination of reading to Deflection. Which formed the great minds, which have shed a transcendent lus-' ye on ancient Greece and Rome, and in mod^iix times have rendered the scholam •nd philosophers of the 16th and 17th centuries, pre-emiqently iJlvstrious :- 1— ™2*.P'"''' ""'J »«'"»"«.'' «>y8 Dr. Beanie, in his Epsay on Classical Jp.™ipg, « were mpreaccurate students th4n the moderns aTT They hrfe. ' A^i ^.^ .h u * '"A*""" ""' •"'^"y *"""« «' : *hat they rid!^herefi,r? H«ur read, thoroughly. I know not. wh.Mher their way of .wrifin'g and mak " ' Wtbe.rJ»olum^.a*, rendered .he perusal more difficujUi^hrim alo^^.,S ?„r •!.•'""*''" ^f'"""u^'T!- ^^"'" •*'«'^ conversation-piece^.^t^d o?h?w'ri" m». It appears, that they had- a'singular facility in.q„o,ing their fa "ouriie 7^^ ^Binostjienes .s said to have transcribed ThucydideS eigh! ,imW. aZ i have Z « great part of him by heart. .This !<. n degree of ac^u^acv whidf IVZ f part ofmodera readers have no notion of. We seem 10 think h^„ J 5 ^^^ . IPreW many books superficially,., han to re'dV f:^^:^^ Th %-« /^^^^^ |et U ,. certain .hat by ihelaiter method we should Cultivate WfacSs InA mctliiM ourstock of re«l knowledge, r^o'e effectually, and pJha^sS«iJd^^^^^ than we can do by the fMmer which indeed tends rather to bewilder th?^«.i„J' da number ofbocAs. whe.fier well or ill written; whether inatrm;tive or ariJ^ cait, merely thai he m^y have it to say. that he has read them. And therf ire imp;ov*d by their reading, ihan we are by our*. As books muliinlv bn«„ ^•ii inore widely difeised ; but if human vSoia^errSrcrSfe «m. prpportion. M,hat. children «tould the ahcien.s be, in comSs^ if h« modern.! of jvhom every subscriber to the circulating libriy w3a have it i^ JU||p^weru,be.«a~Mhan Socrates, and more a<.compli,hM?hi Julias Ce.tr I" 7^ *«m. welhpenmaded. that Ihe most effective, ctilture of^he huraaa mind and ' ^ moat productive of all, the methods of reading.would be found to be that, whiefa * I^nt^dy conforming tfi the enUghtened directions of Stewart, gives the- prccedenci 1ft reflecUon and meditalionvover reading, and all other mode* of enquiry and le- •eanlv The cont^jusion which QOb forces upon the" mii,d, ik, tU the attmit and' ^n ahorUMt road to hi^h intellectual caltare. and to solid ant^eitetirife ai«;^oii«. 1. . ,. . ; » i ■••'.Aj, .1 .'U_ ,1,. ^^ , .:-;:'%- 65 'f i^" 3 -^f r^H |(MWto ill koowwdge and acienc^.-iB. to record the daily prog^reay of our oajada, afid lima to make writing and thinking the grand organs of oar inlelledtoal woridaf . I have no doubt therefore, that were our students directed by. us in the cottdttet f-^ fec^ are likely to be produced on the mind bj^ the practice of committing to w4' ting our adqtiixed knowledge. Thar' such a |Mictice i$ unfavourable, in somertf- pccis, to the fuci^ty of memory, bysupersedi^^io a certain degree, the lieceailitjr ^its exertions, ht^ l>een often remarked, and I believe is true ; bijtjhe advent^" gaa with which itts attended iii oiherrespectSittreao important, as to oyerbal^npe gfcatly this incotivenience. / ' ^^ ^ "It is not my intention at'presi^nt to examine and compare together ibeiiy- f^re^t Aneihodd whit^h have' been proposed of keeping a common-place book. J^ t;hi.8, as in other ca^s of a similar kind, ii maylbe diflflcult, perhaps,- or impoaa^l^le, to establish any rules whiqih wiH ap(ily tukiveiplllly.^ Individuals must be left (p J!)dg9 for themselves, and to adapt their contrivances to the particular naiufs ff ih^r litelrary pursuits, and" to theift^n peculiar habits of association an^ arrann- H^tU- Th^ remarks which lam to offer are very gejie^ral^and are intended in^i^- if to illustjraie a few of the advuntageswhjLch the art of writiUhg^afTords to the i 9#opher, for r^etording, in the cofirae of ^s progress- through l}fe, the reaulta i apeculatibns,. and the fruita of Hie experience. ' „ .. ' ^ " The litility of writntg, in enabling one geneiratinn to transmit its dia^^^^ aies to anothef and in thdagivini^ ri%e to a gradual progress in the specie^, hai^en aafficiently iflustrated by many authors. Little attention, however, ha* beeri pm t* another of its effects, which is no less inrporlant ; I mean to the fouildailra fdiich it lays for a perpetual progress in theintellectual powers ofttie indivJdM^. "It is to experience, an^ to oiv own reflections,. that we are indebted fgr^b* \f.t thamost valua'bie pih-t of our kilowledge; and hence it i.»,.that altKoufti i&^ ^ottth the imaginatioli may be more vigorous, aqd the gejiius more i^igiiiali tuf» ii(iidvanced years ; ](,et,.in the ca&e of a man i)f observation and inquiry', th«n»M« m^nt may be expected; at leasj^slong nshis fac^hies remain in perfection, tA^^ ifome every day sounder and imre enlightened. It is, however, only by the cdO* |tant prictice of writing', that the results o^our experience, and the progVeil qf ow - idtaa can be accmaiely recorded, if thejr are trusted merely to the meraorj, ihey wifl gradually vanish froiA it like a dream, or will come in time to be sot>|e.ar ded with the suggeat-ionii>t>f ifna^ination', that We shall noKbe able ro rea«on.^'^.« them with >oy degree of oonfidentie.' WhUt improvements in'scienty mighf m ' jpt l^ljrr ourselves y>.ith:ihe hopes of accomplishinjlPrad nt only activiix in^ m ft .'ft- ■ - >> » . » *• -r '7;.- '*..-,*V V » :^'' ' r^ '^ "^ ' ,jii. ,-.-«„ 86 '^' l-i -i»' t£«^'oT.t • '''^ "''*"'"« """ memory of Eiffur, ^ '•"•>•"• ifu| con. " jMhe MbjecM of our niea,'ia,io« Whi« -1 *."""""»• ••"" nwkinft them freW»7«7* «j»W» ; that is, who ihiiika lit u *^J *•"• ■<'v«nce only a siRel. ,i^, '^""f "No»^- t"""'- *^ ^^^ *'* P"»C«»nnrf judgment W-jl^SeMhTwiiiW^^^^^^ who wi.h« to *.t,«gui.h fiW„ J «««rvt«k«<, or for insalaied re «a we have oeiEaaiori frrqaenlijr to appif j eiiher in ihe.biisiiiesa of tif<*, or in the course oTbor atudfes, it ia 6( imporianee tai at to commit to wri^g, in a, JangQage and in f n orderof our own ; and HtA Btf time, wefind. it. neceaaa'ry td refresh oar recoltrctloti pn the aabj«ief, 10 iMvi nebnrae to our^wh c^ppstlioit.in prefiir^nce to that bf any diheraattior. '■ ":That'ihe.(tlan of reading which iscommdnty followed la k-^Jt diflerent front n - tbat^^wfaiet^ I h§ve been recomeoding, will oOt be diapuied. Mo^t people t««|- . KheWly t«,ptaaan idle hour, or topleaae theihaeiv«a with the idea of rjnployaaeatf While^thcir iMolenee preveilts them from, any active elerifon ; and a eonaMem- b)e number wilh atiew tethe dwphiy wHich they ar^aftei4'arda tct qiale oftlMtt literary aeql-ct atriking partieul ara in thtfmttt^ or exprftatl««i than te<«eiae the apiritand aoope 'of the^anthor'a raaaoninn, or toenunin<'.ho!irlMr h^ hM madeaarAddii^nato tife atock of uaeful and aolid iinowledge. 'TbBOfh it fa aoaree poasfble,' aaya Dr. Boiler, (see the pre/ace to'his 6<>rmpfi8,) ' toaifAid judging ill aoflie^way ot'Oiher, of aimocit everyihinir which offers itael^infM^ though,ta.y«t iwlTeeitafn.that many peraon«,fjiiiir different ciiinea, nevr^HMM their jad|(meplt upon what cOniea before them, in auch a manner aa to.be aU* t« determine how,lnr it,becpnctiiaive. They are pc^hapa. entertained with aome thiaga,. not ao ^aithiothers ; they like, and tly^ dialtke ; butjwbetHer that whidtl iapro;<«aii;d to be mad^ out.'he really mad^ootornat ; whether a matter be Mntal aeoordin|[Uo the real trntli^f th« iBaaQ.aeeib8,.to the generality of peopl«,'a «Av«r eunlstance of littlfe or no impoirtance. Argumenta are often wnued ^ aome afi- cidentat parpoae ; but prottf. as aach, » what ih«y never want, for ^Jwir own ant- iafaetion of m|nd, qr conduct iiklile. " Not lo mention the matlitiidv« who mad merely for theaake of talking, or to qualify ihemseivea fur the wnrid, or.aMda anoh Jiind of reeaonai there are even of ihe few who read for their own enteftaia- mear,. and have a real curiotity lo^ee what ia aaid, oeveral, whieh ia aaioiOaWa^ who hive no aort 6'' curioaity to aee what ia true ; I tay curioaity,- becaaJM ifm loO'Obvlons to l>e mentioned how maoh^that rrligiout and aaered aiientfoa whMIr ia dae to truth, and to the jimportant queation, what ia the rule of life, iriaiil oai. -of the world. .„ . ■ .t'.^- ^^,^^ . ^'Fbr the take ef-thia whole c1a8aofreadefat.fnr they are of dMbivBtaBpaa(ili||. difierent kinds, and get into this^ way from diflRi^rent oecaaiona, I haveaftan wfaMl that it hud been the cuatom to lay before people no|liing in matt«*ra ipf arfwaaiM butpremtses, and leafH ih«rm to draw eonclusiona ihitiiiselvea ; wbieh, aliJioagb it eonld not be done in all caaea, might in many. "'The great nnmberof books and papers of amnaement.wblehief one h!«4«|t . anotlieit, daily eoque ib oae'a way,bave in part occasioned, ai^ moat perfretljr i^ ib with ind bumoor, thia idlf vifay of reading and conaidaring things. 1^ ||j|| moani, time, even inaolitnde, ia hafipilf got rid of witboAt the pain af atliali||(p8|i«) ■i '•"'» ■•i#* V , '.ki ;a% i-.r^-:- '^\\Tf ■^• m JSdC '• " '' *^ '^ '*" f "" '"'" "^ "•■' "'•''''' '■ •■^"^ ** i»».hK^Jro"!? ''1' • u ""'''' ''•'J''''. ^ ^"'"""^'y •l*''"^"*"-''. were adopted, it would un- ^ fin nJir . h™ T ''"'' '"!'- ;»'* *»""ber of books which it Would be poMtble to STn waIu *" ' '"'' ''y ^t'^'l'-ri"? ""f "cquired ideas iri some irieasare orfr tt!« f^l f ^' "' * """" ['"'^' ""'* Practical command of ih^m : no. to mert- tifc^1l^''f..lru".[,'' P""^'"'! "f ""y inventive poweri^, such exercises would Con- «ft«„t .„w 5,1 T T^ ■" "PP''"7"y "f di^Pl»ying therrtselve. upoa all the oiBerent snbjecfs which may pass under our review. ■/~ Miiirrt?^'h!'5.'J"- ""'.!" '"*.*""'' " '""''••"cy lo weaken, not only the powen of wSl « ii ihe .nrellecfual powers iivg-neral. as a habit of extensive and tM- iZ!l». ■ NoTS E. . ■■^" ? i: Extracts f^ Eusael, on Scal^ish E^uraiion. I I have happily found a further evidence and confirmation of the facto and ar- Jf^ents of my statement, and of my reasons of dissent, as given in tfote A ki Hwael-a View of Education in Scotland, a very interesting and valuable perforin- tiiea. I have great pleasure in giving the following extract9,.whfch shedV vert ijiortant Ught on the whole question, and illustrate arfd^nfS'rce the importance •*f •^ond and scientific method and distribution of the departnieits and branches y-Wttcatiop* / • Dr. RuiKl gives, in the seventh Leuterof his View of Scottish EWucation- f ^ outline of the system of the Aberdeeii Universities, extracted froiS the tittle' \ yf^4^ Dr. Qerrard, above quoted : — i^*e'I. The FiasT year is spent in'iftMsical learning tand-»r the prof^,gor of " ^*J '''"*'* business it ,s not only to teach that elegant langua« in whiflh •to'Wten.e. were fin,t deliA*red. and which, by retalnfng their^oJ^n 1 .Trmf .iW j»rkeing used by those ireat Rasters whose works are s»iH ocknowledS ^^ !L Jf!I .V" '^T' ?"" I''?"' **'. '"^""^"'^ "• ""- f«"''«lation ot knowledg-^ut '^ t4o0«themlnd»ofyoafh.byexpl.iinina antiq.,ity, by acquainting thim witK 2fte« "•'f \r"''T "' """ «»''^'" «'»"•<' ""'hlvrs, and bv pointingL«^ ^sS drifmmre, br thv, various ptfrpos<»« it serves in life ■ \ M ^ \iliJilP' ^ ''" ""^ '''■^' "' "*"*''' "^ •'"' a'atJen^'e time as fhJ>rmR«»f ' SSm.'SJITTJ" T"**'"^ "''' P^ ""'' ^^"" '='"«'^' ^'h «h«' th^y ' narKBI loVro»»,iii theae languages. th« fi:«at conddits through whJcfc nfteiUM ^T::\' ^k '.« V •Sfi teirolng to, cotiSraKicaifd lo 08, And that, bjr being tonveriant withnlie WA ; aotbora. they may early acquire a taste for works of gpnjus. 2 Tiif v are talT . Inatmcted in hutory. bo.h natural and cipiZ, along with ,I,V timienLoJ mIIwZm : mod cAronote^.on whici, civil history depends. The sl^dTSTjlfX^^O fte ajiist intermediate step between the study of languages and eeneral reasonin.a tBCHlties which at therame ilme 6pen and prepare it graduallv for aDDri>hp*itmir he conclusions of l,hilosophy Farther, on the'^facts .ha, h^itUTesS J m? tjiral, relates, philosophy.-which is but a picture of the real constitutions and law. *f things, must be entirely founded. In the prosecution of it there must K a iT! petual intercomse bet«rmermethodofun?versTty^;;"i;J ii«^Jl m'"' r""' ""'"'' and mbment in life. And it is.' they apprehend * considerable advantage in their new plan of teaching, that by it the^ nJfW , Jranches of study are introduced into the scheme of education. ^^NaturThil"? .n ih!"- f "''7?'"8«.''''-e«"ly rneii.ioned.irthe immediate foundation of aS all the arts oClife agriculture, gardening, manufactures, medicine, &c the oro- SL^:^"^ ""'' it falls.does not confine it to m^^ descripUot ofnat'ua bodies, the.r yar oas classes, characters, principle,, and parts; but gives "a account also of the varous uses of these natural bodies, and of the nrinciD". <} ia^,^ 1h tf ?^ " ?*' ''', '" "P''^*""" *'^*> "'»»'^'' «f 'he rise and fall o^ statess and of the great -revolution^ that have happened in the world, and to < ref^ttions on bharabters manners. eWoms. &c.. whicK*cons.itule it, uwfalneS m general, and man render it peculiarly advantageous to young persons. by con- veying moral instruction by example ; ^h^rming a habit of attSn to JJfc gwat ti^nsactions 6f men ; bys,u>plyingmwan,of *.perience byX tofoSim, And by making them in a great measure ac|>alnted wi\h the world beforrK the profertor of mathematics for the eleniemary parts, as the knowledge ol tS mathemaiical sciences is an absolntely necessary key to the philosophy of bpdi«^ " • III. As material objects are the most femiliar to youftg mind, and ix- penmenta and reasonings concerning them are most l^el to^heir capaoitte. ih* .tadents in the third year of their course, enter on the 8t>dy of natural eSeri^ mental philospphy,and are instructed in imseveral branch'es,.mechanics, hydro.- farther discoveries may add to the partsnaTitady cultivated,- 8. Thevare •■ b# BM time will itllow, instructed in the principies'oif criticitim and the f^^llea [",«! ^. i hey at the same time continue their mathenaatical wudies, so a« theymav «» hMd m band wuh their stadie. in the different plrts of nainral philosophy iS ' prof«Mor o* mathematics^ the first year the jiidents are under his caw^ eznlaiM to them th« true principles pfarithmetic.>te3?h-e8 Euclid's Elements of G«>ine.rv! ?ShJ"*T'™*'^^/""'"°',' geometry, geography, and the first prindpl*. if alg*bra. The second year of tbeir course with him, he teaches spherieal lli«>n^ me.ry,.phenoal geometry, conic sections, and astronomy ; and carrica hi. MDii. forwardto the highest parts of algebra. The third tear he teaches the 'hiS parte of algebra, the doctrine ofnhe quadrature of curves, and fluxionfc andSSs parts of Sir laaac Newton's Principl^iPhilosophy. /" "■"*"»"» '°*f^ ^ In the LAST year of the •r the natural jibjlosopby ofspiri lie course are taught, l.>n«aniittiIo|#i bctnne pf the nature^, facultie%MMl mkm " itee.-. -s- ■**«-* V ■t,^"» 90 a i if the humwi inincl,T^nd natural theology. 2. Moral philosoiAy, fn>|«^NI ethfcfciorUprudence «nd politics, the study of these being accompanied with the aeninl of some of the best ancient moralists. 3. Logic, or the lawa and ralea ' •? inventing, proving, reiainihg, and cpmrnunicaiing knowledge ; along with, 4v **!P. Th?three profeasotB of philosophy and the ptofeasor. of Greek attend their tt«lent« three hoora a-day as formerly, during the wholeot Che aewon of college* Which cofnmences on the first day of November, and ends in April, , "Logic* as was stated, is not introduced hete immediately after the Ian- 'cilBies. as at the other Scoiish colleges ; but gives place to history, mathematics, ' indrmtural philosophy, during the second and third session, and is afterward t»Mht along with ethical science during the fourth. Now, it strikes me, that joch might be said in support of this arrangement ; and, indeed, a great deal was said to excellent purpose by the people who formed and mtroduced u. It woo M . «nBloy too much time to go oiasr their arguments at_^ length ; and they aeem to Kst npott this fundamental position, that the philosophy of body la more suitable than t£^ philosophy of mind to engage the attention and culuvate the faculties of youthfal students ; and that it is necessary to lay up a stock of knowledge, before isterinff upon the study of the various kinds of evidence which mduce belief, or the rules oT reasoning considered as an art. In other words, it is requisite befor* you begin to reason, to have sometWng to reason about ; and before you set your- ■elf to review and estimate the different species of evidence, and the vanouj kinds of testimony, tohaveit in your power to fecoUect instances m which you formed your judgment upon actual examinatioa of proofj and to compare examples oi I I S\\\ ' ' ' upon different principles 'of probation,- ' Logic,' it is justly •is precisely the same to philosophy that lyorks on cnucism are to he rules of criticism are formed by an accurate scrutiny and exanmia- best works of poetry. To one who had never read a poem, these ■nd be obscure and useless ; he could not comprehend them, far less would ie to form a judgment of their justness, and ot the reasons on which they are ifflSided. If one peruses the best poetical performances, he will aciuire some Settee of taste, though he has never professedly studied the rules of cnticiam ; and" hewiU, at the same time, lay in materials and obtain a stock of examples which may render these rules intelligible to him, and enable him to are just or not.' These observations illustrate very clead^Jbe^lation ' between logic and the knowledge of things in general ; we must have made the acquisition of a certain portion of science, before we canbe prepared to understand \ the method or laws according to which the mind operated m the process of infer- ence or deduction. To make the study of logic introdnitory to philosophy, u »ierefoi« to give it an improper place ; and is in &ct, to retam the order and principles of scholastic education, when that education itself has. been exploded. No man in modem times regards dialectics as the orgawm or instrument by which knowledge is acquired, or insists that rules of reasonmg must be first studied and oommitted to memory, and afterwards appUed to the sciences, moral and physical. Logic, properly so caUed.is, in reality, veiy little attended to m any Scottish coU \twt ; and the classes which take their designation from that term, embrace a q^M of study partly Uterary and partly pneumptological, which is dcRommated, ■TcoHrse of logic, rather because it occupies the place of the ancient dialectics, eum because it has much in common with that celebrated mvenUofi. . « Now, it must undoubtedly strike you, that the professors at Aberdeen enter- Uined very just views of education, when they siibstituted mathetnatics in place of logic, and thus secured the beat foundation in the mmds of their pupils, fof ■dentific attainments, and the general improvement of their understandings. Ma* thematics have been almost universally regarded as the most smtable logic with ' which to commence a course of academical study, both on account of the vigour and firmness which they impart to the intellect, and also for the quick discernment of sophistry and the love of sound reasoning which they naturally mspire. They vj^tjj-,.^ i^^'V fi . ' ' ' •Jibdl i*A»eda qieelM.of dtadpQne to the mind, which is to be derived from no olber twetdm ; iiiiu* it to strict argument, and a, rigid ex«mination of particulars ; •ad are Mkakted, above all, to form that habit of close and undivided attentioq^ Witiioat whteh there can be no eminence in scieoce. The Bubjecfi%hich eonsti- nite'the.ptelinihMrjreddcntiDn of youfig men at threeotherunivertdtesof Scotland^ yartake too mocb of spcculiition and hjrpotheaiti ; and tend rather to inilati6 th» mind* tl«ir to |torc it with knawkdge. They get too sooiUmmersed in disdo*' aioDS which pntsled Berkeley and Locke, Reid and Hume find skimming OT«r ihe varloos opinions and doctrines which have beipn successively maintained'Aml •xploded by the most ingenious philosopiiere, they generally carry away noUifeof^ from Ihe classes of the second and third years, bu( a mass of confused noliooi aad indistinct recoiUctions ; — of which the ordinary. result is a certain duUloir «ad utkative pedantry^ and a premature aglttertinaciotts dogmatism liir tbeorlea •f taate ami ethical systems. Tbi*. in *|Bp ^^^ knowled^ which puffiftb ap, •ad the m%re uselesaand paradoxical ii9|m» greater is the inflation whic)i 1ft frodacea. ' ' " I ceruialy do not recommend that the subjects to which I allude ahovid, b* wkkheld altogether from the examination of young men at college; bnt m«r»4]r that, as they have no tendency to check the loose and careless mantier of thinking " which is natural to youth, or to beget habits of close and accurate reasoning, they ahoold be postponed until the intellectual Character is aomewhat fortned and d«« aided. The knowledae ii^hich is either lost or gained by tlfe ordinary method of ■ttidy.js. indeed, comparatively speaking, of little moment ; bat the babila oC thinking, the taste and predilections which are thus almost unavoidably formedi, are matters of the very utmost consequence. Speculative opinions, which b«T» WO relation to objects of sense, and are incapable of being determined by an ap« peal to first principles, naturally degenerate either into a wild eccentricity of udgmeni, or into a deep add settled scepticism relative (o the decisions of ih* Mmaii ttoderstanding at large. When the mind is once let loose in punuit •! Ihe airy doctrioes of pneumatology and moral science,, it cannot aiTterwaids submit to. b«| hamper«d by the closeness of mathematical reasoning, and to ascend step i^ step the difiiiealt path" which l^ads to strict demonstration. It happens aceord. - ingly, that the greater number of the students at EdJnborgh and Glasgow neglect mathematics and all the noble sciences which are foufided upon them, to auch a degree,, thiamin the natural philosophy classes of both colleges, there are notlnore thiA eight or ten young men in a session who can accompany the proieasor through all tKe stages of an elementary problem in mechanics or astronomy. In Gtct, mathematical studies are- held in complete contempt by the silly boya whose ' minds have been seduced and depraved by speculation ; — the consetfuence of which is,^that at both seminaries, Euclid is made to eive place to essays on mo< ral evidence and theories of virtue, and the Principle of Newton are postponed to the fanciful notions of Berkeley and Hame^, Thinking on such subjects is plea* sa9t, becaoae every one may think as he chooses, and without any effort } — audi when the jiidgmeat is tired, imagination takes the reins. - To prevent or correct tbia loose and unphilosophioal cast of mind, nothinf oiMd be .better devised than the system of academical study at Aberdeen ; whieh flraa a decided preference to mathematical inquiry during the second ai^ th^ years o( attendance, and poeipones logic and ethics until the concluding sesrioik of'the cqnrse. Natural history is probably misplaced in their curriculum ; aa i% ' wmld require more time to know it thoroughly than can be spared at so eailjr t Btage of the pupil's progress ; and a smattering of mineralogy, like all other amat' tarings, will do more harm than good ta boya at a humanity clasi. In all otheir ieaptctB, however, the order and connection which are established among the aeveral departments of philosophy, prove very convincingly, that Dr.. Gerard and hia colleagnes consulted, in their.' Plan of Education,' not only the natural re* UtioB and dependance which Btuwists among the various branches of science* hut «1^ tbiB beat me■:^*^.'^.i'U^■:Vv..-.•V". -^- ^V^'-gs •..■>.■!' .^^t'^'t :%.. - : •idered- merely ss the natural history of the human intellect, the review snd ex- pfauMtion of ita operations, it ought not assuredly to hold the same place." • "^;; Note F. ' thirtng Session 1846 and 47 a Bjrstematic scheme of' acadfemibaf atadjr was prepared and submitted by me to the acting committee of Kttox'a CtdkgR, ae- aoupanied with the subjoined expository sUtement, which I now pnUiah, aa aa ■iltMdeiba of -the uniformity and consistency of my principles and praotiee, ia°ie-. litdl to the oonatitotion and conduct of our system of academical education, and* as jhmiahing an aaswer to Dr. BumsT complaint of the lack or deficiency of pr^,- ' pMatoty training. The original acheme, to whieh reference ia itaade ia this expo- ridin, is in no respect essentittliy different from the new edition, corrected and ^pfll^, which I have given in Note G. That my readers may be enabled to sympathiae with the warmth and ear> «Att.f.,.i»''v~'xf.^.w ^ ijitjjiL''^ d9y^ijys.C ^.\a t. t '5 ^^ V T %*-" n thr fejratem eii of aittdy ^dncationt of ' ! a luve and itfst impor- eirrinine 'he ions of taate Inbargh and I morals; at \ at Oxford^ ind accnrafa- lathrmaiicat >ns on moral chi^ when the n mind, and DO. Indeed, il and active jtldging and ia the only freling, il is which lo »■< » of ihoughti acta of mind efore we can in the objeo* vt than ihoae «ommodaied •od eonnein nian philoao- tiea o| Edin>. cted opon by I thoae cele« if knowiedgov la reatunabla- en it is'-con* riew and ex- lace." ti atadjr wm I CdtegB, 80- wUbh, asaa lactiee, i&° n-- dnoation, and- dency of in^< ' I ia thia expo- corrected aad tmlhandear- ddenttof ear ttheiriudK •{ ■ >*;' % Ae JbnoMiil— "iritll theTehemenoe of the eipostolatory. and even ofejargatofr atnbi of my exporition, I ahallbiiefly narrate the chraunatancea and ftcta which appeared to me to warrant aome freedom, and even to juatify |ome aererity of •nimtdveraioii. At th» commencement of. 1845-46— immediately after Dr. BomiT inataliil«a» aa Profraaer oi TlMKology>-« namber of atudenjta^ amounting^ aa I telieve, to not' ^m than eae half of the whole Theological clan of that aeaooo, were prematArely hnnied out of the preparatory departmenta, claasical, literary, and philoeophieal— ud aome of them, in apite of their own very earnest reclamationa, by a aort of aeademicaJL impieaement» werc» in a manoer, cunattained to embark in the ata^ •( Bi VtfT^ I rrlliaiam. while they were yet atruggUnff witb aili Ike difficulties wkkk I|y» Tt Oi^ thieahoid. of the learned languagea, kod in tlwsimiataDeoiis Mdy «f Q[8tenati»tlMeok>a(» wilhont evca the poeaibility of any previous and mSMtmX initiatioa in the eknneata oC philow>pby> and with the entire omiaaion of a |ci^in^ ' BSiyand iimdamentsj bianch of theology, vz :. partment, the preparatory,, or CUaaical and Philoaophioal, remaining meant utfl ny aniY»l in Toronto in the end of the month. During the ensuiilB aonuMr | was withdrawn, by the ai^intment of the Synod, to Montrerf» for Silly thiM oumtbs, by nnfotseen circumatancea, and it may easily be oenoeived,. with whM ^ ilMuleqaate pivparatioa the greater port of the atudenta moat have iext aiirfn entered the ciaas^ of Syatematic Theology and Biblical CriUciam. In these eb- comstSDces, I confeas that I have not been able to repreas my feeUnga oi sstoir whnnemt* not to say mdignation, at the charge iterated and reiterated by Dr. BiUM» sgaivst the Cdlege Committee, of aomething worse than negligence in ttf^ i» t]»e psepantory departmentr-witb th« perfect knowledge, all the while, that ho h himaelf chargeable with the whole blame of that deficiency ; and I would take JsMW thns publicly, to remind Dr. Bums,, that in opposition to the argent remooslvanoM jcriatly of Mr. Riatoul and myself, as well aa the reclamationa of atrifiM of thp sladents, did he peraist to drag them into hia class, and preclodc,. tbsnhy, thp very posribility of that preparation for which we. had contended, and fcr ne|^eot of which we are now publicly arraigned, aa members of the College commitwo. With the so^Hioasneas of all this, what inconaiatency and almost in ft tn sl toB doesitnetknplr. on the part of Dr. Buns, to h^ve veotuied to pen «od (rifitpnPi a paragraph as die following :—> »: ixiii^iis S^^ «' When in October, 1844, 1 received the appoTatment fiom the'Ssmod^iutti^o dw ProftsBor of Theology, and to have the charge of tnuning the juwu^w^m the Sbly BIhitatry, I undertook the office under the impression tlpat it oewiig- bende^Tthe tidit and obligatkm to see that the preliminary, aa disdoet Boot v«t ia moperly Theological, vras adapted to die end in view. The yoonf nm V*<» Mho ooHidor ak all students hi Theology— diat ia, < aader trphung fcr Oe Hohr HiajfUy' uid this is the |dahi explanation of the fret, that as I saw ^rtbavfhM saw a deficiency, which neidier ihf learning nor die assiduity of die nofessmraf Sdenco' and Literatore appeared to me iDiely to nppljr, I wt myses fai mom , t a ap o m r way to make up die defideney. Widi diis view, berides Mrsonal «■<• wnia»d0D>«.I prepared and ddhmnd to the stadentS|,fai November and Pr^w g tf j. ^ .ik « ' ^ ^tj^ii^^tj ^^^,j^»>aiXiUi^A RVES!^!^^^ ^ ,. <*■ 9i ffiS'.rt??LT ^^'i!*'?^"? ** PhUowphy of the Mtod, M^l Mady , ^e Theorie. of Momk. ; and the erton of Browa'. mSd m£^ in refcrenoe to the acriptiiral doctrine of re wards.'* W»tMn,. All thia ia aiwiwered by th« siniple autement of the fict, that Dr B wooli " Mm on having enroll, d iti the Diyinity ciaaa. atudenta who had not yet »»» •roogh the prepai;»tory claaaes. nor had time and meana to be adeqpately iafcin> led in claarical or philosophical learfling^^nd tfaia in the ftee of thtir •wii mil •itr earnest remonsirancHi. How strange and well nigb ridiculous is it. to fihd in the prhit^ iett« th» Br, reiHcaentbg himself as having been struggling now for more thantwo yeu* te ghre greater efficiency to a departmant which he bad annihflated at one bloir tnrUng a deaf ear to all the united remonstrances of his coUaagaes and oftha pml dfttta. ' He more than insinuates that tha other membm of the CoUege eommU- »Nj,«ildthit merely out of a ftbe delicacy to the genUeman who holds the Chdr or Mental and Moral Phjlosoghy. or in one word, who fa charged with the iHloI* JJiponslbiUt, of the department of prephratory training, h«w been with • aoit 06 Wind penreiHlty, resfating measures essential (as it appeata to Dr. B.) to the beM l»»tere«s of the College. •'My want of success^ hitherto, haa led me," he »w BiMks in hil printed letter, "to make a last effort in thfa more fonatl my, tbn i|^ demands of conaeience and of duty ibay be satisfied." Kigh^ as Xanweeiu* * liie eerHees which Dr. Bums has rendered to the College and to the Ch«di, it |i 4, tiapoMible for me any longer to tolerate the wrong done to the GoUc^ Coomit^ ' l»e, to the 8tudent»-and more than all oihers-to mjnelf, by the reitei*ikB ofi *ew tety serious charges of negligence and obstinate miBUnoe to aeeemty »- %^i»ntt-~diargea which, in the printed letter, hive assumed the form of « Atfkj,^^ iUdktmtet, and been, duly submitted to the proper tribunal, ao tbt sticBe^, mJ^V liijr p«rt eifwdany, would be tantamount to a eonfesaion of the tntth of th« 'iS'iBr yrtjrtitwent. . ' That I may not be thought nqjast to the nal merita and aervkea of DrL m,«t Mh and forward in the publishing these animadveraiona, I beg to i«i^ iar to him my sincere tribute of admiration and gntitode for the Mfintft whkdi IV W« own unaided and most praiseworthy exertions he haa eoUected, and wfaidT ^ iMociate hfa name most honorably with the history ef oar GoUege ; aor omi. f forget that he came forward at. a very eariy period to patnadaeow bdkt, Chaidi in Britieh North America, and that to hia individual and JitdTfciigaMo ^ and activity, we aie pre^minenUy indebted for the extension, aad nnMperiO; <«nr Ghareh in these col<»u«s. yfith such imprasaiona of ogr nM^tfom to Pr., Jiortto, fiMr Inany and various aervieea rendered to oar College and to ow Chahdb ijt thia land, I would have gladlj^ anspreaaed these st8tement8*kad stiie^Ni, had; 1^ Dr. B., if an open and violent attack at the last meeting of oar l^oM mta. Mif odleagaes and myself, impoeed the painful necesaity of patting foid^ ^ ^. J**^ ■t'tement. vrhich nothing less than the dutyof «e//-aia*ea«M, weaid haf«. slllpntod aw to do, fa consfatency with my deep sense of gratitade to ao emfaeii% «|9«Mfoetor, I*©, 1 am ready to avow, has earned the beat title not only to oar |9i|Mtt,ba(.«WQ to oar larg^ poBsibte indulgence.. ' ' "fnd'r J. Wsi'i , immiiMmmM *^i-*sriff!-ii^^te^j « • • ^ - ' , . • ■ <'^ I ItiponHtn •/ Vln. fisaoir's Scheme of Aeadetnieal Stuiiet, tuhmitUi to fJb) OiU«ire CfffftfiuMee durtnf StMton 1846-47. ; All MXt, in its mature state, in its most perfect form, is bailt upon scienoeri or talker, it is aeienee lednced to practice — appKed txvthe purposes of liaman life and %fetloa. It is th* practical application of rules and principles, deduced from A knowledge of the laws of nature, or, of the theory of. the subject of the *rt^» «dapting the means, upon enlightened views, to th? eni^. Bduemtion, the noblest of the arts, is the one, which should be iastitnted Mift as the first and most essential canon of the wt of «daeatio that the theory of the science, riiall precede and pave the way for the Ipiactical dqwrtment. Wonld you form a good linguist, you must begin by lay frig i tiw feandatioA in an accurate and Complete knowledge, of the principlefl of^graa* tsar. Woald fm make yoar scholar a proficient in astronomy, or meehaniea, ot «|>tin, yoa miilt train him to a mastery of the mathematics ; and yon may ooo^ Udently predict, that his attainments in the former, will be very eiactly mea«tfed> by ids progress in the hitter. Would you form 'an aocompliahed logician, an fiajn ttently exeeUent thinker or reasomer, be assured," that the first and chief reqiiiritei Cmt the end, is an intimate knowledge of the physiology of the mind, of the nia* dons, laws, and woridngs of the mental faculties. And, jast as an entire BWfteij^ «f the first book of Euclid> will do more in contributing to form a gecuneter, wot* thy of the name, than all the empirical teaching and mechanical woHung of pm* Mems, so a careful, and thorough analysis of the mi&d, will certainly lay %mM Gwndation of a sound and efiective logic. So important is this prilioqde, that I iMsitate net to Bay> that all practical training, before this foundation is hud, befitii dda pnpaideutie is accomplished, is a mistake, a misapplication of time, aiiAa penrenioB of the edocational art^ I would confidently predict that, — of two ytttthl —one of whom> should first b«thorooghly indoctrinated in the theory oHhe mmlnl ttooatkation, before he is allowed to ibeddle with practical exercises or appUeatkNHi iMd the other, is set to the perfonnance of exercises, in the application of tlie pite- diplaa of the scieacp, the latter will, at no time, gain any real, or dmoat apptfeat advantage over the former, while in the long run, he will be immeasnrably ««t». aliipped in dw race of education. Would yoa form an accomplished divine, then will it be necessary that you make provision in the work ot his education, for pmnding him effeetively in the knowledge of all the branches of science, Htem» HdWt and philosophy, which will fit him for Am trve and proper worii—tht tm KfltSMd and fm^ful itOerpretationof the word of God,— the mind of tkt S^uUi In MBM aid and professions, an empirical knowledge and skill will hi t 'ii ^ i/4t ^'9*t^^' -t *vr:r T^ •! ^1 Jb ftMA ebtuiAsuiaoe*, to fit • man to ducbargr liu bniinary fiinctioMi. withw* *lrfine?t to the cause; Yet, even in the^ ca«», there will arue emergencka/la wtach hi. deficiency will be exposed, and he wiU incur reproach to hi. character «||d loM and damage to hi. iateresta. In all ca^ it wiU preclade eri^n ihe poar- Witty of risiag to the highest eminence and naeAibefl.. This cannot be reached by any who have not mastered the science and stndied the theory of ike art— oA which all iu rale, ^d processes are, and most be founded. And theic ^n not a few, «Ten of oar iecalar professions or art^ in which nothing Icsa should bc Mcopted or wistained, at least in our day, as a sufficient qualifioatiott for their «ierelse> than an intimate knowledge of their theoretic prinoipIe.> and such a proficiency, as wiUbe a pledge of abiUty.aufficfent for the discharge oif their ap|>ro^ priate functions. And if diere be many merely secular professions, of which ft may be confidently affirmed, that there should not be admitted any relaxation in •the practical enforcement of this canon of Education, surely, it wiU be unircr- ■ally allowed, that the work of the Gospel Ministry, least of all, can diq>e>)«« %ith it. ' ' Let B. eufnire, then, what are the eaKntial requisites, so fiir as human train, iiif b ooBcemed. which shosld be un|ver8ally demanded, as the conditionof admi.>. aion into die Goq>el Ministiy. * The firat and most essentiaU without aU Question, is that which cndbles the' Mddent to come, with due preparation and advantage, to the original fi>uatain of the wprd of God) in the language, in which it was dictated by the Spirit, through Urn mVaths of the prophet, and aposdes. It ought assuredly to be a general role, from whkh exceptions shoald b^ rarely allowed, and diosc only upon die strongest ptnaAB of necessity or expediency, that lio man> in t^ day at least, is worthy o^ ft to lie caUed to die office of a pnbUc teacher of Ditjhe Tnith, much less to be aeerediled by die seal and stamp of die Chiyx5h> wh^ Ucks diis first and ahiefest qoalification.-v Tm^ oTitoelf, ^jthout arty other quaUfication, if ft coald possibly foe foond ^^fixmi dther ()«alificatiotts, Utemry and scientific, wiU avaU to make even an iUe Mhdster of die Word. AU otiier qualifications,— when this is lacking alto- gedier, or gready defident^-are from die purpose. Widiout diis, dogmatic dwoiogy is left, in a great measure, to grope in die dark. It is widiout light «r eye. to discern, and widiout any sufficient tests or ctiteHa to prove and WiMy the tnidi of doctrines, die soundness of views "imd prindplea. all which depend upon dieir conformity to die mind of die Spirit— to die pure ataikdard «f *e written Word, a. it stands m die original record. In every Theo* ^T?* ***"' ** *^* "" **"^** •** ^ °»«*« *« »<»t effectual provirion for th^kecomplishmont of diis chief end ; and, if diis alone be weU and dioroughly MMopBdied, die result cannot but be most propitious to the inteiem. of die / Clniich, and die furdierance of die soundness and efficiency of die Gospel Mia*^ talry. Do diis well, and the student will easily do die rest by and for him«If.— He WiU hereby be prepared to read die works of Systematic Theology in the p^ Ugilt rf the anadaltemted, undiluted word of God, instead of iatripretiBg die Wei4 =.* « 1 r ^ 1 ^'^BiS^S&.t •^ 4 -«K** '. * »^ i-^ r\' vT '^ *■ ," r-4U^.. .>t % %^% -mA '^■ \ 97 ^ God, aeebrding to the ip„ dixit of aome Theological Profe«or, or of aoiM school. Kct, or qrMem. to which, ia hia ignorance and incapacity-lby an immedi: Merecouraeto the Law and to the Teatimony-of judging for himaeUTchaiMki and crc^tancea of rime and place, may have attached him. The firat and moM jolemn reaponsibility, therefore, of those who are charged with the Theological iginrng of the candidate, for the chiiatian ministry, ia. to make the beat and moat efficient provision, in their power, for tliis all-important entT. In what way and te what extent may this lie done i Are we now, in point of fact, doing juatiee to thia, the Alpha and the Omega of Theological Education-ao far at leaat k. homan wiadom. and human meana and agenciea are concerned? Our atudenta for the moat part, have te be initiated and grounded in the mere elements of Latin. Greek and Hebrew, not to aay English Grammar. The period of three or four years circumacribea the whole curriculum of their Theological EducaUon^ What, m theae circomatancea, would^an enUghiened educationaBat pjeteribe, •■ the great worit of the aebmary. as that on which the main streaa.ahould bO hud t Would it not be to ground the atudent. with apecial care and diligence; inUf sacred and cUadcal ^inguagea T la it not a real palpable abaurdity-a thing tml/V prepoateroua— to aet down or enrpl, aa a nominal atudent, in a cUaa of Biblinl cnucism or Scripture interpretaUon. H poo^r feUow. who i»yet atruggling with all the school boy perplexities of etymology and ayntax ; who ia Sarely able to Mnstnid « sii^e sentence in Mair^s Introduction, and who is loet at evjiry step in the maaes of Hebrew. Greek and Latin declenaiona and conjugations. aU to bo eneoon. teredand grappled with at once? Yet auch absurditiea are daily enacted by . erudite Doctors and CoUege Senators, with aU.th^^solemn formalitiea of aoad<^ im«U legialation and government ! Nor is it only io'lhia department, that heads of CoUegea arid learned Academiciana err ao egregioualy. to the diaparagement of thetr own reputationa. add to tKe real njSrtyrdom of ihe miaguided and wer- laboured students. It ia quite notoridua thit ecclesiaitical history arid systematic theology are professed to be taught to poor bewUdered yddths. who could norfor 'the Ufe of them, point to the^lace on the ifaap where the q^uncil was held which condemned Arius. or John Huss. or decreed that no faith should be kept witli hereac8.-or are led through all the metaphysical reasonings and thorny contro- venues of Theoldgy. without even an initiaUon in the principles of Psychology or any acquaintance with the elements of PhUosophy ; making altogether void and unprofitable aU the prodigal expenditure of learning and eloquence which m exhibited, hke colours to the blind, from the Divinity Chair. Tho=je who are thns ' odtdoinjr the absurdities of the scholastic Doctors in the dark ages have lio rUAi to langh at the Trivium and Quadrivium ! It is no uncommon thing, in the actual /jonduct of educaUon. in not a few' ^ our CoUeges. to have a learned prelection. deUvered ex cathedra, on the Gredc ahicle, or Hebrew verb, before Students, many of whom would be at a loMto decline the one. or conjugate the other. From such reliques of pristine barbartem iil h not high time that our Collegesand Academies should be expurgated t Ho# *<^Siii ■'l?m'^ - m s»« TWr- pi ' to make briek without Btnw.*^ Utge, and of edoeation in tkia coiintty> l^udentfl are pr^)ared. by a reaaooaU^ phy and general knowledge; to profit -//-. many of oar StadenU dodd at this moment give the moat meagra oatline of Wb- tory, Geography, Antiqnitiea, yea, the history of their own efanreh and eoontry am ' excepted 1 And how many, that hare not been imbued with the alighteat tina- mre of Literature and PhUoeophy, have bMQ forcibly emoUed, or aometimea t)r»gged> reluctant and reclaiming agaiiMt the abaord impreBnnetat, to liaten'tt. leetares> of which they were incapable of comprehending the y«ry adEject, "i by which it was, in the nature of th&igs imposB^le^ that they «o«dd be eriight^tie^ •r improved t The only effect of ^h irmtional modes at aoeademj^ rule ta t« hei»flder, perplex, and confound thi^in, W^re the express design of thk pr06edni« <* meehanige the mind—the ma»^ to damp all his spirit and energy, and to doll Md deaden the intellect and ima4inatioa, It is «ertatak that M msthod todd b* better adapted^ for the end. Whi would wisdom, what woofd M«nd sense dkS"- Ute, in these circorastances 7 Juk to lay the foundation broadly and eflectivelyt before we attempt to raise the superstructure. If we take 6Ut to haVe'the sta- ileats grounded in tholementsof Uterature, scienee and philosophy^ we dull hav« done so much to the purpose, for the fulfihpent of our design. If #e neglect diis) we are doing worse than nothing ; we ajre vainly essaying to build without * foundation, and are compelling our student In the present ci^;u|^rtances of the Co we diould, first of all, take nare tluit our i proficiency in Grarama Languages, Phila by their attendance on the stated lectures of ^e Theological College. Wilhout'sDch « measure of infeu whidi is requisite to fit them for the appreciation. Or even simple apprehension, of thn instructions deliver«i(l> thej«! will be a growing distraetiott and disgust, on the part of the teacher and the ^niglit. which must not ody be prejudicid, bat disohitely fittd to the pnepctity, ifnot to the existence, of the Institution. i With regard ;to the hasty sketch which I have subjoined, the ody thing, I deem fanportant ik, the generd principle of ths proposed arirangement<-4he simd- taneous prosecutijon of the three great departments of study^terntare, sdetleeani philosophy— BO is to supply the deficiencies that must be expeiBted to »xist fat thft preparatory ah* auxiliary branoties of a theologicd education. In calling them eparatory an| auxiliary, however, it should be remembered that) BibU«d criti- b»cconsists, eieentiallf, in a/luowledge of the origind languagesi and th^^ hi tte orda of Campbell, " is the flret branch of the theoreticd part of the stqdy of the- " ology, and pirticdarly calculated for the elucidntion of ova religioai ]by landing « us to the true meaning of /the Sacred Volume, its acknowledged sounw." Nor ia it IjesB obyiousythat the tpirit and accomplishments, o! an enlightened Ouisj^n philo lopher,' are/-the viry haeit-^mi, in fiict, I mifl^t dmoM say, to i great extent, t le very m^ntrueiwre of theolo^l kainin^ and science. Chiirtian theology./may be sud to be identified with the noblest and hi^est SA. -, -, . - ': , . ' 4 t '..-r 99 ^4. pK cMo p hy, M it kthegmtett glory and highest end of phil stances, of extending and perfecting the literary acquirements of the students— which will alwajrs be found, with the rarest exceptions, to be bitlow thie mark and, as the stream cannot rise higher than the fonotain, and as tt»s cad cawMtbri«achsd( withoat the poss ess ion ' Prominent condnaed. and made to go Ld L h^d ^'.^.t '^^ ""* ""^'"•"PhF. -re profeMional. '"' '"^ ^^ °*" -J"*** more atrietly When the candidates for admiMinn -~ r j . «. «»««.« of intellectual cultur^ indle^r^ .« '''^"'"' ^•*" "^'^ m-t be poarponed. or the period o ZuVZZT^ '" ""'' ■'^'^- m-nycaae. it will be found that 1 vea„",T?J^ *''"?''"° P"'°"8«<'- I« 9ompIetlng of their educaUon ^ ^ ' °*'^*''- "'" "^ °^«««?^|or the i^e^t^Urar,. ^::::t^Tt::z:::::'^.t^^^^^ «wani in a judicioudy graduated «»le of progrei^^TaL *"«^*''*. -«n.ially connected branchea ; r.m.rallZ^'^ZZ^i ^ordu^u. and, Nt of the b^dy, and that then, i. . - "^^ **^**^^ "^'' » >*• «-%exp.p.ndinto^onof helnTutlT "^'^ '"^ *' ''''• *^ «^U.£knowledge, a. the food and nou^l^rSr'^' "' ^^ .-o^yit:ri:L:n::c^oredra'r;' •;[^»J>^^.^th, bj^oyc^n.^,^^^ ^^ «i.ble ^«i% exerciae.^nTn^L^in'i-r'^IL^^ f time/ororder. and aucceaaion of auitable exerciae.«nW La- \1 ^^ time and attention allotted to them •« w. . ""'^Pcai, and leaKni^ hole cunicalam. Thi. .een»^ mT^ZZ T^ '^ "T^"^ '^^ ■eeni»4to me neceaiwy, according to the analogy of the j*iffii, -^ -j:M^^:.. f S^Wy - M -*' J *fB*S ■f^ 1 1 101 *^' ^ worij. ta .How a.e ^d .own u, e^,oy the i„fl„e.ec, of the «,cc«l€i. •»«».. or the menul fkcultie. to p.« through the «cce«,i.e pr^^jT oTTT^ men. .nd incre«e. , hat like -he co„«iti.e„r organ. oTZ ,ZT ^^'•''*: 6»me^they nuy grow with each o.hem growth aTd.lnlt^u."'"'^ ^rength.- The variou. «.bjecu of reading le;",^ 2 " "^'V"'' "*•" length of time to ,.eep in the mind^u, ut vLT'^^^^^r ' T^ * pwided-matured * tt)ot— to be concocted-e*. I. .- .u 1 *^«"uicBnea a. subaidiary or sapp ementarv to thow !•.»». ^ to the Toluntary determination of the student. «vemlIvT "'°*'7""«^ finoant of mental culture and improvement--«„.i lif- ^ • *^! ^^"^•*' ■proportioned to the gift, of Zrand tT o IH k'T*^'''' ''"'^^'"*' wKch Fro^dence ^ have p^^i^ 'I'^'tT ^'»«'-««^ theveryminimumofreading.. exe^iJXireta" XhT;^ '^nt ibeir receiring . pa«port from sta^.^^ ' ^ -"" "* "*»^ «* , ni. The third general principle-by which Ishould fiB^we n,i»).»4^ .ki ^ " J^. «fe and enerp to. the»t,^ents. and to ^..tain.aa tZ'Z^Lli^ »te their apphcaWon «,d Mu^ in the work^ the hiibJZ<^Z °^, Jtaor. or Mnj nnnM«on.ble ^verity, with which we conductT«tt2' 7 m«^ ™,rriW I.U, Ihei, ...toa^ .,d b, i. U.M. Md dAl. iS. Ih™ i^ v 102 IMiMIm! sad reitented anminad^iu whkh an twaiting jbm. It k thm Ittt f wo«M 'enforce the nceeafty of a'MUtaiaed and njt^gging diligence and pefae* wnnee, and would make >our direction nearly as eflfectiTe as onr immediate wad fkneiwil ina|>eeti«n, and render die receaa of college aa bosf and aa fmitfol aa oor^ IjMMt atrenoonaly working aeaaiona hare hitherto been. r IT. A programme of the course and an outline of his prelections by each Pro* fesaor, with a series of printed queries, and references \o the sources of infonna-- tk» aeoesaible to the strident, would, ih my judgment, be of incalculable bene^ti— aronld eontrftate to give a wonderful facility and furtherance uf> the work— and pt the^same tim< would aeeore unity and° systematic order and precision— |d of the highest importanoe. -» In this programme it would be proper to deflne the Text Books, whiclf^t^t to. illways the best and most approved, and of audi a leaspnable number, eWnti iOQ«t, as to .enable all the students to obtain them, and tp master their *iion- It Aoold be otir atm, under each branch^to make. out distinctly and clearly, " the n^farimam of attainment which will be satisfactory, and at tlie same tiipe to giire- the greftteat scope and be^ direction to those of our students who possess ability,. fMl,le%iv^ and means for more exteipsive and profound acqaireoaenta, tomakfe the- oft^iradyaQtiges. Besides the Text 'Books, therefore, there should beothera (Meacribed n>r reading and study, or as aubjecta of oral or wifttefi examinationa ; ilao t nore^xtended list of hooka to be oonsulted or perused as a Tohmtary woik,. # kboor if me vfi.l and lote, and this with a special view to eeononise, and teader moat prbdoetiTe of bene^t iM)d linprovement, the dowjand atodlea of die' InitBer. \ ;f„ y.- Bat of all inethods of aoeempIiBhing the legitimate ai!|^#alaable en^b of a. pMBd and enUghtei)^ education, and providing the most eflTectnal antidote to the- (bUler of contracting the evil habita — to which all students, more or less, tat- |>roiio~-«f todse, itm\lMtf, superficial reading and thinUng, and of incoherent and* • l«iliMiaf excttraiona eat of the con^ of ^Qndfgeated and sy^mjtMsed stndy,r-' tKMM ia comparable to th%t mdieated by Stewart, vix : t^ hd>it of committiiig to. WrittagflB a systematle flmn^^n oar acquired knowledge, whedier it be tha fimt 9f loadfaig or «f our owa ori|ijM^ reiaction, and doings ifaia with allthe order, pre->. tMoa, and ngntakiity of • n^erekf nt, KtdMae books exhibit a clear and co^ipleto ■yatem of all hia tranaactiana in habeas, with j^riodical reviews and b«laacii%ii, ta Mdar to eatimi^te hia ktasss and g^ina, and thereby to aacertain the progjreaa or ^Mliiie of hi* trade and fortone. It ia MMy to aee how.e4ectnal each, a methbd pt.fUmtf wwdd be for ensuring the best cHieetion of the worit, the moot powerfol pafew pm s m gihahto of ord^ and appU^tion, and the noat satisfitotMy tesdng^ «ad aaaertafaH^ipnt of the aetnaf profidencjK of the stodent at every stage of Ma - fdamtioiial eaieer. By axaeting in 4ja maimer a syatematie written record of * #» MM ffbdoct, ao to apeak, of his readingjan^ Aiaking eait^aintZy— embodying W9k die atndwt^ «wn original^flectians and aWotatioM» abatraeta and aiaaina- ^ fif bedu read, and of the aystoma of aeijent^ ibowiedge esaantialfy eoaneeted with hit aradenkal ooi»se„ mqd forming a, imct iof hk (rt^bntidnary examinatioli-. •v ^ ■'^■' i i^ Jk.-- / -klira foandation #oaId be laid of ■olid (earning, and— #^h is infinitely mora fai-» |>4itant--«/ hMti ofmund thinking. This, i^ ia evident, is the only way in wUeli tUe mind can be{ftnbaed with a genoine lover of troth, and, as the natural frnit, a •tlM|« taate for acit^ wd letter^, combining with tUe taateand the a^t of Uteia^ Mre, the moat enljjblfeoed oiei^aiBad raetbods of its cidtivation. It cannot be 'Ifcnbtrd that thera ia an irttimate ancf vha) aympatby adbakting between oar la-' , 'Ijtlleotaal and our moral and apiritual being, «> that the ri^t culture and dia«i* )^ne of the former cannot fail to btf" UflNf propitiona to the fidlMt'expanaioo and Moat perfect working ol the klt«r/ VI. It ia to ^undA^oddjlfit eVery Seaaiotf ahari^Wr ifpeatd by a (^ifemf ^ttview andHnventory of jpiiat studlea and acqUireipenta, and ^qwciaily by a atriet Ibd aearching ezaminatioo oo the tabjecta of tvading, atnd^, jand preM:rilied ex-* Maroiaea of the Beaaion and repeaa immediatelf preeiedingy— the ifwit of thW «umhiation beinf made fbe coiAlition and criterion of the autoa of ib^l^ndent 'during that Seaaion. A aindlar review and recapitulatory ezaminaiiofl diall M «nderBtood tA form, the busineaa of two or thi^ee weeks at the clow of the annnd '«Dnne, and Jionohuy prizes to be allotted to-tboBe who shall b^ ^un^ mosi dfatia^ ^tgfniahed by proficiiency. / ' At the final dote of hta Claasicaly literary, FUlMophkM, and Tbnto^ >«al training, it akoold be a standing bw oCour Church, that in nocai6'dali •4ny one receive a license to preach the goqiel, who, afier a strict and aeai^- ^g exandnation, shall not be found ao well grounded aft leasH }• the gramma- •Asal elements of Latin, Greek, and Hebrew,- as ttf dipadtate him to beootae U 4ac time, with ph)^r industry, proficient in these langoitges, anU^to afteia that 'iJriUcal acquahitanbe v«th the Divine Word, which, in this enli|htened a^, k'^B- 'iispensible to the due qtffJification of a Muuster of the G^apd. In the denart- 'iient of Philosophy and Sdence, AjKvery'mimnnmi^ of the quhUfications lequrad; ' ihonld be a perfisct mastery d* thripnndples of the Baconian method, and of the" •iihilosophy of Locke and of the Scottish School, as bid d'oWn in Rdd aad Aber- 'trombie. To this I would add, an intimate knowledge of the |^t works 9t ^t- lerr-his Analogy airti his Sermons. Sudi a measure of attainment m T - M fgingaa. fiiterktore, and PhilMopby.as I have pn^xised as the minimitam of tba Chaiah'a veqnirements for all Students of Divinity under her auspiccs/^ would a&id agf.' fident security tlkat our MiirfsterB should not at least^ foil below thb standard of' the age, and wo*ld nfeceasarily lead" to a hi«^er'toDe of profotaiiMMl qualificatiaa; XThis. demands the most ankiotu and careful attenUon of dib Ciitaidi/<-a8 iha imI cffidency of our Thedogical Ibstitute.Tiext to tbb moral and apiiitukl tg^mia$f)t^ ■ . atudentsr-wijl be detertniiiad by the strictntov with which this miamiam aiaeaQ^ of qualification is practi, corresponding to this last, would be wl&t we may caU Sacred Literattrey that preparatoiiK and elementary instruction and training in the Vernacular ScHp- tores, Catechisms, Confession of Faith, which ought to precede and prepare the way for the first theological class. SYSTEMATIC ABRANGEMElfT AND- DISTRIBUTION OF STUlilES, AlUMko TO THE QUINQUENNIAL CURRICULUM OF KNOl's COLEOE, TORONTO. IpIBST rkui, or PREPARiTORI BikNNIAL COURSE. -A Beginning, then, with the preparatory Biennial course, in this fourfold division of the whole system: Ist, Classical or Literary ; 2d. Mathematical and Physical Sdence ; 3d, Philosophical ; 4th, Sacred or Scriptural,— we have for the • FiBST YbAE of the PRWARAtORT BlElflflAL CoURSE, I. Engliah and Claaaieal Littrature: At this first stage, under this first head of studies, the chief business would necessarily be a thorough review or revisal of English. Latin, Greek, Grnmiiiar, *ith practical exercises in double translatibn, and practice of composition in these baguagea severally, to be thenceforth carried on throughout all the subsequent ■tage..— Manuals for this class.-fcch as Murray's larger Grammar witii Exercises Mair-B Introduction. Dunbar's 6t Sandford's Greek Exercises.— Classical reacting this yeAr: >n Za<.n,-CiB8ar. Ovid. Phoedrwa, Cornelius Neiws-certain portions being selected for the class, and others prescribed, to be read aftd studied privately " "°^2 *"' ** *°°"'' examination. And let it be recommended— as a part of thfe^iiShiiitary studies and readings during recesses and vjications, or at leisure B^»-to those who will and can— to read these authors, or as much ^f them as itMrible in-order, recoittinf their annotations and general remarks, in a common- 1^ book. Jn Gr*e**-Xenophon, (Anabasis and Cyropoedia) Herodotus, Ludap's Dialogues, Homer,— l»rts or portions of t^ese to be tead iii the CbUege,-biiieri , •il U)5 ' I to be prescribed for private reading. Voluntary readings, as in the Latin, to be recom- mended, and their measure determined for himself by the student. It might be adyi*- able, for the sake of economy, and also of moral purity, to use in the College such selections from the classical writers, in the order of easiness or di%ulty, as we har^ eiemplified in Dalzel's Collectanea Gneca Majora. A Collecianea LaUna on thi same plan, would be desirable.* Nor ought we to neglect, at this stage, the Eng- lish Classics, such, as Milton, Thompson, Cowper, Addison's Spectator, Robert- son's Historical Works, in whole or in part, on the same principle as described abo*e, in the management of the classical studies. These, if not read before eni tranoe inti the College, would be a sort of liberal relaxation and amusement of byi' hours. As collateral studies, the Student should have his attention directed to the best manuals of Greek and Roman Antiquities, or be made to write summa- nes or abstracts of Potter, Adams," whole or partial.— Elementa of Prosody, My- thoFogy, Ancient Geography, and Chronology .—ThMilosophy of Grammar..' and so much of Rhetoric or Criticism as may be taught at this period, in con^ nexion with readings and exercises in all the three languages. 11. Mathematical and Pkyaical Science. Aa these studies must needs be extra'mural, I have no occasion to take them into present consideraUon, but simply to remark, that they most form a part of our periodical examinations, and a dufe proficiency therein, be recommendedand enforced. Special care should be taken in the direcUon of these studies, to give the learner a thorough insight into the inductive Logic, and the method of Mathe- matical Reasoning, or the Logic of thCMathematical Sciences. III. Philosophical Department. ' ' Maniiab.— Abercrombie's Intellectual and Moral Sciencfe, and ReH's ij quiry.— Reid's Essays, or rather select portions of them to be judiciously aasock- ted with the corresponding parts of the Manual8,-each of these Manuab to be accompanied With a series of queries, poiilting the student to the leading viewe and doctrines. , The best method, and the m9st suitably kind of discipUne and e*: erciaesin this class, have been fully explained in the Statement.-A synop^ of History, sacred and , profane, , according to the views therem expresaed, with » directory for the Student's guidance, in his private reading and study of thi« very essential branch.— Paley's or DeLolme's view of the British C^nstitutioD, to- gether with Tydefs Elements of Histqry, would be the best Manual, for tUft claas, fonmng a anitable introduction to Political Philosophy. Aa the Student, in conformity with the general principles whi^i we haw premised, should be required to prosecute Historical Studies (hrough aU the sUges of his subsequent course, extending and perfecUng his knowledw aa he advancea in the prospect of a searching examinaUon at the close of W^oWtgt curricolomi • A Collectanea Sacra, made up of judicious selections from the best Greek ii-' ^* S!r««li.^fcU»(a.feul'jJii? _ iU^ilSa.^lS i*^ ^/1 v'»-*4 t»J.^t^>,n,. VH(^i '.■:.'^ I, ^ '§.■>§ 106 )■ in wliieb the whole qntem of hk academical •todies siiall be brooght under rtf> view, it will be proper to fomifh him in the outset With a printed programme, di- feeting him to the best sonnies of infbrmation, and containing systematic references to the most interesting portions of our best philosophical historians^ so that he may citi^, as it were, the pith and marrow of them. IV. Seriptarta Studiti. Bible History, Geography and Chroriologyj Eldward's liistory of fte Ybab. — PsxrASATORT BmnriAi. Couias. ReVisal of the Woih of the first year) in a close and Comprehenaire recapitn^ latory examination i-» t. Snttiakt Cledmens of the beauties df our dramiitists tittd ttihltt Poets, r rather eelections tcma t heo e T gqttiring c^ the Student written abstracts or summaries of the storfi With tiritidsnu or atmotatioils illustrative of mannefS) artsj geography, laW, or religion. A general t!ritk$nl ¥ieW of the works is a iVhole, of Cicero, Virgil, Horace, Ldvy, on^t always to be given by the Pro' (tamut UO each author comes to be read in the class. ' Oteek authors to be read— Homer oontinued-^ncl— i< pttaible;— read ill whole or in great pert- before leaving College. — Of the odien, the readincps Voinntaiy and prescripttve« as already explained. — ^With Jtenophon's Anaba^ fnj Cfn/pBtat, may now he combined his Memoiabiliaj Tabula Cobetisj Thncydides; •nd Pindar. ' The groimd that is thus newly broken efery Marioti iti the CoDege chaesi if t to be ttpderstood by the Stnd^i ahaO contimie to be ooltiyated by his private' IcboWB, both daring the aessionfand more especially dorit^ the recess; and eterf MA, wico ur agBiiient, and ^itity should be a^rded for this pjurpose, so as to iini^ a taste and habit of Classieal reading. This seems die proper time to hegin thtf atodf of Hebiewi-4nerel]r uUng up this year the onlplei elenieuts of thib C}ram-> ttjir.^ la oonneotion with the preceding Btndies,r-4W'Co1IatAaI an^ subsidiary^ 0ieek md Soman Antiquities, Jahn's Hebrew Archaeology, Ancient Chronolpg^ •ad <3eography, with Ihneody and Anthology contmued. — * Since the above was written, I find the same recomoini^atioa giten bv th*' Committees of the Free Church College, Edifibnri^. ^ ... 107 * ■ ■ ^' ^f^tinutiett mmd Pk9$ieal SeUHeet. To b. dedt with. M in the fi« ye.r of the co««e. III. PhUamtpkkal Department. ZU^^^, •h«|Oonv.«tion», writt-n and o™i .»«,«« to Qoerie^ i^ IV. Ser^tural mnd Sacred Studiee. ' Book"^ T^tT'u^ """°* "'*' ^'"^' ^"••'^"' •••«»« -"-'rri- of each Book, -o -- to he .hie to stale «adil, from memo^ the «bK«rof tI2 Book, and of the prinolpal aectiona or diriaions wremll^ JJi. • u a faeilitv of i«fl.r^»^ >.. ""^ .'**'°"»''»"y. with a view to obtaining a tacuitf of reference to any narratiye, incident, doetrine. or oreeent .nA . «ady command of the whole aubject matter.-<3oifeaaircrf F»?r^^'» Catechite to be finally and acemluely reyij^ "* *^ '^"* *** ^V'- The whole Preparatonr Comae to be cloaed with a genml cxamlnatioo. I Ir SECOND PAHT, OR TBtBNNIAL THBOLOOICAL COURSK. Fi«JT JtAE OF nti TaitHiHAL ThboI^oal CnaMcPiDM, ato Tm«D of ni '^oi.a Cocui. I' I. TkeoJogy Proper. • ^f An.lL^'^''p',"i't"^'"'*°" °^ ^■*""' Theology. Te« Books. Brttlii^ SK:trS::r^J^-- -' -«•-'. Reading j;^^ Wilaoa. a M^l!!fT' T'"! ""'^^ " *^ department, diould giw the SttMleal. m^ Tiew of th* principal worit- on the Endences. and their pecuj «o-J^p^?' '"*"* ^ -«iionand receae. the stndent. preparatory to a VoB S^pST'^^f •" ''*" «"""'**^ ^ " ontUne-^wof that b^h. W^ IVte««.. Oatechi-n. Waddiagtoa and iy0§^ea ReformaUon. Tto ,»/ ^1 fe^ ;m ,%->, r^t. ■ ■i 1 ,■■., f'%r3(|f--!%'' y-^ 108 g;iiidea; and the very beat preparation for this second, seasion would be, to write during the recew, an abstract or outline of the History of the Christian Churcji, — ancient, medieval and modern. Co-ordinate with the. Theological Course, Biblical Criticism, should be commenced this session, and continued through the remainder of thecurricu- lom. The Students, — already initiated in the dements of Hebrew, and in ■om^ degrees, proficient in Greek, as an essential part of their preparatory training, — are now to be finished in the study of Hebrew Grammar. They might find advantage iii combining with it the study of Moses Stuart's Grammar, of the Qfefk New Testament — wi'h such suitable practical exercises as the Professor may presort .-r-Easier portions of the Hebrew Bible read, and the pupils exercised in the Grammatical Elements of that language. Along with this, — Critical read- ing of the Septuagint, Greek New Testament, Vulgate, Latin New TesUments,' (Besa'a and Castalio's,) — Critical Exercises, oral and written. — Text Book, — Home's Introduction. n. Claatieal Sludi't. Classical Studies now can only be expected to occupy a subordinate place; the main stadies being Theology Proper, a^nd Oriental Languages and^ Literature. •The Latin Classics would now be Cicero de Finibus, — Moribus, — Tacitus, — Juvenal -i-Lncan. Greek, — Plato, Aristotle, Longinus, or rather selections from them, with so much, as may be meet, prescribed, or recommended for the recess. A generaloutline view of Ancient Literature, should be made the subject of pre- lections, from the Classical Chair. . ' ' III. Philosophy. Brown's Lectures, Smith's Moral Sentiments, Butler, Locke, Edwards on the Will^ Cadworth, Hume's Philosophical , and especially his Sceptical Writings. — 'i'liese are to be considered bye Studies, the subject of previous preparation dur- ing the recess, — the i'rofessor of Philosop]MMelecting such parts or portions of. each, as at this stage may be most siutabtaPfor the Students, and most fitted to ^eilect their attainments in this department. ^ rV. Physical Science. bw wfiuld be the time and place for Physio-Theology, or a view of the' Material Universe, ito Laws and Phenomena, l:»lculated to fortify the mind •gainst all the forms of infidelity connected with this department of science, and to' imlte physical philosophy the handmaid of faith. t '/ '-;,■■■ :(j-; •/■- '" "~v-i''''i»-Ay-5;-'^w?y">5'-' if. ' !■ 109 T.ovMTU YuE or TBI GsKiBAi. ConMi, An ^booxd or thi| Taioim^o^^ CoBKnOLOII. T GENERAL HECAFITULATION. \ SftUmaiic Theology. -, ' CalTin'a Instimte^, Hill's Lectures, CelTiii to be. read io the origiul Latiit. QdilUtenl and Subsidiary readings during the sessioa or recesa, vo|un,tary or p^- kifOitiit — D^k'a and, D.wight's Systems, Witaius. Ia Elccleaiaatical HiaUwy^-x Moaheim, Neander, Milner, Campbell, Gibbon's Infidelity with refutations. | Oriental and Biblical Litenuure,-7m coi\jupction with the Hebrew, the atddy - of the Chaldee, Syriac, Arabic, Pen^Cr— by BU(ch as have a grnios for Utn^aage^^ — Biblical CriticiBm, Infidel Criticism, and German Neology, n. Clatneal Studiet. Plato'a and Cicero's Philosophical Writings, Seneca and Epictetti)i. Com- mencement of the Study of the Fathers, Greek and Latin^ — Augustine, Laotan-, tins, Chrysoetom, Ongen, Basil. These Fathers, together, with some of the great modem divines, who write in Latin, might be more or less introduced to the notico of our Students, and th^ door opened to the atudy of them. ^ general tIow of patristic literature, and some directions to guide the Student to what is moat pro- fitable in tlua M^de field of learning. m. Philoaopkieal Dtpartment. Cadworth, Clarke, Bacon's Essays, and choicest portions of his philosophical writings ; General Review, Historical and Critical, of Philosophy, ancient aiiil,^ 4nodem. « rv. Mathematieal and Pkfieal Science. This would be the time to wind up this department by a review of the Taii«p ona hypotheses and systems which bear a malign aspect to religion and monk, • A general history of the rise, progress, and revolutions of Science — of its faiflMooe on man and society— >on civilization and Christianity. Greneral review' of these Studies at the close of the Session, and preaeiiptio]9||^ / of rea«^gs and exercises for the recess, with printed directions. }Jfi. Fifth Ysab of thk Geitbrai. Cqbksb, aito Tbibd of thb Thboloowai, TbIBVRIAC CtTBBICULCM. I. TAeolsffy. VH 1. A Review of the Endences — of Ecclesiastical History — of Syvtemati^ Theology — before proceeding to the main sabject— dw Pastoral Care an4 Eeeb-; siastical Polity. 3. The system 6f Missions. A general closing view of the state aadpraa^ p<}pta of the Christian Chmdiy— all that is promising and all that is pfrilov* o^ tueatening in the aq>eeta of Providenoe. i -. ',r.'f \y. &^^PMPt^i^^' -/ ■if€- .\... ..5 . Uf' m The gwrt wwk of thh ■Maon riiooliMM, eiewWog the Studeatt in the pno^ IM appliation of the learning whkh they hare acquired^Pulpit Eiei^a^^ llalea of DeliTery,— Bzegeaia. T\ '^ 3. Orienul and Bft)lical Studies ; CriUcal Reading and E^egedaof ihe more dark and di^lt parts of the Old Teatament; Pra'cUcal itnd Teating Ex- proiaea. to finish tfa^ Student in this department-requiring the aid of aU hi» ac qtdwd knowledge, fai union with his critical skills-concluding with the past his, tory«|dpie«nt state of Biblical and Critical Litemtureh, Britata. Europe, and A^toi,-gl»ing dh^tions for the future BrqBec^ti(u^ ai^d perfecting «f the The whole of the original TVxt of Seriptm« should be distitbated into wl porUods, and read with ori^ioal exactness, during the Theological Trien- piu Cnniculum. ^^ II. Philiid Critical Strictures on the style and the matter of the great masters of Sacred liiterature and Eloquence iho^ld be given this Set- ifdni fibin the Chair, and occasionally exacted from the Students. Their charae t^lic beauties and bicmishes^ and the resulto of good or evil which may be* •sonM t« their lives and writihge. should be pointed out. Booksof this descrip, «oi^toberecQPvnended to the (Siudengi-Hooker, Taylor. Baxter. Barrow. Howe. QHjien, ytt^nttm, Hall. HoAeley. our own Chalmers. President Edwards. N, a.— The pre(!eding Jf^tes have reference, not so much to any particular ^^ "' »*?"■• <*f ''** Statemtot; as to the general drift and tenor of the whole ■ii^iect or argument; but tite , (allowing Note. H, is speciaUy referred to. in the (•oneluding part of the Statement, pages 51 and 52. in kying down directions for Ow conduct of the rwding. st^die8. aqd ez^r^^ises pf th? Situdents :— . »'«»«l<'>««»nWr to publish the very farterestingresiUtB of an cxamhw •hni fifteen of our 8tudent»-in relation to their geneial reading and ae^ ^'*****'^'ir'"**'**** chiefly by Mr. Gale, at th^ commencement of iMt Searion, deoii^ely confirming the views submitted in my Statement, talativ« to tkr hni)ort«Bce-^if I may not say, necessity-^ aii enUgfatened Directory -w|Mfaitin|i cot to thfem the most proper Books to be read, and Studies to be pro ' fecutad at every stage of our course. From this Doeumeot, it evidently appe«w, \ ■ a. "-^^ If 'ft' ^ J-' ^'-:V-.F,.^r,-> ^': "'!K^". *^; f -i^. ill ■sr. . tkat finr the want of noh direction and mperintendanoe, moM of our Stwienta ai^ eaentially dkjkient in one or more of the great departmenta of Education. Their general a^^ance with EngUrii Literature is ezceedhigly defective ; and th« Bodu ^ by them hare not been selected with the beat judgment, nor th^ * rteding of ihem di^ideed add conducted in the wky to be moM beneficial and pNnctiTe of fruit. J truat that a thorough investigaUon of the amount and qck- litjr of the reading anAatudy of each Student will be ihatituled at the opening at feVery Seaaion. alid that*