ous for detail wisdom and goodness simultaneously developed and expanded by the influence of a love of nature.

show them

In conclusion, I can do no better than by presenting you with the judicious and sound remarks of a late writer in allusion to this particular point of the subject before us. "Teach then your interesting charge, the nature and the solidity of that foundation on which all your hopes rest: that you have not followed "cunningly devised fables," that your faith is not an hereditary prejudice, nor your hope a fond delusion. Teach them not only that there is, but why you have the undoubted assurance that there is, a supreme and glorious Creator, who is both the benefactor and judge of man: show them how his name is written on every plant, and shines in every sunbeam let them see in all the wonders of science, in all the course of nature, in all the curious arrangements and exquisite adaptations which the structure of plants and animals exhibit, the wisdom, power and goodness of the Great Parent of mankind. Accustom them early to follow "nature up to nature's God," and thus while they acquire a taste for some of the purest of earthly pleasures, they will be prepared to find the whole creation a most interesting volume of sacred theology."

Friends of education! in treating the subject assigned to me, I have endeavored to lay great stress on those views which seemed to me of particular value in the instruction of the young. I deem it a self-evident fact, that the pursuit of the natural sciences is promotive of intellectual and moral dignity. This glorious fabric of creation were made in vain, were its several components, so exquisitely ordered and designed, but an outward and only necessary accompaniment to its existence. No, it had higher purposes and wiser ends to promote; the finger of Deity is, as it has ever been, writing for the instruction and improvement of the human mind through its instrumentality, lessons of unfailing light and love and truth.

* Lectures on the Atheistic Controversy. By Rev. B. Godwin. Lect. VI.

ON PRIVATE AND PUBLIC SCHOOLS.

THE subject with which I have been honored by the Institute, on this occasion, is "The Comparative Merits of Private and Public Schools."

Public schools are those by law established among us, the common free schools of New England, such as we actually observe them, scattered through the towns and villages of our own Commonwealth, like stars in the heavenly constellations. Or, rather, such as they were in the grand conception of our fathers, such as they were designed to be, as the institution admits of their being made, such as they may be, and as they will, I trust, ere long, generally become.

Över these the law provides for each town a superintending committee, having general charge of all the town schools, empowered to prescribe the books and direct the exercises. In the cities and some of the larger towns this committee supersedes the district prudential committee, and is entrusted with the duties of employing, paying, and, if need be, of removing the teachers.

The term public school may be applied to all such academies, seminaries and colleges, as are subject to the supervision of a continuous responsible board.

By private schools, I understand the case where a certain number of families agree together, and employ a teacher to instruct such pupils as they may send to his school, and to admit no others. Also, where a teacher sets up for himself, provides his room and accommodations, and opens his door as he may judge proper to those who apply.