State of society, 3-Education-hitherto conducted upon false principles,

4-shaped by circumstances, 5—confined almost exclusively to physical,

intellectual or moral energies, 7—based on invariable character, 9-animal

functions developed and strengthened,-rational faculties classified and im-

proved, 10-spiritual affections purified and elevated, 11-in harmonious

proportion and perfect symmetry, 12-according to nature, revelation and

providence, 13-usefulness and happiness in solitude, the family, social cir-

cle, civil society, and under moral government, 16-during infancy, man-

hood and eternity,-gives form to chaos and brings order out of confusion-

destroying every royal road to knowledge, and imaginary source of happi

ness, 17-hushing the warring elements of fanaticism and insubordination-

making men loyal and obedient, 20-noble object and result, 21.

LECTURE I.

ON THE STUDY OF THE CLASSICS. By JOHN MULLIGAN.. 23

Selection of a topic for discussion connected with the Study of the Clas-

sics-importance of the inquiry, What are the advantages of Classical
Learning? 25-manner in which it is proposed to discuss this question-
that Classical Education has hitherto answered well the purpose for which it
was introduced, not a conclusive argument in favor of its claims at the pres-
ent day, 26—yet the study of ancient learning shown to have exercised a

most beneficial influence on Modern Literature, 27-preliminary remarks

on the design of intellectual education, 28-first direct advantage of Clas-

sical Learning; a means of access to the knowledge contained in the writ-

ings of the Ancients,-notice of the nature of the treasures which these

writings contain, 30-this advantage of immense value at the first revival

of learning in Western Europe-but not of equal value in our own times,

32-too much stress should not be laid upon it as an argument in favor of

the study of the Classics in the present age, 32-second direct advantage of

Classical Learning; it serves as a key to Modern Literature-third advan-

tage; it enables us to trace with greater satisfaction the etymology of a

large class of words in our own language, 35-and in the languages of

Southern Europe, and hence facilitates the acquisition of these languages,

36-but the most important advantages of Classical Learning are of an indi-

rect nature, arising from its instrumentality in training the mental powers,

36-appeal to experience as to its utility for this purpose, 37-two great

objects of intellectual training; to prepare for the investigation of truth, and

for the communication of knowledge to others, 38-the latter species of

training may advantageously be carried forward in advance of the former;

the power of communication receiving its full developement earlier than

the reasoning powers, 39-classical instruction considered as a means of pro-

moting the first of these objects, 40-futility of the objection that it trains

the pupil only to the examination of words, not of things, or of ideas, 41—

comparison of Classical Learning with Geometry as regards this point, 42—

Classical instruction considered as a means of training for the purpose of

communicating knowledge, 43-inference as to the manner in which the

Classics should be taught-the objection that the study of the Classics tends

to encourage licentiousness considered, 44—refutation of the objection that

the study of the Classics injures the cause of Christianity-and of the ob-

jection that it inspires bloody and revengeful feelings, 45-in conclusion, a

more extensive cultivation of Classical Learning recommended, but not to

the exclusion of other useful studies, 46.

LECTURE II.

ON MORAL EDUCATION. BY JOSHUA BATES.

49

The Will of God, the rule of moral action, and the foundation of moral

obligation; because the source of all these relations which give rise to duty,

51-the duties and rights, connected with the business of education, spring

exclusively from the parental relation; and should be controlled by its re-

quirements, 51-a definition of Education-division into physical, intel-

lectual and moral, with a glance at the two former, 52-Moral Education,

the principal theme of this lecture, 56—man, a moral being, possessing mo-

ral susceptibilities and powers; and therefore capable of moral education-

Conscience, its nature and office, with the means of its developement, 56—

two mistakes of parents and teachers, in controlling it too much, or affording

it too little aid, 57-Reason, necessary to moral agency-its connexion with

conscience, in establishing moral rules and directing moral action, 57-must

be called into exercise by the moral teacher, and aided by revelation—here

again, two extremes in the systems of modern education, 61—Imagination,

its influence on moral sensibility, 61-passive impressions weakened by re-

petition, and active principles strengthened by exercise, 62-cultivation and

control of the imagination with practical hints and illustrations, 62-connex-

ion between moral and intellectual education, 63—provisions for moral and

religious instruction in literary institutions-objections answered, 64-the

Bible, in select portions, an excellent reading-book; and in the original

languages, a suitable text-book-moral character of teachers, 67—the duty

of parents, guardians and teachers, in regard to Moral Education; and the

importance of the subject to all, viewed in its bearings on the destinies of

the rising generation, and the welfare of our country, 67.

LECTURE III.

ON THE STUDY OF NATURAL HISTORY. By JOHN LEWIS

RUSSELL.
71

Low condition of human education, as it must appear to some superior

intelligence, now for the first time, introduced to our world, 73-definition

and real design of education-importance of correct education beginning to

be more justly appreciated-much yet remains to be done, 74-adaptation

of the natural world to the improvement and happiness of our race-exam.

ination of the order in which, beginning at the creation of man, natural

objects force themselves upon his attention, 75-the true value of know-

ledge consists in the immense power which it confers, and not in the mere

collecting of facts and theories-error of past ages in this respect-objects

of physical science, 77-two distinct branches, natural philosophy and natu-

ral history-comparative neglect of the latter-importance of a closer and

more general attention to it, among those who are interested in education,

78-the admiration of natural objects almost instinctive,-the indulgence of

this taste favorable to civilization and moral improvement, 79-why then, is

the study so much neglected?—it is peculiarly interesting to children, 80—

causes of the prevalent mistake respecting its utility-error on the part

of parents, 81-anecdote of Audubon-error in schools, 82-botany, &c,

how pursued in them, 84-evil consequences of this 85-the teacher should

not depend too much upon text-books, but should himself be an adept, 86-

and should aim chiefly to inspire a taste-text-books defective, and must

necessarily be so-want of American works-foreign text-books ill-adapted

to the schools of this country, 87-the study of the natural sciences favora-

ble to Christianity-worthy, therefore, of encouragement from the clergy—

allusion to Newton, Priestly, Paley, Cuvier, 88-conclusion, 89.

LECTURE IV.

ON THE COMPARATIVE MERITS OF PRIVATE AND PUBLIC

SCHOOLS. BY THEODORE EDSON.

91

Public schools-under supervision of General Superintending Committee

-Colleges, Academies, &c. may be considered as public schools—what are

meant by private schools, 93-distinction between public and private schools

assumed-private schools may obtain the best teachers-comparatively few

private schools do actually obtain them-general difficulty of securing com-

petent teachers, 94-irrelevant considerations affect the selection-less likely

to act on the minds of a superintending committee-the statute allows the

district system to be dispensed with the management of the schools should

be in the hands of the General Superintending Committee-supervisory

power should not be separated from executive, 95-Superintending Com-

mittee generally better qualified to select teachers-seminaries for teachers

should be encouraged-teaching is itself a science to be studied and under-

stood there should be public institutions, to complete our common school

system-School Fund better appropriated to a public Teachers' Seminary,

96-public schools likely to secure the better class of teachers-superin-

tendence of general Committee better than that of parents-regulation of

exercises, books and studies by such Committee an advantage-state of

things in private schools, 97--extravagant pretensions in advertisements for

private schools-schools showy and superficial, 98-greater simplicity of

the course of studies and instruction in public schools—a teacher, in propor-

tion as he is qualified, inclines to simplicity of method-incompetent teach-

ers inclined to depend on books and disposed to multiply and change them

-private school system encourages-the other discourages this propensity

of incompetent teachers—public school system favorable to the art of teach-

ing, 99—how ignorance of the art is betrayed in examinations—the limited

course of exercises may urge the deficient teacher to inquiry, 100—and the

enlightened to greater perfection in the art,-pupils in private schools, se-

lect, 101-on what principles selected-common schools have not the ad-

vantage of being select-the disadvantages of promiscuous acquaintance

may be guarded against-children to act in the world, should learn the

world, 102-sciences to be learned from things, as well as from books, and

are to be taught by an early introduction to the things-God trains by the

discipline of promiscuous associates and providentially indicates a suitable

method of educating our children, 103-two things to be early learned-

how to do good, and how to not receive harm-these better learned in pub.

lic schools-seclusion, on the whole, not best for our children, 104-grievous

mistakes on the subject of good manners-repulsive demeanor not true gen-

tility-selfishness should not be cultivated, 105—comparative advantage of

large and small schools in regard to instruction-public schools likely to be

larger-therefore better--discipline should be exact and vigorous-better

sustained with a large number-exercises should be lively---to which num-

bers give briskness and urge the minds of pupils, 106-concluding re-

mark, 107.

LECTURE V.

ON ELOCUTION. By DAVID FOSDICK, Jr.

109

Introduction-powers of communication possessed by different orders of

beings in our world-correspondence between these and capacities of senti-

ment-brutes-mankind—remarks on human expression, 111-chief chan-

nels of communication which are employed by man-science of Elocution

embraces two of the channels mentioned, viz. voice and gesture-employ-

ment of the term elocution among the ancients-plan of this lecture stated,

112-I.' History of Elocution-Greece-incidental remarks concerning

Egypt,-Greece; Athens in particular-nicety of Athenian perception as to

delivery-Demosthenes, 113-Rome-Rhodes-modern times; elocution

comparatively neglected in them, 115-oral address not so exclusively the

means of influence now as in ancient days-improvement and general facil.

ity in the art of writing-discovery of printing, 116–II. Degree of impor-

tance to be accorded to the science-opinion of Demosthenes; of Quinc-

tilian; of Cicero; of Rollin; of Lord Chesterfield; of Aristotle and others

-consideration of an objection to Elocution, 117-remark on Aristotle's

opinion; on that of Demosthenes; on that of Lord Chesterfield, 118—we

must take men as they are-reflections showing the great importance of

Elocution, 119-III. True aim of the science-Talleyrand-statement in

opposition-grace subsidiary-transparency, main point-effect of good de-

livery-necessary to have an honest heart-remark of Quinctilian, 120—

general remarks on perspicuity and grace in delivery, 121-IV. Best means

of attaining good delivery-importance of distinguishing the respective

provinces of nature and art—emotion the main source of eloquence in mat-

ter or manner, 121-articulate sounds conventional-tones of emotion not so

-Rush's Philosophy of the Human Voice, 122-theory inaccurate; but if

accurate, would be useless-gestures of emotion likewise not conventional

-Austin's Chironomia, 123-tones and gestures indicative of emotion

should be involuntary-oratory not founded merely on principles of taste-

other works besides those mentioned-art should have as little direct con-

scious influence on delivery as possible, 124-the true sphere of art is pre-

vious training, the formation of good habits, 125—remarks on habit gen-

erally, 126-habit all in all in those parts of delivery not dependent on pres-

ent conception and emotion-no effort of art here can be too great-partic-

ular consideration of qualities of voice and gesture, 127-articulation-pro-

nunciation-compass of voice; of two kinds, 128-distinctness of voice-