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Provcrm* • • • • PUBLISHED BY THE TRUSTEES OF THE INSTITUTIOV. • • • • HALIFAX: A. H. HOLLAND, PRINTER. 1819 m i ..A r T The following Lecture was not designed for the press : but the Trustees, imagining that it contained some statements, which, if generally understood in this Prtmince, would prove subserment , to ths interests '^f Literature, requested the Author to furnish them with a copy for the purpose of publication* % ^m3 GENTLEMEN^ THE original conformation ana state of the hnmm went of himself, which are n«^««««^3', f^*-, ^f^F^J^JJ*^ ?ion eood conduct, and happiness m life, has fever been denied With numerous wants and an important station fn t fe .cale of bein, assigned him, he -hW^^^^^^^^^^^ ihe first may be supplied^ nor the ends and purposes ot the last, fulfilled. Under these disadvantages, however, the human wind pol'ses the ..«.m., of -^-HV-^/.X^^^^^ It^ operations indicate a «"SceptibililY ot receiving: im >ress onsand also a desire to receive them ? jnf ^««"P n V tts oriffinal want of intelligence and quality itself for !:t?rse(f activity and ^hap^ine. -^ ^^ -^J^J-; ^nd 'ncontiexion with this principle, it is susceptible of fatusToderofactingwhi^htend to gratify curiosity by the acquisition of knowledge. fj&3^^(p •docilion for min. Ofrjeets and events enlarge his in- telligence, and inSuenee those principlet of his mind which are the sources of action. But, though the situation of every hinnan liein^^ renders the acquisition ot a certain decree of inieiSsgsr.ce and activity unavoidable ; no individual can, bv his own observation and experience, acquire) that intellectual and inoral impravemeiit for which man in designed. Besides, in the first stagf : of existence, a variety of circumstances combine to abstract attention from imprvvement io plea* •urc, and thus, to impede the enlargemt nt of the iiiteU lectnal fauulties and deprave the heait To guard against these evils, therefore, divine wisdom has placed mattj during the early period of life, in a state of dependence ; that the knowledge of parenU might pro* mote the improvement of children, and the irisdom of age counteract the follies of youth. Accordingly, in all aeres, this general &.i angement of providence has been well understood. Wh.never so* ciety has existed, the education of youth has bten view* ed as involving in it alike the improvement of the indi^ vidual and the prosperity of the whole; and n'h!>re pub« lie arrangements have been regulated by e'^liir itenc^d views, it has uniformly received a correspond! Dfj degree of attention. It may be also observed, that, in eviiry age andcountry, the object of education has been radically the same. Considering the susceptibility of the hu- man mind to receive impressions, it hat been conducted upon the principle of removing from the presence of youth every thing tending todepiavity ofdisposition^and of exhibiting whatever appeared to be good and useful add calculated to encourage imitation. In the early stages of society, however, the system of instruction, both in its extent and operation, behoved to be exceedingly circumscribed. Restricted to tradi- tionary reports, a few maxims of wisdom, and the know, ledge of events within a very limited circle, it could afford little 8j0ope for expansion of intellect, and few motive* tor the performance of many of those actions which aro "'ppr '1 llie bwt ornaments of the Ibuman character, and most ad- vantageous to mankind. Accordinglj, in markinjg^ (b« fruits of education, as they are exemplified in unrefined Society, we perceive knowled<;e restricted to a few gen- eral principles, and conduct perhaps displaying the mora hardy virtues ; but we observe Utile discernment in tha application of general priuciplep, and few of those mild operations of the heart, which indicate universal bena- ?olence. In tracing the progress of education, the eflTects re- sulting from the invention of letters and the art of print- in^, ought not to be overlooked. By these means, the in- formation of past ages is transmitted to the present ; and every additional discovery and invention, communicated with ease to the various seclions of civilized society. At tending to the diffusion of knowledge, therefore,theii in- fluence upon the intellectual and moral character of man, roust have b*en great and important. Besides, wherev- er they have been introduced, they also appear to have altered considerably the object of public instruction, it thence became the employment of teachers to communi- cate to their pupils not only the principles of knowledge, but also those (Qualifications which might afford them ac- cess to (he sources of intelligence, and enable them to transfer their knowledge to others : and, accordingly, reading, writing, and a few additional branches oflearn- ing most immediately connected with the ordinary busi- ness of life, every whnre constitute the general system of public education, ^ No civili?,ed nation, however, has been saticfied Wiih this degree of instruction. Both the wants of socie- ty, pnd that enlargement of the desire of knowledge which unilormly attends the diffusion of intelligence, have rendered an extension of the system of education a necessary appendage to the sociaS state. To this object, accordingly, enlightened individuals and governments have turned their attention nf»d founded seminaries, in which yonth might receive a liberal education : and wherever such institutions have flourished, they have bepn viewed as ornaments of society and tests of the wii- .^ ■ 'I dom ofllioSeuljoinalBtainciHIiem, as barriti-s against barbarism, and the best rational means for the improve meutol'the world. In connexion with these reninrliP, it is necejisarjr to advert to the opposers of a liberal education ; for Fuch have existed in all communities. In the scale of tntelh- Cence and public spirit, however, they have rarely occii- pied a conspiroous station. They have usually been strangers to the nature oMearnins, and to its influence upon the afiairs of society ; and, for theic reasoHH, una- ble to apprecialte its value. Af^ainst their opposition li- terature has always enjoyed the support of the intelli{;eut; and, in proportion a» a liberal education has exempli- iied its excellence, its antagonists have dwindled into in- ftignificanco : and literary institutions have been cherish- 4id, and multiplied, ami nnmerously attended. With respect to yon, f7entlemrn, I by no means conceive the defenceof a liberal education to be a ne- ees^^ary point. But, to know its advantu-es, may add ardour to application,and rapidity to improvement ; and, therefore, \ beg leave to f-tate to you some of those et- fects which result from a well conducted system ol in* struction in the higher branches of learning. Upon the discussion of this topic, I enter with the greater Pleasure ; because your progress in literature has already atfordfec. vou a partial knowledge of its value, and will also now assist vou to appreciate, according to then; importance, those observations which 1 may have*oCcasion to make. Before pn/ceeding to illustrate this subject, it might, perhaps, be refiuisite to spicily in wh^U a liberal educa- lion consists. But, withm.t attempting to define a term uhich inchules a variety' of parts so r.xtensive, at pre- ^ont I would only observe, that it denotes mstruHion in iha^e branches of learning whidi are contemplated m thi- sui.l MMiallv tan.'.ht in simihir, institutions. Its inma.v rlm-ct is Knou ledge which could not be easily [Vnui.cMl ninuv other wav : its ends, ih^ improvement i.inv^u in ii.ipl!ieence and moral principle, as the basi^ .n»is'sul.s(M:ueni ciuty and happine-^5. V.ewujg its ob- Drove- sarj io »r Buch intelli" yocc Il- ly been fluence iH, una- tion li- lligeut; nenipli- intoin- ;herish- menns be a ne- nay add it ; and, hose ef- ni of in- pon the easure ; atfordfed jso now ortancC; > make. itrni|;ht, I educa- c a ttMm at pre- iiition in phited in IS. lis >e easily ovemeht ho hasi;* r its ol>- jfttail'kno'ti'leilfifP, it is merely skil 'enlargement of tW«t system ofdisc'.pline which commences its operation upon man with the first expansion of his Tnteilectai|l powers. With respect to its ends, whether it be entitWd to a high Appreciation, must be ascertained by its utility. That we may form a correct estimate of the titiUty ofa liberal education, it is necessary that we previouHiy, entertain just views of the character and relations of man. We must not consider the human race as solita- ry individuals, «a/ico«iKmcre/n/g'e* / beings designed to receive so much food, perform so many corporeal ex- ertions, and then sink into oblivion. Man must be view* ed as an intelligent being ; and not only possessing pow- ers of knowledge, but placed amid the works of creation, that, by exercising thes^ powers, he may increase hi-s knowledge and intellectual excellence. We must con- eider him as he exists in society, having property, social relations, and an interest in the general prosperity : And we must view society itself, merely as a link in the chain of existence, and equally connected with the past and with future ages. In these circumstances the syst- em of liberal education originated ; and it might be ve- ry easily shown, that, in reference to them nil, it is pro- ductive of numerous advantages. But, at present, Ish&ll chiefly direct your attention to such illustrations as are derived from the relation of man to the social state. By observing the nature of society, you will per- ceive, that an important part of the duty of man, arises out of his relations in life. The existence of a social state produces a variety of offices and duties, which, by promoting the safety and comfort of the individual parts of society, ultimately tend to the benefit of the whole : And I think it will be readily admitted, that no person can perform a duty, unless he have previously ascertain- ed both its nature and the mode of performance. View- ing knowledge, then, as the basis of duty, it is equally evident that no human capacity, duriVig the short period of life, is able to collect information sufficient for the dis- charge of every duty which society requires. On this account necesiity has forced upon man a division of in- I \ t^llM^uml M wW •• manual lalwur, which «quaUT pf#* Si\:^?he p'rf^ltion of knowledge and duty. I" the j dioarv businesg of life thi« principle is well understood W?*i everv man to provide for hui own wants, hia tkOl i^ the ' aHoua depl!rtment« of labonr, behoved to b. i",aTi but where each individual salects a particular ^uUtion Tby concentrating exertion upon one object, STacC re» a^erree of excelTence which increases know- !Slre\Tdfirvea perfection to «rt. If, then, thia diviaiou IffTjJ^ur be necegaar^ in order to secure intelligence in The^mon av^^^^^^^ of life, itmuat He much .norere- InUkTrUh reapect to those offices and du laj, which re- SuirL aTi^cies^knowledge uaattainable by ordinary observation and experience. Haviaff premised these remarks, 1 «haU now pro- .eedVo show you how a liberal education beara upon the duties of the social stat«. In society there arecertain employments which have beendenoSted the learned professions ; because a K education has been ffe-rally conceived^ «Ili^ite in order to a becomming discharge oftheir cor- don drngdnties. These. prSfesMons a. they regard IheCoeftionof property, the preservation of health, ind The mo al exceLnce and happiness of man, are im- nortant in their objects. Whether they ought to be dis- Snct offi'-esTa.^^^^ ^^^""''^ * preparatory course of Idulatbn wil l>est appear from a consideration ot their Sl?ure: and I shall first direct your attention to the pro- fession of the law. 1 formerly adverted to the situation of man in so- ciety as possLng private property and also an interest in its general affairs^ Every person ^^^J^j;' j»fe »«^ * Certain liberty ot action. Ha may, also, Md such an interest i^th^^ objects around him as constitutes themh^ own andbesidei, as a member of society the general ^tl^e'of its affairs affects him in his individual capaaity. Fol'thlse^easons, the good of the whole and of the in- .livMual oarts of soc etv, requires, that every person wil.d"«irh attention to hi. pirsonal irtWreiW, a i** ". yard for public and private justice: And hence th« iwi. quity, the framing of «i,e S,.d good "C mus^r. ''.?l^ • degree of knowledge and acu.fne., o^nli^d „M?S f very man doe. not p„,,e,8. But the connexion bel^n office and corresponding kno«.|edge, may be more «t .ens.vel, Uiustrated b, . reference'to' ^/.d„iS,r- A principal part of the benefit of law," proceeds frnm it« correct and speedy application. f^Vom thrtendl.^ of .ts processen, delay and mistake become the source. '^ numerous ev.ls. t might, therefore, be expected to constitute a provision of law, that, in the adStration ofjust.ce, Its utility should not be ^ustrated Yet Tpon thp.e points, complaii.ts have existed in everv cmnfr where the principles of legislation regulate fhLcS?/ tration of just.ce. Nospecies of proLsional „^„ have" been subjec ed to more reproach th^n the genUemen of It^Viu -^Y «'>™«»«^ye" have renderf^the inter- cats of their clients subservient to their own advantage nay be readily granted. But when it is considered, S all legal proceedings are under the control of iXf whose integrity is the sole guarantee of their reSon and support ; and also, that many good men, of pCou'3 abilities, with a view to unravel the intricac es, and sim. pl.fy the system, of law, have exhausted their ives and yet produced no radical amelioration ; surely the alow ness and apparent injustice of its processes eight Jo L referred to a cause more honourable to the professio^ than the want of uprightness. Fforession , Acandid inquirer, I apprehend, will be able to trace such general complaints against lawyers to a dfferen? Hource. la an unrefined stale of society, the oS B 10 which law embraces, are comparatively few -, nnd the ca- ses submitted tothecof?nizance ot'justice, admit pronor- tionably few modifications : and, for these reasons, it is* easily administered. But civilization both multiplies cases and increases their intricacy. One nation may possess a better system of laws than another : Br-, in every nation and under every cod«, as the wants,pursuits, acquisitions, and enjoyments of life, become more diver- sified ; the difficulty of terminating legal processes with dispatch and equity, must, from the nature of such cir- cumstances, beproportionably increased. As society improves, its laws, it is true, both in their object and language, may be better defined. But, ex- tending tc a greater variety of particulars, they become also more numerous; and when the objects embraced by the law are multiplied, the cases which require its deci- sion, may be so variouf^ly modified, that, even when its statutpsare easily uiKierstood, much difficulty may attend their applications. Besides, when good men frame laws to protect society, the bad exhaust their cunning in con- triving means? lei evade them. Against such evasions, therefore,it becomes a particular object of the law to pro- vide : But it frequently happens that the very provision adds to the intricacy of statutes, and involves their ap- plication in doubt. Many other circumstances which render an honour- «We practice of the law perplexing, might he enumera- ted. It is influenced by a multiplicity of particulars which escape the general observation of njanls obvious. ''<4J It You must have often observed, that, though the human race exhibit a |^eneral similarity of appearance, ererv in- dividual has gomethinff peculiar both in structure of body and disposition of mind. How far this may proceed from original conformation or hnbit, I shall not at present con» sider. But I would observe that it indicates a diversity of constitution, which, in the event of disease, requires a corresponding peculiarity in the mode of treatment : and the adaptation of prescription demands a degree of intelligence which can be attained only by extensive and profound observation. More numerous illustrations might have been produced. I might have adverted to file difficulty arising from the obscurity and the compli- cation of symptoms ; orfroni the diversified appearances and obstinacy of disease ; but the precedinf/ statements will show you, that the health of society requires a dist- inct office and an appropriate education. In directing your attention next to the clerical office, I may observe that its txistenccas a separate employment in society, has not been left to human determination. Revealed religion has prescribed the offices of the church; and, consequently, in this case, duty consists in the ob- servance of appointed order. It must be remarked, how- ever, that scripture has established an inseparable con- nexion between qualification and office : a public in- structor in the church must be apt to teach. This prere- quisite, you -will perceive, includes two particulars : He must be a man of information, and also possess a facility of communicating knowledge. How then are thesequal- ificdtions attained ? The discussion of this point necessarily leads me t« advert to the opinion of those who imagine, that both the appointment and qualifirationa of a preacher of the gospel, are conferred in a supernatural manner. In sup- port of this sentiment reference is, I believe, usually made to certain primitive teachers of Christianity, vvh« received from the Holy Spirit supernatural gifts. It might, therefore, be a sufficient reply, that these support- ed their cinims by the signs of their office, and that, ac- cording to scriptural order, it is sufficiently early to admit MM «^.ns r*-- 13 eupernRtural appointments in the church, when they are proved by supernatural powers. But, I wou]d farther ob- tii\aie. but men of strong natural parts may, by self- w — * »» >.^WS *i. JnslructioD, arrive a« eminence in learning: and by such means all intelligent and useful clergymen, who have not been educated at a public seminary, have attained tho«e qualihcations, which prepare them for the discharge of their official duties. Of this you will be convinced by a slight attention to the scope of the clerical office. It* primary object is the communication of knowledge: this, therefore, a clergyman must previously possess ; and i have already shown you, that it is not now a supernatu- ral gift. "^ The question, then, is not, whether a minister ofthe gospel need education, but, to what extent it is necessa- ry ; and every judicious clergyman, either self-taught or educated by others, will acquiesce in the remark,that, without extensive 8tudies,adequate preparation for pub- lic teaching cannot be attained. This might be illustra- ted by showing you how a knowledge of various lano-ua- ges and of almost every other branch of literature, tends to the elucidation of Scripture; but, at present, I shal! restrict myself to an illustration, the force of which you are more likely to feel. Jn a public teacher the power ofconrimunication is as requisite as the possession of knowledge ; and when you consider ths ends of religion, you will easily perceive, that accuracy of statement is vastly important. But where there is knowledge, a fa- cility of communication is not always its attendant.— Were 1 to ask you, then, how this is attained, experience has prepared you to reply, only by years of painful ap- plication, aided alike by instruction and criticism. Waving taken this' view ol the learned professions, the additional remark, that a liberal education confers the intelligence requisite for the discharge of their vari- ous duties,would sufficiently show its importance. But, as the general scope of an academical course, is not well understood, it may not be unnecessary to state a few par- ticulars respecting its nature and influence, and also con- cerning the mode in which it is conducted. It is, I believe, generally imagined, that to commu- nicate a knowledge of particulars which could not be ea- J^ily obtained by any other means, is the principal design ot the system of liberal education. But this constitutes only the minor i)art of its advantages ; and were a stu. 16 dent to leave College ^^ithout any other acquisition, he wotild find himself exceedingly ill qualified for discharg- ing the duties of a learned profession. The following observations; will show you that it embraces a much more extensive range. The object of education is not merely knowledge but science. Yoa are already aware, that, in the expansion of hu- man intehect, individual objects and circumstances are the first materials of knowle Ige; and p'jo, that, when the knowledge of these is attained, it conducts the mind to a species of infelliflfence, related to the individuals and yet d'stinct in its nature. A comparison of the^e having dis- covered their common quality, terms applicable to a whole genusandspecie8,areintroducedintolanguage; and when a term of this kind is compared with its general quality, the knowledge of an abstract truth or principle is obtain- ed. These principles are the primary objects of science, which, in its various parts, constitues the materials of a learned education. This, as it communicates knowledge, is valuable ; but, as presenting knowledge in a scientific form, it is entitled to a higher appreciation. A general principle applies equally to what passes within our own observation and to every other case of the same nature. This might be illustrated by areferencetoany department of science : but you already know the logical axiom, that whatever is true of the genus is true of the. subordinate species and individuals. A liberal education, then, not only brings into view the knowledge of individual facts, but presents them arranged and classified under general principles ; and by these means knowledge is more easily retained; progress, faciUated ; and (he basjis of subse- quent improvement, laid. But, farther, a liber<;il education is subservient to the graf?nal expansion of the intellectual powers. It is an important fact in the hi4ory of mind, that it is strongly affected by its own operations. This circum- stance is well understood in the business of life. Every intelligent man is aware of the debasing tendency ofvice-, and, hence, to check the vicious propensities of youth, jiiid to remove them from the influence of such example as might produce depravity of principle, are primslry oh- ■^ i .'■ 3t,-, i i -^ jects in every well regulatei! system of discipline. In estimating education with respect to knowledge, howev" er, its influence upon mind ia frequently overlooked ; and this, I apprehend, is a principal reason why some per^tons are so inimical to instruction in the hig^her branch- es of literature. Its sole object they conceive to be the communication of so much knowledti^e, useful, perhaps, to persons exercising a learned profession, but of little importance to the rest of society. In a liberal education, however, the acquisition of knowledge is connected with a gradual expansion of the intellectual powers ; so that, beside a certain quantum of information, theuiind has ac- quired a facility of adding to its stock. This may be il* lustrated by a reference to the science of numbers. A person may find the simple rules of arithmetic exceeding- ly puzzling, but afterward perform its most complex pro- cesses with ease. This can be explained only b^ that expansion of intellect which the progress of study has conferred upon the mind. The same remark is applicable to every part of edu- cation according to the most extensive meaning of that term. Whether we view man as possessing body or mind, it may be observed that he has originally a power of action, but without a capacity ot directing his activity to any useful purpose. To whatever pursuit his atten- tion is turned, repeated etforts are requisite in order to propriety of acting. But by these means a habit is im- planted in the human constitution. Now, an analysis of the nature of habit discovers that there has been not merely the frequent repetition of an action ; a facility of performance and not unfrequently a disposition to repeat the operation have been also acquired. It is thus by habit that man improves, and ultimately arrivesat excel- lence both in corporeal and mental exertioirs. Applying these remarks, then, to education as it affords the means of knowledge, it is evident that the improvement of the intellectual faculties must be proportioned to the extent of the system ; and, consequently, that a liberal educa- tion communicates both a species and a degree of intelli- gence which cannot be otherwise acquired. in stating the influence of education upon mental C J r I improvement, the particular nature of those habits which it produces, ou«[ht not to be overlooked. A Jiberal edu- cation, beside unfolding^ the principles of science, is par- ticularl)' calculated to qualify the mind both for the ao- quitsition and the communication of knowledge. Inevery weh ref^ulated seminary, it i» so conducted as toexercise the thinkin^f powers ; and, alfio, to connect the acquisi- tion of knowledge with a corresponding improvement in the power of communication. Vy these means, habits of accuracy with respect to connexion of thought and pro- priety^ of expression, are formed ; and these, )'ou will ob- serve, are qualifications which do hot bear merely upon particular departments of science. They prepare the mind to consider correctly whatever may attract iiS at- tention, and to communicate its knowledge with scienti- fic precision. Those, therefore, who have received the improvement, which a liberal education is designed to aflord, are good scholars, and at the same time intelli- gent men. As yet I have said nothing respecting the influence of a liberal education upon moral conduct. Wow,l would observe that the habits which it implants in the inind,are rJike friendly to rectitude of principle and propriety of action. Education, as cori.iiunicating knowledo^e and intellectual habits, confers important qualifications for the performance of the various duties of life. A mind formed to intelligence is prepared to exemplify accuracy of view, whether the subject of its contemplation be a moral action or a physical phenomenon. Besides, a li- beral education directly communicates the knowledge of moral principles. Ethics explain the various relations and duties of man ; and, from the nature of tJio^e views which they present, are calculated to impress upon the mind a conviction of the personal and public advfinlaj;e of rectitude oiconduct : and, in the study of divinil'y the system of revealed religion is explained and enforc- ed. In every well regulated seminary, also, the course of discipline presents a barrier to vice, and cherishes the performance of virtuous actions ; and, thus, moral prin- ciples are fortified by corresponding habits. Men of learning, it is tru , may not always be re- markable for their moral excellence. But it may be •" u -^ 10 safely affirmed that the person who has received a liberal education and does not afterward exemplify an attach- ment to good order and rectitude of conduct, has either disregarded instruction or received a subsequent educa- tion, by associating with the depraved part of society. I do not pretend that any system of education will change the heart, or conform the actions of man to the standard of divine law. This is the prerogative of the gospel im- pressed upon the mind by the Holy Spirit. But, that learning tends to curb vice, to cherish suavity of dispo- sition, and to produce a deportment advantageous and laudable with respect to society, accords with universal experience : and, surely, what may bring the human race ml fur from the kingdom of God, is a valuable attainment. Having made these remarks respecting the nature and influence of a liberal education, 1 may farther ob- serve, that, in the disposition ot its parts, it is adapted to the gradual improvement of the mind. 1 have made ihis observation, particularly with the view of adverting to some branches of literature, which, as not bearing direct- ly upon the business of a learned profession, have be«n conceived by many to be unnecessary additions. Of this number is the study of the ancient languages. It is, I apprehend, the opinion of those who are un- friendly to the study of ancient languages, that it merely affords a knowledge of the words and modes of express- ion employed by particular nations. Admitting this to be the case, it may be very easily shown that this know- ledge leads to important consequences. 1 have already observed, that, in order to just views of a liberal educa- tion, it is necessary to consider man as a link in the chain of existence, emially connected with the past and suc- ceeding ages. Now, it is upon an acquaintance with the past that present conduct is founded ; and, consequent- ly, the more extensive this knowledge is, the greater must be the intelligence of the mind. If any individual can, to his own experience,, add the information acquir- ed by others during formerages ; his knowledge must be both more abundant and better established : and by the study of ancient languages, these ends are gained. By these means we associate, as it were,with the nations who used them ; enter into their various transactiong ; mark I 20 their improvement in the arts and sciences ; ascertain the nature of their religion, modes of livinp, ami lawn ; and, thus, trace their progress from i)arbari8m to a state of refinf*ment. Such renearches, beside the gratification which they aft'ord to an iiujuiHitive mind, promote indi- vidual inleiiijrence, and, frfquentl>, the improvement of the social state. With respect to the Hebrew and Greek languages I would merely remark, that no person who entertains just views of the nature of lansroage, can conceive a know- ledge of these to he of trivial importance to those perwonH whose oftico requires them to eluciiiate the scriptures. Upon the subject of the Latin, however, a few additional observations are requisite ; because the study of this languaoe being more general, is more frequently oppo- Bed. Premising, therefore, that opposition to this part of a liberal education, has usually proceeded from inad- efjuato judges; I shall state to you some of those advan- tages which the study confers. From kuowledgr; acquired in the progress of educa- tion you are already aware, that, at one period, the pow- er of the Romans, connected with tlieir superior attain- ments in science and the arts of liff, extended their lan- guage to almost every country of Europe. Wherever that nation enlarged their dominion, they also eadeav- oured to introduce their improvements ; and the intro- duction of their language to a certain extent, followed asan unavoidable consequence. It, thence, became part- ly the medium of social intercourse, and a necessary means for the acquisition ot knowledge. Besides, the nations of Kurope, at that time niverging from a state of barbarism, were destitute of terms, by which ao enlarged system of knowledge could be expressed. On this ac- count, along \vith the intelligence of the Romans, their languj^i^e was also adopted ; and, for many centuries, be- came the language ofiaw, medicine, religion, and liter- ature. This measure, you will easily perceive, must have im|)0{led the cultivation of modern languages; but iiM uti'iit) for the general diffusion of knowledge, has still continued its U'^e to a certain extent in every European nation. I romtiice remarks it is evident, that to the piofcvssionaliuan who would secure tohinaself the intel-. • r ,*1\ )i(rf nee of former ages or of distant nntions, an acquain- taiice with this language must be a valuable attainment. Ke^ides, it may be observed, that by custom its terms and modes of expression are ho interwoven with the buninejig of the learned professions, that the professional man who has not received this branch of education, can neither ac- quire nor communicate his knqwiedge with ease and ad- vantage. , . But, farther, a view of the etymology of the English language, will illustrate the importance of the Latin as a part of education. In tracing the progress of civiliza- tion in Europe, we perceive these nations enriched with the spoils of their conquerors. Receiving from the lio- mans an acquaintance with science and the arts of life, the poverty of their own languages induced them also to adopt the terms by which these were expressed. Accor- dingly, a great part of the English language is derived from this source ; and, on this account, beside the know- ledge of the general structure of language and a vast var- iety of other information, which the study of ihe Latin affords, it communicates an acquaintance with the terras and idioms of the Englioh, which could not by any other means be scientifically acquired in much less time, than is usually expended upon this branch ofa liberal education. from these remarks you will perceive the importance of this part of learning. At the same time they tend to illustrate the general point, that a liberal education in the disposition of its parts, is adapted to the gradual ex- pansion of the intellectual powers. To this subject I would particularly direct your attention ; because it is not in general considered according to its importance. Were the relation which the different parts of learning bear to the progressive enlargement of mind better un- derstood ; the general system of education, instead of meeting reproach, would, I am persuaded, be viewed with admiration, as a structure reared by the wisdom of ages. The profound speculations of science are, from their na- ture, not easily cooiprehended. To persons, therefore, who have not been habituated to observe that close con- nexion of thought which such investigations require, they must appear doubly intricate. Besides, it may be ob- served, that science as well as ar*. has its appropriate \:., Zl knowledge and a Jeeree of fni-ir "J-''." '''*<^'*« «' cesBarv that i illiio*.^#«*u- ^"""^f"'^cPe«. it is not ne- pie.. You F avion v^o^^^^^^^^^^ ^^ P"^'*^»»«^ e^rn- ed profession rS i^-owled^e a learn- easijjr attainea and von wH 1^1 "'^"f '* "»«> ^ "»o«t perfection of which they had not been previou»I,r ««„ The preceding: details will su^irest to von how Wu. of Hound intellieence. thev «dd .„7i,? T P"-"'ciple. wSicb neilbe^ rank nor w "a «.?,. ■«.•"?? '=''"l"='«^- •nd it ma, be ftrther ob»r eV tha. ilfrhl,'!''"''''''''*' :K«!^h 'JSSi S^^^^^^ had withield from them" etl^fnT'" '" ""'P"-"^'"™ «ai laemseiv^ ; knd upon an occasioff »o 24 interesting? to literature, to the general aflfairs of the province, and to you, ! should be wantrng in duty, did [ not direct your gratitude to those public spirited indivi- dualsj^by whose pecuniary aid this seminary has arrived at its present state ; and particularly to those, \vho,in its difHcullies, have stood by it ; in public and private sta- tions, fought its battles ; and employed their reputation and influence to make it respectable. You, also, owe much to those ladies ofthis place who have formed them- selves into a society for the beneficent purpose ofenlarg- inf the library of the institution. Already, the fruits of their generosity constitute its principal ornament ; and their persevering activity will soon render their dona- tions, a noble monument of the patriotic and enlighten- ed views. In connexion with these remarks let me farther re- mind you, that, loyour present situation, there is attach- ed a solemn responsibility. This institution is partly an experiment of the value ot literature : friends and foes are waiting for the result with anxiety ; and much depends upon your improvement and conduct. The approbation of your best friends, the honourofthisseminary, your re- putation, your prospects in life, arc at stake. What an honourable field for activity is here presented ! .Should these motives, arousing exertion, conduct you to excel- lence, how noble the result ! But it is not merely improvement in knowledge that I would wish you to acquire. Intellectual endowments, even in the eyes of society, do not coujpensate for the want of g^oodnessofhearl and rectitude ofconduct. There is also a higher tribunal at which your character must Boon be weighed ; and there the heart purified by the wis- dom from above,and full ol' mercy and good fruits,Hlone is approved. It n>ust,thererore,be \our daily study, to blend reliiiious imprwvement with literary ac(|Mit