cherish an opinion which seems to have influenced too many others, that, after leaving college, there is little need, and scarcely any room for farther improvement, you would disappoint your friends, injure yourselves, and fail of being extensively useful to society. You may with such an opinion enjoy the brief honor of having had a liberal education, but can never hold a distinguished rank as scholars.

That great improvements may be made in time of youth, is not doubted; but this furnishes no evidence that all our acquirements should be obtained in that season of life. It is admitted that in early life our time should be chiefly employed in the acquisition of useful knowledge. This is a fact of the utmost importance. The foundation for literary honors and eminent usefulness must be laid in the morning of our days. Without a good foundation seasonably laid, the superstructure of a thorough education can never be built. But it is equally certain, that the foundation may be laid, and the superstructure afterward neglected. And it is to be regretted that this frequently happens. Many a youth of promising talents, instead of rising to usefulness and honor, has merely attained a scanty mediocrity, or perhaps sunk into ruins amidst indolence and dissipation.

Genius alone, talents unimproved, can never raise one to eminence. No one was ever born a scholar; nor is it possible to become one without mental discipline. Where this is wanting, genuine scholarship is never found. But by the aid of this, some of the most discouraging obstacles have been overcome; and minds that seemed in their early studies incapable of advancing, have ultimately reached the highest attainments. Those that have astonished mankind by their gigantic powers, and rendered their names immortal by scientific researches, have accomplished their work, not so much by superiority of natural talents, as by patient attention and persevering industry. Hence it is of the utmost importance, that those who graduate from our colleges should be impressed with the necessity of making continual additions to their qualifications for usefulness.

Nor is it sufficient that the votaries of learning should be constantly adding to their own acquirements, but they ought to aim at improving the arts and sciences themselves. Shall we be told, that after so many improvements no room remains for any others? This, we may presume, was the cry of the indolent prior to the days of Bacon, Locke,-Newton, Herschel, and others, to whose industry and skill the world has been so much indebted. It will ever be the cry of all such as wish to shun the toil of investigation; but it will never be true. Rivers may dry up, fountains may fail, but the sources of useful knowledge can never be exhausted. The progress already made, far from furnishing evidence that no more is practicable, affords the best encouragement to the adventurer in the arts, to the searcher after truth, to the lover of learning. Let this be well fixed in the mind of every student, every graduate, every scholar. Let each be resolved on a life of activity and usefulness. Let the allurements of fashionable romance and light reading be manfully resisted. Let sound, classical, mathematical, and philosophical learning be the theme; and who shall be able to estimate the result? Might we not expect to see light and knowledge extending to every land, the arts and sciences in their glory, and their enterprising sons rising up to eclipse the literary giants of former centuries?

But if you would be successful in acquiring useful knowledge and literary distinction, it will be necessary, not only that you should be industrious and persevering in your studies, but likewise that you pursue a habit of regular thinking; that is, a certain discipline of thought, by which you may be able to direct your own attention to subjects of investigation. This habit you have in some degree already attained. Your studies in the languages, in mathematics, and in the philosophy of the mind, have assisted in forming it. But unless a correct method has been kept in your view as a leading object, it is presumable that in this you may yet make some improvement. In all the pursuits of life, much advantage may be derived from this kind of self government, and in scientific investigations nothing valuable can be accomplished without it. Attention and a habit of close thinking are indispensable to such as would excel in any branch of profound learning.

In departing from this institution, and engaging in the active concerns of life, beside cultivating the arts and sciences, and improving your own minds, there is another object of interesting character, which we may hope will share your attention and your influence. It is that of improving the minds of others. We desire that all who graduate, and indeed all that receive any part of their literary acquirements at this college, may go from us, carrying with them a proper view of this subject, and fully impressed with the importance of increasing and extending the means of education.

The diffusion of useful knowledge is essential to the well being of society, and indispensable to the preservation of a republican government. Monarchy may be extended and sustained over a population of ignorant peasantry, sunk into a state of the lowest degradation and slavery. Aristocracy may have a luxuriant growth in a land of darkness and superstition. And where no regular government has gained an ascendency, an uncultivated people may live in anarchy. But it is only in the land of light and learning, of virtue and religion, that liberty and free government can find an asylum. The seed may be planted in other lands, it may sprout and grow for a season, but if the people are destitute of moral culture, it will wither, decay, and fall to the ground. Our own happy government is based upon the virtue and intelligence of the people. Let the people be enlightened, let learning and intelligence be cultivated among all classes, in proportion to their wants and the increase of population, and our rights will remain unimpaired. But should vice gain a preponderating influence, and corruption prevail in our councils, our government would be ruined, and the nation undone.

The cultivation of the human mind, by judicious instruction and discipline, has been deemed among all enlightened nations a very important object. In some of the most celebrated governments of the ancients, it was made a part of their civil institutions. The Hebrews, Persians, and Grecians, were all distinguished by their zeal in providing schools of learning. Christianity from its first establishment has ever been favorable to the moral culture of the human race, by the diffusion of learning in conjunction with its own Divine principles.When true religion revived in Europe in the sixteenth century, there was a simultaneous increase of literature. The education of youth became an object of general interest, and seminaries of learning, in all their varieties then known, were established in the principal kingdoms.

At a more recent date, the spirit of improvement, both in the establishment of seminaries, and in the mode of instruction, has been reviving, both in Europe and America, with a zeal unknown in any former age. A taste for the sciences is increasing, the advantages to be derived from them are more fully appreciated, and much interest is felt in behalf of the rising generation. Though this interest is far from being sufficiently extended, and multitudes are indifferent, we trust the time will come when it will be cherished in some degree by every citizen. And while we desire to see our whole population taking an active part in promoting the interests of learning, we expect such as possess the advantages of an extensive education will use their utmost influence in so important a cause. We hope they will diffuse the light of science, encourage investigation, and make it a part of their business through life, to assist in the great work of releasing the human mind from the chains of ignorance and depravity.

Among the means employed for the early improvement of the human mind, and the advancement of education, the establishment of infant schools has recently become an object of attention, and promises usefulness. The design of these schools is, to make early and favorable impressions upon the infant minds of both sexes, to aid them in thinking, in acquiring habits of correct speaking, and to instruct them in the rudiments of learning. No part of education is more important than that which gives the first bias to the young mind; and whether given by a parent, guardian, or instructor, it is of great importance that it should be of a proper character, and imparted in a suitable manner.The art of communicating instruction has never been sufficiently cultivated, nor appreciated. It is the most important of all arts; yet has it been frequently entrusted to those, who, in reference to character, taste, acquirements, and habits, were most unfit for the duty. To polish the marble requires skill in the artist, to polish the diamond requires additional skill; but to polish the human mind, the utmost efforts of superior skill should be employed.

The powers of the mind render it capable of early improvement. In their plays and amusements, children are found engaged in counting and making calculations; and we are often surprised at the readiness of their conceptions, the aptitude of their remarks, and the distinctness of their recollections. It is in these early seasons that durable impressions, of a suitable kind, should be made.

If early education be neglected, the consequence is not merely a loss of time that might have been spent in learning, nor is it the mischief, only, of remaining in ignorance. Those that are thus neglected will acquire habits of idleness and vice, which are often unconquerable in their nature and ruinous in their effects. Nothing is more advantageous to young minds, than employment and exercise; of such a nature, also, as will be pleasing, profitable, and calculated to fix upon them habits of improving their time. Though parents and guardians who are skilful in giving instructions may do much for those entrusted to their care, nothing can supply the advantages of a well-regulated school, under the management of a qualified instructor.

Under the denomination of common English schools, we comprehend the most numerous class of seminaries in the United States.And as these are intended to diffuse learning among a greater number

than any other class of schools, they merit a support and patronage equal to their importance. Eighty thousand of these schools, exclusive of our numerous and valuable Sabbath schools, would scarcely be sufficient to supply the youth of our nation; yet they fall far short of that number. With the exception of the northern states, which have an excellent establishment of schools, our country presents a general deficiency. The merchant is industrious to accomplish an enterprise, the mechanic, to improve his production, and the planter, to cultivate his lands; but schools have been neglected, and the cultivation of the mind is often viewed as unnecessary, or as a secondary object. This neglect of moral improvement, fraught with so much loss to the individual sufferers, so much mischief to the community, and which is in itself so ruinous to civil institutions, seems to require the prompt and effectual interference of the legislature of every state where such deficiency exists. In our own state a system has been recently adopted, which promises much good to the community, and cannot fail of receiving the blessing of Heaven.

Nothing is wanting to render the cause of education successful, and to secure the prosperity of our colleges and academies, but a sufficient number of those schools, in which both sexes may acquire a thorough English education. The number of pupils would be increased, a thirst for the higher branches of learning would be created, and academic institutions would have extensive patronage. Where academies are rendered prosperous, collegiate education will be duly estimated, and literary institutions of the highest gradation will be encouraged.

In Europe, though there is a great deficiency of instruction among the peasantry, colleges and universities are numerous, richly endowed, and generally well attended. The oldest are those at Oxford, Cambridge, Paris, Salamanca, and Bologna. In the United States, also, they are numerous, though many of them are deficient in their endowments. With the growth of the country we may expect they will advance, both in their resources and facilities for instruction, until they shall vie with the best institutions of the eastern continent. The connection of manual labor with collegiate studies is believed to be a valuable improvement, favorable to health, and calculated greatly to increase the means of acquiring extensive learning.

But amidst the great work of diffusing the light of science, some attention is due to the mode of instruction. We see numerous improvements in other things, and it would seem discouraging indeed if none could be made in the art of cultivating the mental faculties. In surveying the powers of the mind, we perceive the desire of esteem, of power, and of knowledge, almost universal. This last desire is conspicuous even in children, nor does it usually forsake them in riper years. Novelty is considered as one great source of the pleasures of taste, without which other pleasures often lose their relish. That there may be some that do not desire learning, but seem to love ignorance for its own sake, is not denied. But we think these cases may be attributed to other causes than that of an original aversion to knowledge. We have, nevertheless, the fact before us, that while the desire of knowledge is very general, many young minds manifest an aversion to seminaries of instruction. Is not this attributable to a deficiency in the methods of teaching, or in the character of the teacher? Many

have ample literary acquirements, and yet are incapable of instructing. Like gold buried in the earth, their learning is inaccessible, their efforts to impart it to others are unavailing. Teachers not understanding the philosophy of the human mind, have thought it necessary to put on airs of sternness and austerity, lest they should not be respected.Hence, in many instances, students have been led to look upon their instructors as tyrants, upon their studies as slavish, and upon seminaries of learning as little else than prisons. But as it never was the design of religion, so neither was it of learning, to assume a monkish sourness, and repulsive austerity of manners. If these must exist among human beings, the convent surely is the proper place for them. There let lazy ignorance and gloomy superstition fix their eternal dwelling; but let seminaries of learning be places of social and rational exercise, such as are favorable to intellectual improvement.

The grand design of education comprehends the branches of physical, intellectual, and moral. It embraces whatever is proper for the health, strength, and growth of the body, and for storing the mind with sound learning, good taste, and moral principles. All these are indispensable to a good education, and the omission of any one of them would render it very defective. The physical part requires plentiful exercise, either by manual labor or otherwise, and regular habits in diet, sleep, and study. The intellectual part requires effort and industry, both on the part of the teacher and student, but is never difficult, when the taste and inclination, as they ever ought to be, are on the side of improvement. And if our views were confined to the present life, without reference to the future, even then moral principle would be indispensable. Without it, civil government could not be sustained, the most sacred obligations would be violated, individual rights would cease to be regarded, and anarchy would gain the ascendency. We may indeed talk loudly of the dignity and perfection of human nature; we may sound the praises of reason and philosophy; but without the checks of moral and religious influence, all our valuable institutions must sink into ruin and desolation. But if moral principle is essential in view of the present life only, how much more so in prospect of an eternal existence. The soul of man, like his body, has its infancy.Its facilities expand slowly, or rapidly, in proportion, not so much to the growth of the body, as to its privileges, opportunities, and industry. And although the body may reach in a certain time its utmost limits, we know of no established limits to the growth of the soul.No boundaries are affixed to our progress in knowledge and piety in the present state, and we have strong evidence that none will exist in the state that is before us. In prospect, then, of usefulness and happiness in this life, and of an eternal existence hereafter, let this last and most important requisite of a good education be kept in view.

But beside promoting the cause of education by encouraging schools, academies, and colleges, there are other means of improvement meriting our notice, which may be rendered useful, not only to the rising generation, but to all classes of our citizens. The encouragement of general reading, by the establishment of libraries in our towns and villages, and in the populous parts of the country, would secure great advantages at a small expense. And it is desirable that students, in leaving the college, should be sensible of their importance in the great