how, or when, they were acquired. In speaking of the order of society, there accessible to education, it is a common remark that "they are born with four tongues," French, German, Russian and English. This part of your plan deserves amplification, and perhaps may be usefully applied to the ancient languages, especially the Latin. The vocabulary and familiar idiom are the greater part of the labour of acquiring languages:-these are easily attained in youth, while the philosophy of language is pursued to better advantage after this attainment and more maturity of mind.

The commercial pursuits, and the increasing intercourse of our country with other nations, require that the course of education, with us, should be extended more to the living languages. Foreigners will not estimate us as an educated people, however well grounded in the sciences, and learned in the dead languages, nor suppose individuals to be in the cultivated and better order of society in their own country, so long as in our intercourse we must trust to them to speak our language to us, and depend on their children and servants to communicate for us our daily wants.

The gymnastic exercises, and manual labour, are a useful part of the plan; but, after the provision of the means, it should be left to the children as a pleasure, rather than be imposed as a duty. Music is a pleasing addition to the usual course of study: the science will afford pleasure and develop talent.

The care, and the education of the Infant class especially, and perhaps of the Grammar and Scientific classes, should be essentially parental. Upon your plan, thus administered, the mind and body of the children will grow up together, and they will quickly become intelligent, without the labour of much study. It will increase our facilities in business and intercourse, open to us the sciences and discoveries of other nations, and greatly aid to remove the imputation upon our country that we are an uneducated people. I would hail the example as a national benefit.

The system of moral training* is not yet given.. It should accompany the

*The very flattering encomiums, received from some of the best and most talented of our countrymen, on the intellectual, including some of the leading principles of a physical education, viz. recreation, cleanliness and exercise, have prompted the undertaking of the third branch-the moral education; and which will have for its basis, agreeably to Mr. Girard's Will, "the purest principles of morality," drawn from the Christian religion, and founded in revelation, alike avoiding on the one hand scepticism and ignorance, and on the other, bigotry and superstition. No efforts will be spared to render it equally worthy of the commendation of all the good and great.

In inculcating moral precepts, we will not play around the subject with many pretty theories of philosophy, falsely so called, bespangling it with fine-spun maxims of little practical worth, but go directly to the core, (cor, cœur) and endeavour to correct and regulate the spring of action in the way that infinite Wisdom has prescribed. Every thing else would be vain and ineffectual. It would only prove the whited sepulchre of morality. We

intellectual course. When introduced, it need require very little more than the avowal of a principle, and to be left to the parental care of the teachers and superintendents. Our government, and all our institutions, rest upon the basis of the Christian religion. Lessons of early piety, inculcated by parental precepts, are a sure source for the rectitude and integrity of after life, sustained and enforced upon the unequivocal avowal of the future accountability of man. Scepticism and bigotry are alike to be excluded from a course of education. The prohibitory guard erected by Mr. Girard against a particular order, indicates irascibility and a feeling of vexation, with anxious caution, lest some of that order might foist themselves into places, and his bounty for education be diverted to the support of the prejudices, narrow views, and collisions of sectarian feelings. Some of the Fathers of our country, distinguished for patriotism and piety, entertained similar jealousies at the formation of our governments-as may be inferred from a like prohibition then adopted and inserted in the constitution of this state.We hope that in this liberal and enlightened age the prohibition is not required. In this view it is unnecessary; and must not seem to impair the fundamental principles upon which, alone, a well ordered state of society can rest, and which must have afforded a powerful impulse to the life of honest and successful industry of your respected donor.

I am, sir, with great respect, yours, &c. &c.

From Thomas T. Davis, Esq.

JAMES TALLMADGE.

Dear Sir-The plan, or "System of Education for the Girard College for Orphans," which you kindly transmitted, has been received. The Institution itself is so noble in design, and, if properly conducted, bids so fair to become an ornament and a blessing to our country, that whatever relates to its plans of discipline and education should receive the earnest attention of all literary and patriotic men.

To me, your System of Education appears in a very favourable light. It is, I think, better than any other I am acquainted with, calculated to answer the designs of its author, and the interests of the public.

Respectfully yours,

THOMAS T. DAVIS.

might thus hope, most effectually, to attain the important object happily expressed in Mr. Girard's Will, in the following terms, viz. "My desire is, that all the instructers and teachers in the college shall take pains [by precept and example] to instil into the minds of the scholars the purest principles of morality, so that, on their entrance into active life, they may, from inclination and habit, evince benevolence towards their fellow creatures, and a love of truth, sobriety and industry.”

D. M.

From the Hon. Joseph Story, LL. D., Judge of the Supreme Court of the United States, and Professor of Law in the University of Cambridge.

Dear Sir: I am much obliged to you for the pamphlet, containing your proposed System of Education for the Girard College, which you have been kind enough to send me. What would be the best system of education to be adopted in such an Institution, I feel myself wholly incompetent to decide, as well from my want of an accurate knowledge of Mr. Girard's Will, as from the great importance and intrinsic difficulty of the subject.

Your scheme appears to me to embrace the proper studies for a sound and thorough education. I have always thought, however, that far more depended upon the zeal, ability, and devotedness of the instructers, than upon any theory, however well planned. It strikes me also that the collegiate course, to be effective, should not commence until the youth had attained sixteen, or at least fifteen years of age.

I am, with the highest respect, your most obedient servant,

JOSEPH STORY.

From Hon. John B. Gibson, Chief Justice of the State of

Pennsylvania.

Dear Sir: I am entirely convinced of the excellence of your system of education; and should be happy to see it adopted.

Most respectfully,

JOHN B. GIBSON.

From the Hon. John Kennedy, Associate Judge of the Supreme Court of Pennsylvania.

Dear Sir: I have looked over your proposed "System of Education for the Girard College." It appears to me to be well suited to promote what possibly may have been the design of the donor; or in other words, from my recollection of his Will, I am not aware that it can be considered as militating against any thing therein expressed or prescribed.

It likewise appears to me, so far as I am capable of judging, to be well adapted to convey to the minds of youth a knowledge of the elements, at least, of the various branches of learning and science, the acquisition of which seems to be almost indispensably necessary as a foundation, upon which they may reasonably expect to build with success any degree of future greatness

as well as usefulness. Indeed, I am not prepared to say that any thing besides Teachers, eminently qualified in every respect to carry the system into execution, and what you have suggested in the close of the fifteenth page, is wanting, in order to make it the means of imparting all the advantages that have been promised by any thing of the kind as yet proposed in our country. But without suitable instructers, I am inclined to think that no system will avail much; and that success in imparting instruction or knowledge depends as much upon their services, qualifications and industry, as upon the system that may be introduced and observed by them. But above all, unless it be tempered with the inculcation of religious principles, founded exclusively upon the doctrines of Christianity, from the very outset throughout the whole course of instruction, it will be found in most cases, I am afraid, that all that will be derived from it, will be a real evil instead of a blessing, not only to the individuals taught, but to the community at large.

I wish, however, in what I have said, to be understood as speaking with great diffidence on this subject; for never having been engaged, during any part of my life, in the execution of any system of education, I feel very incompetent to form and pronounce any positive opinion in relation thereto. I am, very respectfully, your friend and humble servant,

JOHN KENNEDY.

From the Hon. Molton C. Rogers, Associate Judge of the Supreme Court of Pennsylvania.

Dear Sir: I have read your plan of instruction for the Girard College with some attention, and although I do not think myself competent to decide with confidence on the whole system, yet it undoubtedly contains many novel and useful suggestions. It has the merit of raising the standard of education higher than most of the institutions in this country.

Very respectfully,

MOLTON C. ROGERS.

From the Honourable Thomas MKean Pettit, President Judge of the District Court of Philadelphia.

Dear Sir: Since you placed in my hands your "System of Education for the Girard College for Orphans," I have given it a careful examination. It is all important that in the outset a plan should be adopted, by which Mr. Girard's testamentary injunctions, "To have the orphans taught facts and things, rather than words and signs," can be faithfully carried into effect.

I assure you, it is not without much deliberation that I express the opinion, that in your very concise, but very clear, comprehensive, and elaborate work, you have presented an admirable outline of a scheme, which may produce this grand result.

Some doubts which I had felt as to the feasibility of embracing in any project within the design of the will, a proper intellectual education, as distinguished from moral training, have been, I am happy to acknowledge, removed by the reflections into which your suggestions led me. You have shown how Mr. Girard's expressed desire to provide for the objects of his beneficence "a better education, as well as a more comfortable maintenance," than is usually received from the application of the public funds, can be accomplished; and in doing so, have forcibly exhibited the truth of the sentiment which it is plain that he entertained, that the qualifications of the practical man, and the qualifications of the man of sound learning, are not incompatible, but may be harmoniously and effectively blended in the same character. No one, who may be called upon to take a part in the performance of the great public duty of deciding upon the course of instruction to be pursued in the college, can, in my humble judgment, fail to derive the highest assistance from your valuable labours.

Very respectfully, your most obedient servant,

T. M. PETTIT.

From John M. Scott, Esq.

Dear Sir: My avocations, and my limited acquaintance with many of the subjects referred to in your System, have compelled me to give it a less attentive study than its merits would seem to deserve.

The plan, however, appears to me to be very judicious, and entirely capable of practical application.

A person possessed of the French and Spanish languages, in addition to his vernacular tongue-and who has mastered the subjects, or a fair proportion of them, assigned to your Scientific class-would be well fitted for enlarged and useful intercourse with his species, in most of the occupations suited to the wants of our country.

The studies of the Collegiate class superadded, would give a finish and an ornament, adapting him to the highest walks of professional, literary, or political life.

I am your very obedient servant,

JOHN M. SCOTT.