the college department at sixteen than at fourteen years of age. But we have endeavoured to make the most of the restrictions of Mr. Girard. Any defect in the system, arising from this circumstance, was entirely beyond our control. Had his limits been at twenty, we should have greatly rejoiced; every other part of his Will having met our most cordial approbation. Yet notwithstanding, we believe this apparent defect will be fully made up by the superior advantages of the system proposed, for, as was observed in the note at the bottom of the seventh page, boys will study the classics with great facility, from the knowledge they have of analogous languages, and from their disciplined state of mind in acquiring them; so that from these two considerations we think we risk nothing in expressing our firm belief, that four years in the grammar department, with these important advantages, will be fully equivalent to six years without them. But we have proposed, in the reserved detail, a plan that will more than fully obviate this difficulty, at least so far as it is applicable to those of very superior talents. It is proposed to offer to such ample opportunities for further study and improvement in science, after they have graduated. They will be retained, to the great advantage of the Institution, in the capacity of teachers, in all the departments that language, music and science may require, at a moderate salary, to be employed each day, during a limited portion of time, so that they may be enabled to prosecute their studies to the highest attainment, and thereby become a national blessing. By this arrangement, all the benefits that are derived from the Fellowships established in some of the European colleges, under royal patronage, may be enjoyed, without infringing in the least on the Will of Mr. Girard. In this way giants in literature may be produced, even in America, and the reproach thereby thoroughly and for ever wiped off, that our greatest men are but pigmies in science.

But to return to the subject more particularly under consideration, we say, that the bones of the system, essential to leading principles, only were introduced. These were located with great care, and after much deliberation. The natural order, mutual dependence, and relative proportion of each part, constitute the excellence and beauty of the system. To give life, vigour, and animation to such a system, the reserved detail is all that is necessary. President Bates, not knowing that such details were made out, justly observes, "They may be the result of experiment, and be gradually settled and engrafted into the system. Still something should be said in relation to the government, discipline, hours of study, modes of instruction, liberty and restraint, &c. before an attempt is made to put the plan into operation." Indeed, this is one of the excellencies of the plan, that its essentials being established upon sound philosophical principles, the details, altogether independent in its character, may be modified, altered or improved, as experience

may dictate, and that too without affecting in the least the general system. The details, it should ever be borne in mind, never constitute philosophical principles; nor can the operations of a detail, with the effects it may produce, like the essential principles, be reduced to a certainty, or to the force of a demonstration. Hence it is, that experience alone can establish with certainty the excellence or defect of a detail. Like the muscles and sinews in anatomy, the details give motion to the system, and on account of which they should be appropriate, healthy and vigorous. But should it be found they do not possess such characteristics, they may be varied, as was observed, according to what experience may dictate.

To afford an illustration to our remarks, we will take the little anatomical limb, found in the fifth and sixth lines of the 15th page, viz. “During the whole course of study the French and Spanish languages shall have sufficient share of attention," and clothe it with muscles and sinews, and give it vitality. What we shall now propose as a detail, may not be the best; in the course of experience, something better may be discovered and adopted, without at all affecting the limb, constituting a part of the essential principles of the system. Before we proceed, however, we shall be under the necessity of making some developments of the reserved detail, essentially in connexion. The largest room at present connected with the institution, is in the college building, and is but fifty feet square. This will be altogether too small to meet the wants of such an establishment. A large and spacious room therefore must be constructed, as such will be necessary,-for a musical hall and concert chamber, furnished with an ample and splendid organ,— for a lecture room, when the attendance of the whole number of students may be required, amounting, probably, in the course of time, to between one and two thousand, together with many of our fellow citizens, who may, on particular occasions, be invited to attend, for an appropriate place for Sabbath instruction, and for the important and deeply interesting exercises connected with the annual commencements of the institution. To obtain such a room, a noble building is proposed to be erected, containing two stories, with a cupola and bell. The upper story to be occupied as a museum, and furnished with additional lights from the roof, if found necessary. The rear of this building, especially on account of the museum, to be located agreeably to the suggestion in the notes of the fifth page, on the line which separates the infant from the other departments, running north and south, and at the same time standing equally on the ground occupied by the French and Spanish classes, which are separated from each other by a line running east and west, through the middle of the lot. The building thus situated will stand on the college ground, but afford ready access to the French and Spanish scholars, who will constantly require the use of the museum for the study of natural history, &c.

We are now prepared to explain the method we propose to preserve, among those who have left the infant department, a facility in speaking and writing in the French and Spanish languages, and at the same time to make advances in the higher orders of composition. Every Wednesday and Saturday afternoons shall be devoted to recreation and amusement, and at the same time turned to a most profitable account, by spending these seasons alternately in the French and Spanish establishment. Thus, one afternoon each week will be spent in speaking the French and Spanish languages. In addition to this, we propose for the improvement of the more advanced scholars, as well as for that of the whole institution, that eight or ten short, select, and original speeches be delivered, in regular succession, by all the boys over fourteen years of age, interspersing such exercises with soul-animating music, both vocal and instrumental, accompanied, as the professor may direct, with ravishing peals from the deep-toned organ. The scholars of the whole institution shall be present. It is true, that when the Spanish speeches are delivered the French scholars will not be benefited thereby, yet they may be gratified with the music, and perhaps be prepared to take a part in the second treble vocal strains, should a piece be occasionally introduced not written in the Spanish language. In these visits, a reception, attended with kind formalities and mutual greetings, shall be observed,--it is the intermingling of friends and brothers; and these little etiquettes soften and form the manners, and enkindle the warm, generous affections of the heart. Indeed, in all well regulated colleges and universities, certain forms and ceremonies are deemed essentially important to promote good order and discipline. Besides, what could be more imposing and impressive, than a well regulated formality observed on an occasion like this? For example, the tolling bell, with its deep, reverberating sounds, audible to the whole extent of the enclosure, may summon the college department, some hundreds of yards distant, to prepare the line of march. At the ceasing of this admonitor of time and duty, the music of a full, splendid, well organized and disciplined band, may break forth in enchanting melodies, and heading the procession, lead the march of six or eight hundred students, organized, and formed in columns of six abreast, displaying their well disciplined movements along a broad, well laid-out gravel walk, covered in, and shaded by the dense foliage of the beautiful linden, paradise or elm. In the meantime, they that compose the infant department, to which the visit is to be made, may occupy the orchestra, and the scholars of the other infant department may, at the same time, be arranged in two ranks without, separated ten or twelve feet apart, extending from the door of the hall, and facing inward. On the arrival of the procession at the extent of the infant line, the columns will divide right and left by an oblique movement, observing close order, and facing inward, with files of three deep. The whole procession having thus arrived, will now change fronts,

and receive between their ranks those that had occupied the rear, viz. the orators of the day, dressed in their appropriate habiliments, with the president, professors and teachers at their head, all uncovered. As these advance, the whole line in succession will uncover, until they are passed. At their arrival at the door of the hall, the music of the band shall cease, and be the signal for the organ to commence, accompanied with the voices of those occupying the orchestra, in the melodious strains of a welcome hymn, in the language of the department, to which the visit is to be made. After the speeches are delivered, suitable formalities may be observed in passing into the infant department, and also in leaving it at the close of the day.

If the infant enclosure prove, in the course of time, to be overcrowded by the scholars of the other departments in these visits, they may divide and alternate, that is, half may have their exercises in French, and half in Spanish, each day of recreation; so that thus only half of the scholars will be in each establishment.

It may be best on these occasions, and at no other time, to admit the visits of our citizens. Strangers may be an exception, but the occasions would be rare in which they would not prefer making their visits at such a time. The college will be unoccupied, and the best possible opportunity will then be afforded to gratify a curiosity so laudable.

Thus we have hastily, and it is to be feared very imperfectly, attempted to give a brief exposition of some of the general principles by which we have been guided in the formation of the System submitted; and at the same time to exhibit our views of the characteristic qualities, proper place, and operation of details. We have thought best to hold them in reserve, under the conviction that they would only tend to burden, and thereby perhaps more or less to obscure the essential principles, and thus perniciously tax the time of our literary friends, which is always too precious to be unnecessarily wasted. As has been said, they are fully competent to judge of the merits of the system, without the detail. We have also, in illustration of our remarks, given a single example of the manner in which the principles may be carried out; and it may serve to illustrate something of the general character of the reserved detail, connected with, and demanded by the importance of almost every paragraph throughout the System. That nearly every paragraph does possess such qualities, the keen, philosophic eye of Chancellor Kent soon perceived, and it is a full commentary on that passage of his highly valuable letter, where he says, "I have paused over every item.”

Finally, while in this exposition we have thus given life to a limb, we have also given food to the imagination; and it will no doubt be found to afford more gratification to inferior intellects than the System itself; but those accustomed to deep research and profound science, will at once perceive, that such details scarcely require the feeblest effort of the inventive or philosophic mind.

5

D. M.

From the Hon. Theodore Frelinghuysen, LL.D.

Dear Sir: Your favour of the 24th September, and a pamphlet containing a System of Education for the Girard College, have been mislaid at the postoffice until this week. I have examined the plan, and concur with those better able to judge of it. It seems to embrace all that can be desirable for the Institution and those who are to be benefited, as far as an intellectual education is concerned. The author professes to go no further; while he admits the great importance of a complete system of moral training.

This moral training of the child "in the way he should go," will no doubt engage the early and assiduous cares of the Trustees. When the Word of God shall be regarded as the only sound basis of all education, we may hope that science will become more generally the handmaid of religion, and that both will go forth with augmented energy and influence to enlighten and bless the world.

Very respectfully your obedient servant,

THEODORE FRELINGHUYSEN.

From the Hon. Joel R. Poinsett, Secretary of War.

Dear Sir: You must pardon my having suffered a month to elapse, before I reply to your letter of the 4th.

I read the pamphlet it announced with great interest, and have no doubt that some parts of the System you recommend might be introduced successfully and beneficially. In the North of Europe I found children of families in easy circumstances speaking fluently three or four modern languages, which they had acquired without effort and without interrupting their other studies.

The studies you propose for each class, from infancy to maturity, are comprehensive and judicious, and the order in which you have classed them luminous and practical; but I have not sufficiently attended to the peculiar views of the charitable founder of the College, to decide whether your System would fully carry them out.

I am with great respect, ever, dear Sir,

Yours, truly,

J. R. POINSETT.

The following letter of the venerable Judge Hall commends itself to the serious perusal of all who feel interested in the subject of education. It evinces considerable acquaintance with the matter, and affords full proof that he has bestowed on the various important branches connected with it, more than ordinary reflection. On several points he has anticipated us in matter which we have reserved for our closing remarks. The patriotic in