quired if there was not danger that the classics would fall into disuse and neglect at the present day, when so much more encouragement is given to inventive talent and to efforts for simplifying processes. Men are apt to direct their energies to that which will be most appreciated and best rewarded. The man who devotes himself to the classics must not hope for high distinction at the present day. He thought it important, there'fore, that special efforts should be made to prevent the classics from falling into contempt. If language is the great power to move the minds of men, then he who has most studied it is best fitted to do it, for he can best express thought.

In closing, Mr. Bunker said that they who have given their days and nights to the study of the languages are best fitted to discuss this question, and he felt his own incompetence.

Mr. Hill replied that, as Mr. Bunker had suggested that those should speak on the subject who have given their days and nights to its consideration, he would quote from a man `(Gilbert Wakefield) who was preeminently a scholar in the classics, a man who spent weeks to find whether Jupiter should be spelled with a double p, and finally concluded that it should ; and afterwards always spelled it so in his works. He says:

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Happy the man who has laid deep the foundation of his future studies in the recesses of geometry, that purifier of the soul,' as Plato calls it, and in the principles of mathematical philosophy; compared with whose noble theories, I make no scruple to declare it, our classical lucubrations are but as the glimmering of a midnight taper to the splendors of an equatorial sun."

However, I think that man's judgment was warped, and that in the contempt which he poured on his own study, he erred as much as in the devotion of his time so much to Latin.

The question presented is one for which we have no data. It is mathematical; it comes strictly within my province-the domain of quantity. Now we must have as many conditions as there are unknown quantities. In this case we have not, and it is impossible to say what is their relative importance, because they are in one sense of equal importance. To make a whole man he should understand everything. At least, he should have the spirit of each science; should understand enough of each to sympathize with the spirit of it. Any prejudice which a man feels against any science is a narrowness. A man should be led far enough into each science to catch its spirit, so that he may sympathize with those who take it up as a speciality and run it on to its utmost limit. Unless a man does this he is apt to think that that which he has studied is the only thing worthy of study, which must be an error of course. We want

to understand the whole of God's providence; why God put us here, and what for. The mere knowledge of facts is not science; else an empirical law, such as Kepler's three laws of astronomy, is just as good as Sir Isaac Newton's theory of gravitation. The French definition of the aim of science is, the endeavor to reduce all facts into a single formula. That is not the aim. I can express all the formula of astronomy without the slightest regard to the nature of the thing. The mere expression of a fact is not the science. Science is a communion of thought with the Infinite mind. Certainly He made us rational beings and designed that we should communicate with each other; and therefore, in one sense, language is artificial, and the work of sinning man; in another sense it is a divine work as much as the planets. There is nothing low nor mean on earth, except what we make mean. The soul, in true communion with its Creator, is ennobled. It can behold nothing except as a part of the divine plan, and its aim is to understand that plan. But this is not the place to discuss revealed religion, and I may have caused a wound in the minds of some by the assertion I have made; but if I were to go on I should probably heal it again. I make these statements not as a clergyman, but as a man of science.

The President said he would like to mention one fact. He met, a few years ago, with a gentleman who had graduated with considerable distinction at the great Classical College in England. He was then travelling as the tutor of the children of a wealthy family in this country, and he came in contact with one of our educated Yankees, who got into conversation with him, and had occasion to speak of History, and of Old Style and New Style. This very highly educated man opened his eyes widely. He had never heard of double dates; he did not believe there was such a thing as double dates. The question became so serious, that it was referred to a clergyman, for decision. That is a onesided education. But he went further. We have some acquaintance with the Westminster Review, but that gentleman had scarcely heard of the Westminster Review. The question is, Shall we make our boys spend six or eight or ten years in the study of the technicalities of the ancient languages? They can talk their mother tongue very well, and where they have not been vitiated by contact with servants, as they are apt to be in wealthy families, they speak our language correctly, in imitation of their parents. The question is, whether we shall spend so much time in teaching the languages, or more in showing them what God has done for us in this beautiful world of ours. There is the single branch of science (electro-magnetism), which has come into existence since I have lived. How many understand it? Very few. Should we omit that? There is chemistry,

too. It is a good thing to have a potatoe boiled well; yet, how many can boil it well?

Mr. Hill then said there was scarcely a classic author fit to be put into the hands of youth, or, indeed, of a man, until one has gone over it and struck out many passages not mere refined coarseness, such as defiles Shakspeare. In Shakspeare, there is no impure thought, or but seldom; but very coarse language. But in the ancient classics, the best of men are impure in thought.

Mr. Allen said he supposed that objection, if carried out, would cut us off from reading the Bible. But let me speak, said he, of the influence of the classics in elevating the mind. Where do we find nobler sentiments? where do we find them so beautifully expressed? If we refer to those men who gave being to our colonies and to our nation, they were all of them classic-bred, and most of them under the instruction of that great classic scholar, John Lovell, who, for more than fifty years, was at the head of a Latin school. And though some who were taught by him were compelled to say that they were brought up in the school of one Tyrannus, yet all admitted that they were indebted much to him for the instruction of their own minds, and the increase of their powers which made them useful. How often did they quote, for minds that could understand them, those sentiments of liberty, justice and right, and all that was magnanimous in American character, showing that their own minds, in the seven years' training, were imbued in the classics with those instructions which were still active powers, and whose influence they were spreading all abroad.

I do not undervalue scientific attainments, So far from it, I have a great and habitual reverence for them. But for whichlanguage or science-do we, as a nation, have the most use? We have chemistry, to be sure, in making bread and in all the arts of life; but we get along with these with very little knowledge of chemistry. But the power of language, as it comes from the press, the pulpit, and every place where the masters of assemblies are, shows the power of the classics over minds well trained in them.

Rev. Mr. Cushman replied to the objection made to the classics, on account of the impurities contained in them, that there was enough in them which is pure that may be studied with profit, while the rest may be expurgated or omitted.

As to the comparison between the Scriptures and the classics, there is one principle to be considered, which is, that the thing referred to in the Scriptures, though it may be of an impure character, is always spoken of in terms of condemnation; whereas in the classics it is approved, and is referred to for the very purpose of extending its influence.

If persons were called to vote on this question of the relative importance of the classics and the sciences, they would be apt to vote according to their own pursuits. Those who are engaged in commerce would point to what Lieut. Maury has done to represent the trade-winds and the currents of the Atlantic and Pacific Oceans. But lawyers, clergymen and professional men, on the other hand, would vote in favor of the classics.

Education has been defined here as a cultivation of all the powers that God has given to an individual, and therefore it must include both. They are twin sisters, and must go together.

Messrs. Hill, Crosby and Dike made a few additional sugges tions, when the question was referred to the next meeting of the Institute, for further consideration.

The customary resolutions of thanks to the citizens of Bath, to the committee of arrangements, the glee club, and the several railroad companies which had reduced the fares, were moved by Mr. Allen, of Boston, and adopted. Prof. Crosby offered the following resolution, which was also unanimously adopted:

Resolved, That the thanks of the Institute be hereby presented to Thos. Sherwin, Esq., for the able, impartial, and happy manner in which he has presided over its deliberations during the past two years; and that he be assured that his long-continued labors to promote the welfare of this Association, his deep interest in the cause of general education, as well as his generous sympathy and hearty cooperation with his fellowteachers, whether young or old, command from every member the highest esteem and most friendly regard.

The President then said:

Gentlemen of the Institute :-It may not be inappropriate, perhaps, for me to say a single word on this occasion of our parting. It demands my gratitude to all the members of this Institute, that they have been so lenient towards the imperfections of myself, who have presided over your meetings for the last two years. It is very true that we have had two of the most successful meetings that this Institute, now twenty-five years old, has ever had.

A remarkably interesting meeting was held last year at Providence; but a large share of the interest of that occasion was due to gentlemen of the Institute who resided there. They were the workers; they prepared for our happy reception, and they greatly assisted the President in his duties at that time.

This meeting has been one of no ordinary interest. We came down here, hardly knowing what to expect, though we knew we had the cooperation and the sympathy of a few leading gentlemen of the place. I express my individual opinion, and I think I express that of the Institute universally, when I say that our reception has been far beyond what we ought to expect. Educational bodies should not make themselves burdensome. We are ready to spend our time and our money in this cause, since we think we may, perhaps, do some good, receive

good imparted by others, and excite an interest in the cause of education among the people of the place in which we meet. The community in the midst of whom we assemble, may not look upon the subject in the same light that we do. But I must say, that, from the manifestations we have had in the city of Bath, we cannot doubt the deep interest of the citizens in the cause of education, we cannot doubt that they inherit the largest share of the hospitality of the old Pilgrim Fathers, who came over here and struggled with the savage, and endured so heroically the trials which they had to suffer.

As the thanks of the Institute have been presented to the citizens of this city, I speak for one,-I think I speak for all, when I say that these thanks consist not in words alone; but there is something deeper, holier, if I may so express it. It is a deep feeling of gratitude flowing up from the heart.

Gentlemen and ladies, members of the Institute, and others interested in the cause of education, I hope to meet you one year hence at as good a meeting, I can hardly hope for a better,—as

this has been.

The President then read an invitation, tendered by the citizens of Bath, to meet in the Columbian Hall in the evening, for the purpose of familiar social intercourse, and an interchange of parting civilities. The Institute then adjourned sine die.

[In order to make room for a full report of the proceedings of the American Institute, at its late session, several articles designed for this number of the "Teacher," are omitted. -ED.]

Ar a meeting of the Masters of the Public Schools of the City of Boston, held Sept. 13th, the following preamble and resolutions were unanimously adopted :

Whereas, Abraham Andrews, Esq., after thirty-three years of faithful and distinguished service, as Principal of the Bowdoin School in the city of Boston, has resigned his office with the intention of retiring from the active duties of the profession to which he has ever been an honor; and whereas we, the Principals of the Boston Public Schools, impelled by sentiments of high regard for Mr. Andrews, desire in an associated capacity to bear testimony to his great worth and eminent service; Therefore,

Resolved,―That, in his long and successful devotion to