of the general good-they are prepared for higher moral efforts, in more difficult spheres. The teacher has obtained possession of the reins by which the heart, the conscience, the moral principle is to be guided.

The progress of this discussion leads us very evidently now to enquire into the particular means of carrying forward the pupil to the possession of the various virtues which ought in early life to be cherished. Love of truth, justice, kindness, decision and firmness, courage, both physical and moral, filial affection, industry, are all to receive their special attention, and there are special plans appropriate to each. These particular topics, cannot however, in this first lecture on moral education before this body, be discussed. It is to be hoped that they will each hereafter receive a separate and thorough consideration, by being assigned to other hands. I will however before dismissing the subject describe a method which has been pursued with great advantage in my own and in some other schools. My pupils call it, from the day on which it occurs, the Saturday exercise. It was briefly described some months since in the Annals of Education.

Some subject of a moral nature is assigned, and at the appointed hour small strips of paper of uniform size are distributed among the scholars, upon which those who choose write a sentence or two relating to the subject in hand. One makes a remark, another relates an anecdote,-a third asks a question,—a fourth states a fact,—and thus for ten minutes almost every pen is busy. These brief productions are then all collected, brought to me and read aloud, with such remarks upon each as may seem proper.

This method makes the teacher more fully acquainted with the condition of his school, and the real faults and temptations of his scholars than almost any other mode. Perhaps disobedience to parents is the subject. If so, disobedient acts of every possible variety are presented. Practices not before known to be prevalent, are mentioned by many independent writers. Deception at school may be the topic, and if the scholars have

before voted to be frank, and if the teacher, by his mildness of character and interest in his scholars, has secured their affection, almost every artful contrivance or subterfuge will be brought to view. Once I took bad management by teachers for the topic, inviting the pupils to scan my administration with the same severe scrutiny as that to which their conduct is subjected. The following list of topics which have come up' in discussion in this way will show the extent to which the plan may be carried. Bad conduct at home. Generosity. Decision. Diffidence and forwardness. Management of younger brothers or sisters when intrusted to our care. Biting the the nails, and plans to correct the habit. Order. Selfishness. Flattery. Games and plays. Quarrelling. It will be at once perceived that the catalogue might be carried to any extent among the list of vices and virtues of traits of character and personal habits.

But I must bring these remarks abruptly to a close. No one would expect in a single lecture a full detail of the system of measures to be pursued to form the moral habits of the pupils of a school. If my remarks shall be the means of inducing those teachers, who have not hitherto made this a subject of direct attention, immediately to commence some plans for the accomplishment of this object, it is all which I can expect or desire. The work can only be advanced in various schools by the individual genius and skill of the teachers.

There must be in the generation which is to come upon the stage, a greater portion of social virtue than will come spontaneously, or the dangers which even now threaten our country will thicken into deeper and deeper gloom. To be mild and gentle in spirit, kind and conciliatory in temper and conduct, and submissive to proper authority, are not the natural characteristics of Americans. The stern unbending spirit of freedom which prevails in this land is with difficulty retained in union with the gentler and more peaceful virtues of social life. We must then earnestly exert ourselves to sustain the latter, or else this extended government over our immensely varied country

will soon become a very unstable equilibrium of the fierce elements of whirlwind and storm.

I ought not to close without saying that the superstructure of social virtue ought in my opinion to stand on the foundation of religious principle, by which I mean strong personal affection for the great Creator. This however is not the only foundation. The minds of our pupils may be influenced by love of excellence-by elevated and enlarged ideas of the superior happiness of virtue in this life,—and conscience may be so awakened, and its voice grow so strong, as to exert a most powerful control. These principles too can be brought much more easily to have influence in a school, than real, sincere, unaffected piety,―by which I mean communion with the Supreme Being and love for him. Moral education and religious education are therefore distinct, and it was the former subject which was assigned to me. I could not however close my remarks without expressing the sentiment which is unquestionably common to us all, that the members of the great human family will be most just and benevolent to each other, when they are bound most closely to their common father above.

LECTURE III.

ON THE

USEFULNESS OF LYCEUMS;

CONSIDERED IN CONNEXION WITH THE INFLUENCE OF THE COUNTRY

AND AGE IN WHICH WE LIVE,

ON THE CONDITION OF MAN AS AN INDIVIDUAL,

A MEMBER OF SOCIETY, A POLITICAL AGENT, AND AN INTEL

LECTUAL AND MORAL BEING.

BY

S. C. PHILLIPS.

This Lecture was originally delivered as introductory to the second course of lectures before the Salem Lyceum, on the occasion of opening their new Hall. It was afterwards delivered before the Lyceums in Charlestown, Newburyport and Danvers. It may be proper to add that it has been altered and enlarged since it was first prepared.