INTRODUCTORY LECTURE. THERE is a large and favorite sense of the word Education, which has been defined by no one more eloquently than by Mrs Barbauld. I refer to that meaning of the term which applies it to all the influences that form the character - to the whole process of moral and intellectual creation. According to this sense of the word, we are always at school, and we can hardly speak with propriety of beginning one's education, certainly not of completing it. How often is it finished for an undefined period, long before it is supposed to be begun; and begun long after, in the common language of the world, it is said to be finished. It begins with life, or rather life, in the deep meaning of the word, has its beginning from it; and if ever our nature becomes stationary, then only will it end. At home and abroad, at all times and in all conditions, the invisible work is going on with results infinitely diversified. Upon this comprehensive view of education, with which you must needs be familiar, I do not intend to enlarge. I ask your attention to it partly because it is so consolatory, but principally because it is so full of instruction. The existence of the institution whose annual exercises I have the honor of introducing, bears witness to the arduous and difficult nature of the work of education. Promising as this association is, it is still another plan, a new effort to study and explain the great business of spiritual culture, and as such, it is a confession of the mistakes under which the labor of instruction has been performed, and of the ill success by which it has been followed. In associ ating to seek for light, you show yourselves sensible of the darkness which overhangs, and the difficulties which entangle your field of exertion. This darkness is heavy, and these difficulties are great, and truly if any one needs comfort and encouragement, it is he who undertakes the office of education. It is not merely the greatness of the object at which he aims, that is likely to dishearten him. A great purpose inspires. It does not depress. But it is the observation of the errors and defects and consequent defeat of almost every attempt at education this it is that may well fill the teacher with dismay. How much has been said, and written, and done upon this subject! Systems have we upon systems, all but perfect and almost ready, one would think, to work of themselves. We have schools and colleges and institutes of every name and variety; a most costly apparatus of means, but with no corresponding results. And we cannot wonder if the heart of the professed teacher sinks within him, and he is ready at times to throw up his office in despair. The case would indeed seem desperate, if we did not believe that the process of human culture is going on, notwithstanding our ignorance and ill success, under "the great Taskmaster's eye." There is great comfort in that extended view of education to which I have begun with referring you. It is encouraging to regard the whole sum of things as a system of instruction, the whole train of events as a course of tuition, and even the mistakes we commit, our very failures, as parts of the great lesson. This consolation is open to all, parents and teachers. "Providence," says the beautiful writer to whom I have already alluded, and whose language, familiar though it be, I cannot help quoting, "Providence takes your child where you leave him. Providence continues his education upon a larger scale, and by a process which includes means far more efficacious. Has your son entered the world at eighteen, opinionated, haughty, rash, inclined to dissipation? Do not despair; he may yet be cured of these faults, if it pleases Heaven. There are remedies which you could not persuade yourself to use, if they were in your power, and which are specific in cases of this kind. How often do we see the presumptuous, giddy youth, changed into the wise counsellor, the considerate, steady friend! How often |