THE FIRST CLASS OF THE COLLEGE.

This is called the Greek Class; in which, as in every other class, the youth remain one year. In the forenoon they read Theocritus' Idyllia, with some select pieces of Hesiod, Homer and Xenophon. In the afternoon they learn arithmetic, vulgar and decimal; merchant's accounts, some parts of algebra, and some of the first books of Euclid.

THE SECOND CLASS.

The next year is spent in this class; the master of which is styled Professor of Mathematics. He carries the youth forward in algebra, teaches the remainder of the first six books of Euclid, together with the eleventh and twelfth, and also the elements of geometry, astronomy, chronology, navigation, and other most useful branches of the mathematics. So much of logic and metaphysics as is useful, is joined with mathematics; but a small space of time serves for these studies, logic in particular, as commonly understood, being in some disrepute among them. They, therefore, bend their chief attention this year, to the more advantageous study of mathematics, which, by the bye, they esteem the best system of logic that can be given to youth. The evolution of mathematical truths, through a chain of propositions, contributes more, in one year, say they, to expand the faculties of the mind, and accustom it, by a just attention to intricate subjects, to reason closely and

in train, than a life spent in the usual school-logic. At proper seasons, when the weather permits, this class is exercised in practical geometry; in surveying lands and waters; and in plotting and ornamenting the maps of such surveys. There is a weekly exereise for their further improvement in Greek and Latin.

THE THIRD CLASS.

The master of this class is called Professor of Philosophy. The day is divided between the studies of ethics and physics. Under the latter, the Miranians comprehend natural history, with mechanic and experimental philosophy; for the illustration of which, they are provided with a complete apparatus. With regard to ethics, they seem to think that a full, yét compendious system, calculated by some sound philosopher, for youth at colleges, is a book still wanted. They own that the English excel in detached pieces on all moral subjects; but these, say they, are only the disjecta membra ethices; no one author having handled the subject of ethics, in all its ramifications, with an immediate view to the use of youth.

In this class, at present, they read the philosophic books of Plato and Cicero, in their originals, with Locke, Hutcheson, Puffendorff, &c. the professor taking care to guard the youth against every thing in which any of these authors are singular. But they have another method of improving the youth in ethical knowledge, upon with they lay great stress, and that

is by historical facts; of which I shall afterwards speak. The private reading of various ethical writers is also recommended for the greater improvement of the youth in the studies of this class; the professor, from time to time, satisfying himself, by proper questions, what advantage they reap from such reading. I do not mention Keil, Gravesand, Newton's Principia, &c. because classical books are supposed in the study of natural philosophy.

THE FOURTH CLASS.

The master of this class is styled Professor of Rhetoric and Poetry. As it is in this and the following class, continued Evander, that my countrymen bring all that has been before taught, home to the business of life, and are more singular in their method; I must beg to be something more particular in the account of it. A great stock of learning, without knowing how to make it useful in the conduct of life, is of little significancy. You may observe that what has chiefly been aimed at, in the foregoing classes, is to teach youth to think well, that is, closely and justly. When this is attained, it is a noble basis, but would, however, be useless without its superstructure; without teaching them to call forth and avail themselves of their thoughts, in writing, speaking, acting and living well. To make youth masters of the first two, viz. writing and speaking well, nothing contributes so much, as being capable to relish what has been well written or spoken by others. Hence,

the proper studies of this class, are rhetoric and poetry; from which arise criticism and composition.

I shall speak first of rhetoric, as it is the first study. The professor begins with giving the students a ge neral notion of the precepts and different kinds of rhetoric. He then proceeds to make them read Tully's oration for Milo, leisurely, in its original; applying, as they go along, the precepts of oratory; and making them apprehend its plan, series, delicacy of address; the strength and disposition of the proofs; the justness of the tropes and figures; the beauty of the imagery and painting; the harmony and fulness of the periods; the pomp and purity of the diction; and, in fine, that grandeur of thought, that astonishing sublime, that torrent of eloquence, which, moving, warming, seizing the soul, sweeps all irresistably down before it. After this, Demosthenes' harrangue for Ctesiphon, which Tully (I think) calls the model of perfect eloquence, is read in the original, and explained in the same manner.

These two celebrated orations, thus explained and apprehended, are judged sufficient to give youth a right idea of oratory, and fix its precepts in their mind, which is not to be done so much by reading many orations as by studying a few thoroughly; and therefore, only three more orations, one in Greek, one in Latin, and one in English, are read in the school through the whole year. These are successively handled thus. In the evening the professor prescribes a certain portion of the oration, and appoints the students to write out their observations upon its conformity to the laws of rhetoric; the plan, thoughts, &c.

by way of criticism. This they bring with them next day, when the part prescribed is read over, and this criticism of theirs examined and corrected.

portion, as before, is prescribed against next meeting, till, in this manner, they have finished the whole

three orations.

In the same manner is poetry studied, which is, indeed, rather the same than a different study; poetry being nothing else but the eldest daughter of eloquence. The arrangement of the fable in the one corresponds to the plan and series of the other. Tropes and figures they have in common; and where, in the peculiarity of her dress, and the more frequent use of imagery, &c. poetry affects to differ, the youth are not unacquainted with it; as they have been made to observe it in reading the classic-poets. The rules, together with the nature and design of the several kinds of poetry, are, in the first place, explained; after which, as in the study of rhetoric, the youth privately write a piece of criticism upon each, beginning with the lesser kinds, as the ode, elegy and satire, proceeding to the drama, pastoral and epopea. All these criticisms are carefully revised and corrected by the professor, which is all the public business of the class. The reading of Aristotle, and the best French and English critics, is allowed, and even recommended, to assist and direct the judgment of youth in this exercise.

Here I interrupted Evander, by telling him, that I thought this study alone, might require half the year. No, replied he. They do not spend above two months in the study of all the kinds of poetry. This.