Dauphin, 161 2 Franklin, 14 11 Erie, 23 17 2,975 40 Am't. not determined. 337 22 Double St. approp'n.] 845 13 2,200 00 637 34 1,800 00 1,796 67 Double St. approp'n. 1,738 30 Do 925 90 1,476 54 do. 5,000 00 805 33 Am't, as for co. purp. 612 25 REMARKS. One commissioner in favor and two against. do. do. do. No. of dist's not repor'd Two do in favor and one against. do. did not vote. One commissioner in favor and one against. Two commissioners present, voted against. One do. in favor and one against. 104 94 Double St. approp'n.) 1,273 73 908 21 Double St. approp'n. 2,429 56 Lancaster, 29 14 15 Lebanon, 9 all Lehigh, 14 2 11 Luzerne, 39 23 3.4 625 52 4,250 00 The number of districts not reported. 2,176 05 Double St. approp'n.'Commissioners voted in favor. 262 94 $1,500 00 878 431 mills on the dollar. 764 65 Double St. approp'n. 3,000 00 280 00 Two commissioners in favor and one against. on dol. to be lev. Commissioners voted in favor. 481 96 Union, 14 Venango, 16 13 Warren, all 271 19 2 m, Washing'n. 23 Westmor'd. 20 Wayne, 15 11 (York, 1261 7 CHESTER COUNTY BEEF, on dol. to be lev., Comissioners voted in favor. One commissioner in favor and one against. do. voted against. Wm. Sharpless, 1900 1685 The Darby Republican, of Delaware county, of Friday last, has this article. A FINE OX.-An ox, raised and fed in this county, by Mr. JOHN COCHRAN, passed through this place, on Thursday last, for the Philadelphia market. He was weighed on the Darby bay scales, and drew 2576 lbs. INAUGURAL ADDRESS bearance that can be employed, here and there an in By Rev. JOHN LUDLOW, D. D. as provost of the Univer-stance should be found of a youth so lost to every ingesity of Pennsylvania. Delivered Dec. 22, 1834. nuous feeling that he cannot be retained without irrepa rable injury to his associates, then there should be an Called to preside over the University of Pennsylvania, inflexible firmness, which no considerations should by the partiality of its Board of Trustees, before enter- divert from making the painful sacrifice of exclusion ing upon the discharge of my official duties, in accord-from the Halls which are disgraced by his presence.ance with long established usage, in such cases, I have But even then I would not follow him with anathemas; risen to offer some remarks which the occasion sug-I would leave the door open before him in the hope gests. I am deeply sensible of the responsibility of the station which I am about to occupy; and it is with no little diffidence that I approach it. But I may be permitted to say, if untiring devotion to the interests of the institution can-secure a successful discharge of its duties, then I flatter myself that I shall not wholly fail to meet the reasonable expectations of the confidence reposed in me. Assured of the hearty, and efficient co-operation of my distinguished associates, I rely much upon their practical wisdom; and anticipate from this union of hearts and hands in one common cause the most favorable resul s. that this exercise of discipline might incite him, elsewhere, to redeem his character, and yet become an ornament to the community. Intimately connected with the general government of a literary institution, is the system which may be adopted to excite a spirit of noble emulation and distinction among its pupils. It is unquestionably desirable that there should be sufficient motive to arouse to action the latent powers of the mind, and increase their strength by vigorous exercise; but it is a matter of some importance so to adjust the system as that it may operate most happily upon the whole mass of mind, which is brought under its influence. It is to be exThe well-being and prosperity of every literary insti-pected that there will always be a diversity of talent in tution will in some measure depend upon a wise and every promiscuous collection of youth; and that the salutary government. Though government be only in- talents of some may be more rapidly developed than of cidental to a higher end yet, like the scaffolding to a others, even when there may be no difference in the building, it is rendered indispensably necessary. It is amount of native intellect. From the well known influeasy to perceive that a government may be characteri-ence of climate upon the physical and intellectual powzed by such sternness and severity as to create a con-ers, this difference in the development of talent is somestant disposition to resist its action, and to impair the times apparent in youth of the same age gathered from rules of order and decorum. Nor is it less apparent different sections of our own country. From these that a government may be characterized by such a hap- considerations it would be manifestly wrong to expect py union of mildness and decision as to secure its end that all should make the same improvement. It is posalmost without being felt. The one may perhaps be sible therefore that a system intended to excite an most appropriately denominated a government of au- emulous action may operate with too great severity;. thority; the other a government of reason. We cannot for while it may have the happiest effect upon a few, hesitate in a choice between the two. The former it may tend to repress the energies of the many, and incorporates the elements of despotis; the latter the in the end leave them far below the standard to which affectionate control of parental influence. Let it not they might have attained under a less severe pressure. be supposed, as it sometimes seems to have been, that All that can reasonably be required of every youth is, there is any impossibility in extending, with success, a that he should make the best improvement of the government of so much gentleness to a collection of talents and advantages which he possesses. And our youth, in a literary institution. With all the disposition design should be not so much to operate upon a few of to indiscretion which may be occasionally manifest, at a class, who may be made to tower far above the rest, this period of life, there is a candor in the youthful as to exert the best influence upon the respectability bosom on which I think reliance may be confidently and distinction of the whole. The history of our literary placed to sustain a wholesome discipline, and put to institutions will bear me out in the fact, that those who shame the individual who is bent, after every entreaty have occupied the most prominent places in their colleand remonstrance, to set at nought the exercise of all giate course have not always figured with the greatest restraint. If education should have regard to the culti-prominence in the world, while their fellows, who gave vation of the moral as well as the intellectual faculties, less indications of talent, have arisen to stations of comhow much would such a government tend to inspire manding influence and respectability. Perhaps this that high and honorable feeling, that virtuous sensibili- may, in part, be attributed to a too great reliance of the ty, which constitute such prominent features in the for- former upon their native talents, and too little upon mation of a noble character. How much would it tend their efforts; yet it is sufficient to warrant the concluto do away the impression, too common among youth sion, that no youth, of even ordinary capacity, may not, when about to enter a literary institution, that they are with proper culture and diligence, rise to places of approaching a sort of prison, in which their personal honor and usefulness in society. It is certain however liberty is to be sacrificed; or that while they are under that whatever system, calculated to excite an honoratheir immediate instructors they will be subjected to able rivalry, is adopted, much, very much, will depend set of masters who have not one particle of parental upon the discretion of instructors to give it success. sympathy. Let them feel that a collegiate course deprives them of no reasonable enjoyment compatible with the object to which they are devoted-that those who are entrusted with their education have no other desire than to facilitate their improvement, and there will not be that impatience of restraint which seeks occasion to promote disorder, and to thwart in every way the exercise of government. Besides it ought to be an object of primary importance with the faculty of an institution to save every youth committed to their care in despite of all the waywardness to which any may be prone. Character is inestimable, and if it be lost in the outset, how many wounds does it open! To secure this most desirable end, I know of no influence more effectual than that of a parental character. If however it must be, notwithstanding all the mildness and for Passing from these points which may be considered as incidental to a course of education, I come to the substantial part of it. In regard to education the great question to be determined seems to be, how can you make the most of mind?-or in what way can youth be most successfully trained to enjoy the greatest amount of happiness and to qualify them for the greatest usefulness in society? Much has been written in answer to this question. The consequence has been that in our own country, especially, such changes have been sug gested, and such innovations have been proposed to be made in relation to the established system of education, as to have excited apprehension, in some minds, for the fate of sound and substantial literature. The spirit of the age, which is fruitful of innovation, has doubtless led to the suggestion of some extravagant notions. The duced, and adapted to the wants of the age. Extend the range of study with the progress and development of science-improve in every possible way the mode of teaching, and the facilities of illustrating science; but do not depart from the grand outlines of a system which has produced the most profound and illustrious scholars. It is a matter which may well be questioned, whether any radical improvement has been made in the system of education since the period of the immortal Bacon. To his inventive and philosophic mind we are indebted for the entire change which took place in the prosecution of physical and mental science. The principle of induction, which he carried into the region of cannot depart without being lost in the uncertainties of profitless speculation. He has taught us to substitute facts for fancy, and by the gradual development and analysis of the various phenomena of matter and mind, to arrive at general conclusions which are incontrovertible. This method of prosecuting science which deals in facts-truths-cannot be carried out too extensively wherever it admits of application; though it must be confessed that there is a constant tendency to depart from it. Perhaps nothing has been more prejudicial to the interests of truth and science in its various departments, than a disposition to form speculations and theories; and then, losing sight of truth, labor to bend every thing to sustain them. What a waste of intellect and of effort, which, if correctly applied, would have tended to very different results.Hence we cannot in a system of education adhere too closely to a principle which the great philosopher has taught us. To it we are mainly indebted for those discoveries which have been made in natural science, by which the hidden laws of nature have been developed, and made subservient to the convenience, the comfort, and even the happiness of man. To it we are indebted for the analysis of mind, and the reduction of mental philosophy from a state of chaotic confusion to a system of intelligence and order. old mode of making scholars has been thought too long and tedious, and various plans have been proposed to make scholars by a shorter course. Impositions have been practised upon a too credulous community. High sounding names have been employed to give a new coloring to an old thing, and then it has been presented to the world as a wonder of the age. This desire of change in a long established system has shown itself in opposition to the study of the dead languages-an opposition which has in some instances been sanctioned by great and honored names. It does not become us to undervalue sentiments honestly entertained. It may however be said that the most distinguished champions against this part of the established system of edu-matter and mind, has laid a foundation from which we cation have themselves unconsciously furnished very conclusive evidence of the value of what they have so vehemently opposed. Without entering, here, upon the merits of the question in relation to the study of the learned languages, I will only observe, that if these languages be thoroughly taught with accompanying illustrations, of the scope and design of the several classic authors; of the various facts, historical, biographical, and mythological, which they contain; and above all with illustrations of the beautiful sentiments with which they abound, the study of them will be pleasing as well as profitable to the pupil. Taught in this manner, the teacher of languages may bring in all his varied knowledge, and lay all science under contribution to throw around his course a fascinating charm. Then all the advantages claimed for the study of these languages will be manifest; and none who regard the influence which they exert in disciplining the youthful mind, in producing a critical acquaintance with your own language, in refining the taste and forming it after the most finished models of antiquity, will consent that the study of the dead languages should ever be abolished in a finished course of education. But while I have no feeling in common with those who would entirely, exclude the study of the ancient classics, I cannot but think that our own English classics have been too little regarded. I can see no reason why such monuments Assuming this grand principle as the basis of a course of genius and taste should not form a continuous part of education, so far as it can be applied, it is matter of of the classical course of every English scholar. Ifit be great importance that the subjects embraced in it conceded that Homer, Demosthenes, Virgil, Cicero, should be prosecuted in the order best adapted to the and Horace should occupy the foremost place; ought capacity of the youthful mind. The first elements of Milton, Pope, Young, Shakspeare, Addison, Burke, knowledge are derived through the medium of the organs and Johnson to be entirely neglected? Can they of sense. External objects are the first to attract attenexert no influence in forming a correct and finished tion, and to communicate ideas. Abstract subjects are taste-in creating a more thorough knowledge of the among the last which engage our thoughts. Hence it use of our own language? Can they claim no advan-is that we are so much more conversant with what tage on account of the Christian principles and Christian passes without us, than with what takes place morals which they inculcate? And being presented in within us. This law of our nature requires that our own living language; will not their beauties for the those sciences, or studies, which make an impresmost part, be more easily perceived and much better sion upon the organs of sense should precede those understood? Ought not then, the critical analysis of se- which are abstract in their nature, and require habits of lect parts of these classics to be closely blended with the abstraction in order to comprehend them. Though common course of Rhetoric in our literary institutions? this it would seem must be very obvious to all, yet the I have spoken of innovations upon the established law itself, in application to the course of education, has system of Education: far be it from me however in not always been kept sight of. This remark applies what has been said, to indicate that the course of edu- more to our common schools, and academies, than to cation is not susceptible of improvement, or that no im- our higher institutions of learning. Does it accord provement has been made. Still whatever has been with this principle of mental philosophy that English tested by long experience should not be hastily dis- Grammar should occupy the place it commonly does in turbed, or assailed with a rude hand. It is a safe crite- our primary schools? As soon as a school boy is able rion to judge of the value of a system of instruction to read with some fluency, an English Grammar is one which has long prevailed, by the effects which it has of the first books that is put into his hands. And with produced. According to this rule, what has been the parents it is commonly evidence of great proficiency, result? Where shall we find such scholars as are to be and a cause of exultation, regardless of their age, that found in the last age? In the various branches of sci- their children are studying grammar! I think you will ence which were then cultivated-in all the learned bear me out in saying that there is not a more difficult professions, they stand out in bold relief upon the subject to comprehend than the philosophy of language. pages of history. Though some men may endeavor to And how can it be expected that youth, in their earlier depreciate the system under which they received their stages of education, can understand it, when it requires intellectual training, yet it will doubtless be to the ad- of those who have come to maturity so much study and vantage of their literary reputation not to court a com-reflection. Is it, except so far as memory is concerned, parison with them. Whatever improvements are made little more than a waste of time? Would it not be less in the course of instruction, let them be gradually intro- difficult for a youth to understand even the elements of some of the natural sciences? Might there not a bene-vestigation of the various subjects which may claim his Nor are they less valuable in the practical ficial change in this respect, be made in our primary attention. By the art of analysis it is schools, if history, which is so much neglected, or even application of knowledge. intellectual arithmetic, were substituted in the place of comparatively easy to mould a subject into a luminous English Grammar! We have learned, within a few form, so that all its parts are comprehended, almost, years, that children and youth have a capacity to without an effort. This intellectual training, which a acquire knowledge, at a much earlier period than was teacher should ever have in view, will give ample scope heretofore supposed; and we are very much indebted for the exercise of all his powers. And herein lies the for the fact to the establishment of infant schools. great difference which obtains between one course of Have they not shown that children, at the age of five or instruction and another. Here too is the point in which six years, may now know what once required ten or improvement is to be made in a course of education.twelve to learn? Is it not because they have been con- This improvement does not consist in partial modifica It is matter of minor importance, ducted upon the philosophic principle, which teaches tions of this course. them to call to their aid the external senses in the whether one author or another be adopted as a guide; attainment of knowledge? It is the part of wisdom to the student must be taught to think for himself." I do derive instruction from every source, and if such advan- not however mean by thinking for himself, what some seem to attach to this idea, a rejection of every thing tage may result from a happy adaptation of the course This is mischievof study to the capacity of the youthful mind, ought old because it is old. By no means. we not to avail ourselves of it throughout the whole ous in its tendency. It is a spirit of literary licentioustraining of youth, and thus by increasing the facilities ness which seeks a reputation for genious and originaliof obtaining knowledge, in effect, protract the period ty by thinking as no one has ever thought before, courtof our existence and add to the extended usefulness of ing singularity for the sake of notoriety. It is rather a freedom of inquiry which, while it moves onward with every scholar. manly step, does not disdain to draw knowledge from every source, and by new combinations of the simple elements of truth, presents them in the most powerful and attractive form. But if it be important to adapt a course of education to the capacity of youth, it is still more so that all the faculties of the mind should be cultivated in their proper proportions, in order that it may be made a It is, moreover, important in a course of education most perfect instrument for the development of truth. However ingeniously the several parts of a piece of that it should be, as far as possible, accompanied with mechanism may be constructed, it will fail to accom- experiments. Here again we see the force of that plish the end for which it is intended, unless these parts principle in mental science, which teaches us to call in the aid of the senses in order to impress truth upon the are happily adjusted to move in perfect harmony.The body can never be expected to attain that symme- mind. What would be the best course of anatomical try which constitutes its strength and beauty, unless its lectures without the dissecting knife? Why do the several members have their due proportion. What is Medical Faculty feel it to be so important to have actrue of a piece of mechanism and of the human frame, cess to our hospitals, our alms-houses, but that they is not less so of the intellectual faculties. To secure may illustrate the various diseases to which the body this result, the circle of education must necessarily is subjected in a living, tangible form. The natural embrace various subjects of study calculated to call into philosopher would spend much of his learning to little or no purpose, were he not to carry out his principles action every power of the mind, to invigorate each one by constant exercise, while, at the same time, neither by a course of experiments, which, while they teach is cultivated at the expense of the other, but all are with unerring certainty the truth, make such an impresimproved according to their relative importance. In sion upon the mind that it cannot easily be forgotten. 'conducting a course of instruction, too much attention Hence it becomes indispensably necessary that every cannot be paid to this mental cultivation and discipline. literary institution should be amply furnished with an The youthful student must be excited to habits of men- apparatus of the first order. If there be any lack, it tal activity. He must be taught how to think; how to should be immediately supplied, as indispensably neanalyse. His curiosity must be awakened, and direct-cessary to the purposes of science. Nor should edued in a proper channel. His ingenuity and invention cation be only experimental: it should be practical.must be set at work, and the field of inquiry and inves- It should always be borne in mind that youth are to tigation must be thrown wide open before him, and ev- be educated in reference to their usefulness. There are few subjects in a course of instruction which do not ery effort must be employed to inspire him with a relish for intellectual enjoyment. This is something very suggest matter of practical application. The study of different from the mere knowledge of the text book; the languages, like the pages of history, may be most or loading the memory with the mere technicalities of profitably improved. The science of mental philososcience. It is important that a student should under-phy, as it teaches the constitution and the laws of mind, stand the various subjects embraced in a course of study; but it is more important that he should be brought under this system of intellectual training, that like a skilful mechanic who is perfectly acquainted with the nature and design of every instrument of his art,he may know how to use the facilities which his Creator has But whatever may be the course of education, howgiven him, and to apply them to the best advantage. It unfortunately happens that very many youth go forth ever excellent in itself, this does not supercede the neinto the world and spend half their lives before they cessity of laborious application and diligence. When acquire the knowledge how to study, if, indeed, they we look at the course prescribed in our Colleges, and acquire it at all! How desirable for a student to have the short period of four years in which it must be passhis mind so well disciplined that he may with perfect ed over, no one can expect to make himself a profiThe student must not ease call up, by the law of association, every thing re- cient unless by incessant toil. lating to a particular subject in the circle of his attain- expect exemption from the general law, that by the The desire, ments. He should be like a man of business, who is so sweat of his brow he is to obtain bread. so natural to man, to avoid severe and protracted lamethodical in all he does, that at any moment, he can lay his hand upon any paper, upon any subject, when bour, has, perhaps, been one cause of the disposition his attention is called to it. This discipline depends which prevails, to too great an extent, to shorten the upon cultivating habits of analysis and classification. prescribed path that leads up the hill of science. The Habits, which when once formed, save no little time idea seems rather too chimerical, notwithstanding the and labour in the attainment of knowledge, and the in-inventive genius of my countrymen, to suppose that enables us to determine by what laws the mind is controlled. Natural philosophy has a direct bearing, in many of its departments, upon the arts, and moral philosophy comes in at every step with its sublime sanctions to bear upon the heart, and enforce the practice of duty. they will ever succeed in constructing a rail way up a benevolent heart, cannot fail to have the effect of this rugged ascent, which by the help of stationary damping every active and patriotic exertion. Convincpower, will watt them like the breeze towards its sumed that truth is placed beyond the reach of the human mit. We must be content to travel the old and beaten faculties, and doubtful how far the prejudices we dispath, however steep and difficult. But it is not mere- pise may not be essential to the well being of society, ly in order to acquire the knowledge which is to be ob- we resolve to abandon all speculative inquiries; and, tained in a course of education that every student must suffering ourselves to be carried directly along with the submit to labour; it is necessary that he may form ha- stream of popular opinions, and of fashionable manners, bits of industry, which he may carry with him through determine to amuse ourselves the best way we can with life. For it should be deeply impressed upon his mind business or pleasure, during our short passage through that when he leaves the Halls of science, he has only this scene o illusions. But he who thinks more favourjust entered upon a career of honour and usefulness. ably of the human powers, and who believes that reaThe necessity of forming such habits is enforced by the son was given man to direct him to his duty and his temptation to which he is constantly exposed to settle happiness, will despise the suggestions of this timid down in inglorious ease, He will be in danger of re. philosophy; and while he is conscious that he is guided stricting the extent of his reading to the many light in his inquiries only by the love of truth, will rest assurand ephemeral productions, which are every day is- ed that their result will be equally favourable to his suing from a most prolific press. Whatever benefit own comfort and the best interests of mankind." these may be to the community at large, they are not The importance of imbuing the mind with Christian calculated to make scholars of the first class. The stu- principles is indispensable to the youth themselves.dent must seek for something more solid and substan- No one can be happy who contradicts the laws of his tial. He must do more. He must endeavour, by ex- moral nature. As well might he expect to live without ample, to correct, what seems becoming too prevalent, food, or to thrust his hand into the fire and not be a taste for light reading, and threatens even to lure burned. The impossibility, though not apparent, is as away the best scholars from those good old paths, real in the one case as in the other. The precepts of which promise the most enduring harvest of literary Christianity are in perfect conformity with the laws of glory. our moral nature. Hence they can never be violated There is one other point connected with education, with impunity. This sentiment cannot be too deeply which I wish to place before you in all its importance, impressed upon our youth. They should know and and as it comes more especially within the range of my feel that their honour, their happiness, their usefulness, department, I may be allowed to insist upon it. It is will be promoted in as far as they live in conformity to the importance of giving to every course of instruction the great end of their being. To deviate from this rule a decidedly religious character. I do not mean secta- is to approach the downward road that leads to infamy rian; for with this I have nothing to do; nor has this in and ruin. If it be important on their own account that stitution. When I speak of religion, I mean Christiani our youth should be brought under the influence of ty as opposed to scepticism and infidelity. I do main- Christian principles; is it no less so when we look at the tain that the lesson of Divinity is taught in every de- influence which they may exert upon the destinies of partment of science. I do maintain that the same God their country? What is the nature and genius of our who made the Universe made the Bible. I am aware, institutions? Is not the experiment here making which and infidels are aware of the importance of this declara- is to demonstrate whether man is capable of self-gotion; and hence the strenuous efforts which have been vernment or whether he is not? I do not indulge in made to disprove it. They well know, as we do, that those gloomy apprehensions which some entertain of the if one fact in the development of science could be short-lived fate of our republic. I believe that the exbrought in array against the Bible, that it would form periment will show that man is capable of self-governvery strong, if not conclusive evidence against its pre- ment; but I feel that there is no security except in intensions to Divinity. Hence the assaults which geolo- telligence, virtue, and religion. I do feel that our litegists in time past have made upon the Mosaic account of rary men, who must wield the Democracy of our counthe creation. They seemed, indeed, for a season to try-who must lead in moulding society, and giving a exult in a triumph over it. But has not a distinguish- direction to its varied concerns, should be imbued with ed geologist of the French school settled the question, the spirit of Christianity. They must stand upon the that of all others, the Mosaic account of the creation is rock of revelation, firm as the hills, and by their influ the most rational, and is to be universally received?-ence and example, throw their whole weight into the Have not the same class of men denied the possibility scale of virtue. The greatest foes to our free instituof a flood.of waters, by which the old world was swept tions are scepticism and infidelity; and I trust the day away as with the besom of destruction; and have they will never come when the youth educated in our literanot thence inferred the impossibility of the final catas-ry institutions shall be so lost to every noble and virtutrophe of the universe when the mighty God shall ous sentiment, as to give countenance to these monsters "send his ploughshare o'er creation"-when the whose proper element is discord, desolation, and death! world, and all that is therein shall be burned up. The I could say much more on this subject, but the time fallacy of this inference can no longer be doubted in would fail me. I will only add, on this point, that man view of the discoveries which have been made in chem- | is an inhabitant of two worlds, and if he cannot be bap cal science. Has it not demonstrated with what facili-py here, in contradicting the law of his creation, he can ty almost every thing in nature can be decomposed and not be happy hereafter; because the same laws operatmade to yield an inflammable element which may ex. ing in time and in eternity, he must be thrown for ever plode the whole system? Has it not taught by its develop at an immeasurable distance from the source of all hapments how easy it is for the Omnipotent chemist of the piness-God his creator. universe to throw the world into his laboratory and consume it in a moment? It is matter of gratulation to the friends of Revelation, that all the discoveries of science, at every step, so far from contradicting, confirm the sacred page; and we have no fears that any future discoveries will tend to a different result. The tendency of scepticism and infidelity is most unfriendly to individual, domestic, and social happiness, and to the improvement of society. Scepticism, even in its most inoffensive form," says Dugald Stewart, "when it happens to be united to a peaceable disposition and 66 Entertaining these general views of what belongs to a course of education, I enter upon the duties assigned me in the University of Pennsylvania. I enter upon them with an ardent devotion to its interests, and with raised hopes that, aided by such an able Faculty, and sustained by such a distingushed Board of Trustees its collegiate department will go onward, increasing in the number of its pupils, and the sphere of its usefulness, a growing honour to the city of the illustrious Penn, and the immortal Franklin. For a series of years its medical department has sustained an unrivalled pre-emi |