which man is susceptible. We shall add thousands and tens of thousands every year to the band of generous benefactors, active Patrons, and indefatigable Servants, in the great cause of Christian Institutions, at home and abroad. We shall rear up annually a host of advocates of regulated freedom, of sound morals, of a pure, enlightened public sentiment, of political integrity and independence, and of fervent, rational patriotism. We shall send forth, as the future authors of our land, in all the departments of knowledge, the friends of more valuable information, of a nobler order of usefulness, of a purer and more dignified literature, of a sounder and wiser philosophy, than have hitherto characterized the graduates of our Colleges. Nor do I count it the least important advantage of the new plan, that it is calculated to unite more closely together in the bonds of Christian fellowship, all those denominations, which agree in essentials, to combine their exertions more harmoniously and steadily, in all common objects, and to elevate the Christian Character, by the influences of a stronger faith, of loftier hopes, and of a charity, more tender and humble, more active and liberal, than we have yet beheld. May we not add to the above reflections, that the incorporation of the Bible into the whole course of study, will impart a new character to Education, in the eyes both of the teacher and the taught? Education is now indeed regarded as a duty; but it is so regarded as a matter of expediency, with a view to the business of life. It is not felt by Parents to be a religious duty; and is this wonderful, when they are aware that no part of it, from beginning to end is connected with religion and when they know that Christianity is never taught, as a branch of education in Schools?* It is the same with the master and the pupil. The one instructs and the other learns without any distinct abiding impression that each is discharging a religious duty. But let the truth be

* I am aware it is sometimes said in reply to this, that Paley's Philosophy is taught, and that he formed his scheme on the Scriptures. But Paley is taught, not as Religion, but as moral philosophy, not as practical piety, but as theoretical Science.-And even in this questionable shape, the only one, which Christianity has been generally suffered to assume, it postponed to the third or fourth year of College-life; as though instruction in sound morals were not indispensable to earlier years.

known and felt, and let the state of facts correspond to that truth, viz. that Religion is the most important part of all education, that all others ought to be based upon it, that they ought to be regarded as inseparable from, though subordinate to it, and that their excellence lies in their tendency to harmonize with it, and to prepare the individual for the business and the enjoyments of life, according to the standard of duty and usefulness. Let such a state of things exist, and it is obvious, that the motive to faithfulness on the part both of teacher and pupil, are enhanced and multiplied. When parents, instructors and learners shall be brought to regard the Bible as the most valuable book in the whole course of study, and Religion, as the chief object of education, we may rest assured that brighter and better days are at hand, and that a nobler and better order of Patriots, Phìlanthropists, Christians and Scholars, will honor and bless our Country.

Fourthly.--Some objections are made to the proposed plan. Let us briefly consider them. And 1st. it is contended that Religion is inevitably sectarian, and that it cannot be taught in any other form. This may be true of those, who are so devoted to sectarian distinctions, as to have no conception of Christianity, save when incumbered by all the trappings of sect. But there is a nobler and better Christianity, than such people have ever seen, much less felt, a Christianity of essentials, a spiritual-minded and liberal Christianity of mutual labor and mutual love. Under such a view of it, religion pure, simple, practical, full of love to God and love to man, can be common ground to those, who, while they adhere to sectarian distinctions, in their own theological seminaries, and Sunday Schools, and Churches, yet feel with joy and gratitude, that a vast field of faith, hope and charity, still remains for mutual labor. 2nd. It is said, that there are no suitable books for such a course of study. It is a sufficient answer to say, that if such an argument had prevailed, we should not have a single Sunday School, and perhaps we may add, not even Schools of secular education; for there was a time, when we could obtain no books for any study whatever. The multitude of valuable school books, published in our own Country, within the last thirty years, are of themselves a sufficient answer. In truth, it is with this, as with every other branch of business, the demand produces the supply. Besides, if the plan of instruction be

once arranged, I doubt not enlightened and benevolent individuals will be found in New York, and elsewhere; who will offer adequate premiums to call forth the requisite talents, learning and piety. This much at least may be said of the Scripture-Department, that it is the only one which never has been and never will be unprovided with a textbook of supreme excellence, and destined to endure unchanged to the end of time. And of this department, may also be said, without the risk of contradiction, that it possesses a greater amount and variety of materials for the enforcement of its truths, and the illustrations of its beauties, than piety, wisdom and learning, genius and taste have ever collected, or can ever collect for any other. My own opinion is, that the construction of admirable text-books, in this department, is a much easier work, than is commonly supposed. 3rd. It is said that religious instruction would be confided to laymen. And why should it not be? You will indeed have less of sectarianism, than if the Clergy taught; for I believe the Clergy themselves will admit, that cæteris paribus, the Laity, with some exceptions of course, are less imbued with the sectarianism of non-essentials, than themselves. Cannot a pious, sensible, well informed layman, fit himself for the discharge of his duties, with no greater difficulty, than the teacher of languages or mathematics has to encounter? There is nothing to prevent or discourage him and if you select an instructor in this department, with an especial view to his Christian character, you have a security for his fidelity and kindness, which it is hopeless to look for, in the principle of any other branch of study. And may I not add, as an obvious remark, that as soon as the Bible becomes incorporated with the whole scheme of education, from beginning to end, as its prominent feature, the practice of employing the free thinker, or the totally indifferent, because they are fine Scholars or excellent Mathematicians, will vanish forever. None but Christian teachers will be employed for the instruction of Christian youth, in any department of education: and all schools will be Christian Schools, as to the teacher, the taught, and the studies. This is a glorious triumph, yet reserved for the zeal and love of Christians.

Fifthly.--Thus far, I have considered the Bible, as the Textbook of duty and usefulness. I am now to view it, as the basis of Sacred Literature. The Scriptures may be regard

ed in a two-fold point of view, viz. as to doctrine,. mystery and precept, and as to Literature. In the first, they be long appropriately to the department of duty and usefulness in the second, to that of Sacred Literature, embracing peculiarly the history, biography and poetry of the Bible, with all their incidents of manners and customs, of arts and Sciences, of traditions and antiquities; and of the connections between Sacred and Profane History and Literature. With such a variety of the noblest and richest. materials, it is astonishing, that such a literature should have been so long neglected, by the Christian and the Scholar. Their own ignorance of its inexhaustible resources, or an erroneous estimate of its value, can alone account for such an oversight. What is the literature of any age or country, but the bud and the blossom, the flower and the fruit of the national Religion, of the state of society, of the form of government, in a word, of the entire moral constitution of a people. Now, the Literature of the Scriptures is not only all this, as to the Jewish people; but it is, by virtue of its prophecies, doctrines and precepts, and especially on account of the universality and destinies of Christianity, the literature of all ages and all countries. What people is there whether Christian or Pagan, that has not an interest, coeval with their birth, and commensurate with their existence, in the Literature of the Scriptures? Literature rightly understood and rightly estimated, must be measured, not by the standard of beauty, but by that of usefulness. Apply this test and of what value to us in these United States is Greek or Latin, Italian, French, or Spanish, or even English Literature, in comparison of that of the Scriptures? In Protestant Countries, where Christianity exercises a deep and all-pervading influence over every thing, public and private, social and domestic, where it is interwoven more or less. with every institution, and with human nature in every form, in which it exists, to neglect its cultivation, is a phenomenon, inexplicable on any known principles of duty, or expediency, or taste. It is granted that the Bible contains the most ancient and authentic history, the most dignified and impartial biography, wisdom the most profound, morals the most pure, eloquence and poetry the most sublime and pathetic, the most beautiful and natural. Its doctrines, prophecies and mysteries, peculiarly its own, enhance incalculably its grandeur, variety and beauty, and give to its entire character,

an air of originality and a sanctity, that elevate it immeasurably above all other Literature. And yet, this is the volume whose claims in a literary point of view, have been so strangely neglected; that Sacred Literature is absolutely a foreigner, in the Institutions of our Christian land. The Truth is, and it is equally lamentable and disgraceful, that not a College in the Union, has a department of Sacred Literature, as a branch of general education; and the great majority of our graduates, are just as ignorant of Sacred, as they are of Chinese or Hindoo Literature. The fact may justly overwhelm a Christian People with amazement, shame and dismay. The obligation then to study Biblical Literature appears to me to rest on reasoning of the highest authority.

Sixthly.-Let us now consider the advantages, to be derived from the incorporation of Sacred Literature into the whole scheme of education. Perhaps it may appear superfluous to add even a single argument derived from expediency, to those already stated, as founded on duty. But I consider it as advisable, that the view presented may be more complete and satisfactory. And 1st. such an adoption of Sacred Literature will give to the Bible a dignity and authority, far beyond its present influence, among literary men. 2nd. A knowledge of the Bible, and of the true character of Religion, will be more general, than at present; since no one can study its Literature, without being sensible of its great excellence, as a standard of duty and usefulness. 3dly. Sacred Literature will gain many an admirer and patron for Christianity and all the benevolent operations of the day, who would otherwise have taken no interest in either. 4thly. That such a course of study would in many instances, affect not merely the head but the heart, and lead the young to serious reflection, and eventually to piety, I cannot doubt. 5thly. The standard of Sacred Literature among the Clergy, would be raised far above its present obscurity and comparative uselessness: and the whole literary spirit and general education of the Clergy, must keep pace with it. 6thly. A rich field of valuable knowledge and interesting illustration would thus be thrown open to the Preacher, and would furnish never failing materials for conversation to the Christian and the Scholar. 7thly. A knowledge of Sacred Literature, will afford to its students, and through them to many others, ready answers to various infidel objections, sufficiently spe