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From the Rev. Dr. Frederick Beasley, late Provost of the University of Pennsylvania.

Having examined the plan of study, proposed by Mr. M'Clure for the Girard Seminary, it appears to me judicious, and well adapted to the purposes for which that institution was formed.

FREDERICK Beasley.

From the Rev. Dr. Samuel B. Wylie, Vice Provost of the University of Pennsylvania.

I have attentively examined Mr. M'Clure's SYSTEM OF EDUCATION FOR THE GIRARD COLLEGE FOR ORPHANS, and can with pleasure state that I consider it highly creditable to its author.

In relation to the intellectual department—and Mr. M'Clure's plan proposes to embrace no more-it cannot fail to meet very general, if not universal approbation. From the "egg to the apple," it makes admirable provision for the combination of the scientific with the practical, the pleasant with the profitable; in a word, for the complete development of mental and bodily energies, by a healthful, industrious, and delightful activity.

It would almost tempt the reader who is capable of appreciating the blessings of such a system of education, conducted on such principles, and supported by such resources, to wish himself to be an orphan!

I have long known and highly valued Mr. M'Clure; but think, verily, that in this performance he exceeds himself.

SAMUEL B. WYLIE.

From the Hon. Levi Woodbury, Secretary of the Treasury. Dear Sir: Yours of the 6th inst., and the pamphlet enclosed, on "A System of Education for Girard College," have both been received.

I have examined the latter, and am happy to find it contains many valuable suggestions. Considering the great object in view by the Girard Trust, you could probably much improve your system by going into further details.*

Respectfully yours,

LEVI WOODBURY.

* Further details would undoubtedly render the work more intelligible and satisfactory to readers in general, especially if the plan in all its interesting particulars were fully drawn out and illustrated. On the Infant Class alone an interesting volume might be written, (as is stated in page 7,) exhibiting the philosophy and defence of that part of the system; and the other departments might require quite as large a field, to develop all its important principles. But the work is only intended for the perusal and criticism of

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From Dr. Benjamin H. Coates, one of the Physicians to the Pennsylvania Hospital.

Dear Sir:

I have perused your "System of Education for the Girard College" with much pleasure and interest. It is only by the free communication of ideas that useful knowledge and valuable institutions can be expected to reach a high state of improvement; and the public is under a deep obligation to those who, like you, have given to their service the persevering efforts of minds endowed with strong original thinking, and corrected and confirmed by long experience of the subjects in view. After the writings of such, the communications of other citizens must necessarily appear of inferior value; yet for the purpose of accumulating a public opinion on your important propositions, I can freely express those of an individual.

It appears to me that the publication of a complete outline, embracing every part of education, cannot fail to be highly useful to the public mind. Large masses of our community are deeply interested for Girard College, and anxious for its success, who, however, having never devoted their attention to the art or science of education, must necessarily be supposed unprepared to adjudge a proportionate value to many of its details. Evidence of this is afforded by the will of Mr. Girard; in which he avowedly withholds his real opinion relative to the Greek and Latin languages. Your abstract affords the best index to those who wish to extend their investigations on this subject. Nothing is omitted; the parts are all complete; and every point appears to have been deliberately weighed and corrected by your experience, which I know to be singularly abundant. Indeed, I apprehend it rare to meet with a combination of such long habitude in execution with such entire independence in thought, and such extended views; and can only express regret that, for the public interest, the work has not been extended to a full development.*

On such an outline, elaborate though short, I do not know that any of the criticisms which have suggested themselves in the perusal are sufficiently

the more learned and talented of our countrymen. Such are better prepared to examine it in all its bearings, and at the same time more fully qualified to comprehend and foresee the happy effects which would result from all its operations. To them therefore, more particularly, the work is submitted for rigid examination, confident, that under such a trial, whatever merit the work may possess, it will soon be discovered and duly appreciated. To have written more for such, would have been altogether unnecessary. It might indeed have demanded less study, but it would have been at the expense of more reading, which philosophic minds will never prefer. All unnecessary words and sentences therefore, have been scrupulously avoided, and a strict and rigid adherence to the motto in the title page" Brevis esse_laboro" maintained. D. M.

* Respecting a full development of the plan, see the note to the preceding letter.

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interesting to require expression now. They are of a character to arise naturally in the execution of the work, or perhaps even in completing the details of the plan. That one which has appeared to me to possess the most importance is, that I do not think that the choice of individual boys, between the collegiate and scientific courses, (pages 8 and 9,) should depend on "talents rising to full mediocrity," or an "unfavourable decision," but rather on the preferable fitness of talents.* Each of these courses should be equally "regular" and "collegiate;" and such studies as English composition, analytical geometry, the differential and integral calculi, analytical mechanics, architecture and the construction of machines, the evidences of religion, the law of nations and political law, and indeed several others, require and fully exercise talents quite as elevated as those which can be employed in the classical department. Much should I regret to undervalue classical learning; but the other departments deserve ample justice in themselves; and are, besides, the peculiar offspring of the spirit of this age, enabling it to excel antiquity.

I am, very respectfully,

Your friend, &c.

B. H. COATES.

It was gratifying to perceive Dr. Coates fixing his attention on one of the most important and difficult subjects connected with the plan, and with mental philosophy. Perhaps no part of the system has received more attention and deep consideration. The proposition resolves itself simply into this form-What do we understand by "talents rising to full mediocrity?" An intelligent answer resolves the whole difficulty; and to do the subject full justice might demand a volume, for it enters into the whole operations and powers of the human mind, and is deeply interesting, especially to the philosopher.

The sense, however, in which it is used in this system, does not take the human mind as a unit, and thus place the subject under inextricable difficulties, but supposes a mediocrity in all the powers of perception, memory, imagination and reason; constituting thereby what might be called a well balanced mind. Such a mind, it will at once be perceived, is necessary for an advantageous course through the collegiate department, for if the imagination and memory be below mediocrity the student will neither make much proficiency in the classics, nor will he much relish their beauties.

The inspector's duty, therefore, will be by "actual trial," (in appropriate exercises,) as stated in page 8, to ascertain whether the perception be quick or dull; the memory, ready, retentive, local, and under philosophical or other association. Whether the imagination be inventive;-glowing in fictitious narrative; elevated in poetic fancy, or based in wit and humour. Whether the reasoning power be metaphysical, mathematical, or philosophical,-searching into the relation between cause and effect, and leading to the investigation and invention of machinery, and to the improvement of the mechanic arts. Such an examination by a judicious inspector would decide the very point the doctor so judiciously notices, and which he very properly terms the "preferable fitness of talents." D. M.

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From Rev. Dr. James Carnahan and Rev. John Maclean, President and Vice-President of Princeton College, N. J.

My dear Sir: I have read with pleasure your "System of Education for the Girard College for Orphans," and I have no hesitation in expressing it as my opinion, that the system proposed contains the outlines of a plan well adapted to meet the views of the founder of the College. You have very judiciously left much of the detail to the discretion of those who may be more immediately concerned in the instruction and government of the youth as experience no doubt will suggest many valuable hints for the perfecting of the plan. Your proposed course of study is a liberal one, embracing to some extent all the more important subjects of instruction. If an equally thorough course of religious instruction should at the same time be furnished to the orphans of the Girard College, this institution would no doubt be a great blessing to our country.

I am not prepared to say that I can yield my assent to every suggestion contained in your pamphlet,* yet I can say, that the system merits the serious attention of the friends of learning, and especially of those more particularly interested in the Girard College.

With great respect and esteem,

Yours,

JOHN MACLEAN.

I cordially concur in the above recommendation.

JAMES CARNAHAN.

From Dr. W. W. Sleigh, Professor of Anatomy, Surgery, &c. &c.,

and late Senior Surgeon of the Royal Hospital in London. Dear Sir: In returning you thanks for your pamphlet containing a proposed system of education for the Girard College, I cannot but express my humble opinion respecting the invaluable principles therein contained. Having been myself educated in four of the first colleges in Europe, I may be permitted to observe, that the plan of none of them equals in any respect that proposed by you, which possesses the three great cardinal points of education, viz: natural order, perspicuity, and simplicity-the very soul of science.

Believe me, dear sir,

Yours very faithfully,

W. W. SLEIGH.

*After the letter was written, it appeared on inquiry, that the point to which assent could not be yielded, referred exclusively to the subject of manual labour, which it was supposed would be carried to an extent never contemplated; but, it being found evident, on referring to the book, that the recommendation extended only so far as might be necessary for the maintenance of health and industrious habits, the objection, and only objection, was acknowledged to be entirely removed.

D. M.

From the Hon. Joseph Hopkinson, LL. D., Judge of the District Court of the United States.

Dear Sir: I have never set much value upon the laboured theories of education, of which so many volumes have been written to so little purpose. They are rather ingenious and philosophical speculations, extending over the whole of human life, than systematic guides to the acquirement of knowledge. Very different from these is a practical plan of instruction, the fruit of much experience, with the close and continued observation of a sound and enlightened mind. Such appears to me to be your "System of Education for the Girard College for Orphans," and I have no doubt that it will receive, as it certainly deserves, the favourable attention of the "Board of Trustees" of that institution, to whom it is addressed.

Very respectfully,

Your obedient servant,

JOSEPH HOPKINSON.

From Dr. George McClellan, Professor of Surgery in the Jefferson College, Philadelphia.

Dear Sir: I have fulfilled my promise to you, and have given your "System of Education for the Girard College" a thorough examination.

I am delighted with it in all respects. As a general plan of useful and practical instruction in the elementary departments of science and literature, the common sense of all mankind must approve of it. It is the very thingwhich Mr. Girard himself would have drawn up, had he been possessed of the power of giving full expression to his own ideas upon the subject. I conceive that the trustees, however intelligent or experienced they may be, will find it a hard task to procure a better model--and I am confident they will be liberal enough to give you proper credit for the zealous and profound attention you have exercised in this patriotic labour. With respect and esteem, I am your friend,

GEO. M'CLELLAN.

From the Hon. Joseph R. Ingersoll, LL. D.

Dear Sir: The system of education which you have prepared for the Girard College for Orphans, is a comprehensive outline. It embraces as much of the elements of knowledge as the capacity and industry of youth would enable them to acquire; and yet not more than they should desire to possess. The resources of the Institution are large, and they would be well employed in giving practical operation to your vigorous and well digested plan. An intellectual education, such as you propose to confer, would not only create accomplished scholars, but would essentially contribute to the formation of eminent, efficient, and valuable citizens.

Very respectfully, yours,

J. R. INGERSOLL.