being founded in a misapprehension of the true nature and character of Lyceums.

Fears have been expressed by some, that associations, so numerous and extensive, may become dangerous to our civil and religious liberties, by leading to combinations, or parties, hostile to the interests of the people at large. But the design of Lyceums is altogether of a beneficent and public nature. They can have no concealed plans or operations, nor any purposes whatever, which do not alike concern the whole people. They are created, not by election under party influences, but by a voluntary association of individuals from all the various parties and sects in the community, for objects approved by all, and the members are held together, not by any secret or permanent tie, but purely by the common desire of uniting their efforts in welldoing. It must, therefore, be manifest to every candid mind acquainted with the subject, that Lyceums, in addition to all other good effects, are admirably adapted to soften party asperities of every description, to produce a sympathy of feeling for worthy purposes only, to call into exercise the benevolent affections, to promote public spirit, and to strengthen attachment to the free institutions of our common country.

Others have entertained fears, that these associations may have an injurious effect upon some of their own members, by enticing them from their ordinary occupations, interrupting their industrious habits, and giving them in return a mere smattering of learning, which is worse than useless; imagining,

with the poet, that "a little learning is a dangerous thing." But, in our community certainly, there is too much good sense prevailing among the people, on this subject, to justify such apprehensions. They neither expect, nor desire, in these institutions, courses of learned lectures on abstruse branches of science, beyond their ability to comprehend or apply to a valuable purpose. The knowledge, which is most desirable to them, is that general acquaintance with the works and laws of the material world, which tends to elevate and enlarge the mind; and that perception of their own nature, duties, and means of happiness, which may assist them in improving their condition in life, and advancing themselves in moral and intellectual excellence. Is not a little of this sort of learning better than none? Is not much of it desirable? This, indeed, is conceded. Let then every institution for producing and disseminating it be encouraged. Fear not that this will tend to disturb the sober habits of industry among any portion of the people. Every acquisition of useful knowledge, every exercise of the mental faculties to obtain it, will, on the contrary, serve to confirm those habits, to give juster views of moral obligation and the duties of social life, and to prevent that heedless dissipation, which, in a greater or less degree, inevitably results from the idleness of leisure hours.

Others again, who fear no particular evil consequences from the introduction of Lyceums, affect to regard them as useless, and, like some other great societies and utopian projects of the day, little more

than a vain parade, as the name itself would seem to indicate. But why are they useless? Because knowledge may be better obtained from books than from lectures, especially since books have become so cheap and abundant. But are there not many who are still unable to procure the books necessary for affording them the variety of information, which they desire, even had they time to peruse them? Are there not many, too, unaccustomed to the practice of reading, who, from the habit of listening to discourses, would derive essential benefit from lectures? Would not many, who abound in books more than in leisure for reading them, gladly accept from a lecture what might cost them many hours to find in books? Might not all receive, in this way, valuable hints, and a salutary mental excitement?* And is not the multiplicity of books, in itself, a great evil to those who cannot discriminate between the good and the bad, between those which improve and those which corrupt the mind? Has not a flood of worthless publications swept away, or buried out of sight, works of real value, on which past generations had fixed the stamp of merit? Are not many of the most fascinating volumes of the day fraught with pollution to the mind of the youthful reader? Will not the indiscriminate perusal of them vitiate the taste and imagination, prevent habits of thought and reflection, without which all reading is useless; and create a disinclination, if not a

* The late eminent Dr. Rush says, (Essays, &c. p. 47,) "The perfection of the ear, as an avenue to knowledge, is not sufficiently known. Ideas acquired through that organ are much more durable than those acquired by the eyes."

mental disability, for that close attention and sustained effort, without which no real progress in science or knowledge can be expected? If so, may it not be among the important uses of Lyceums, to direct and assist the young in the selection of books for reading and study? May they not thus aid in promoting a more correct taste and better habits in reading, together with more improving conversation, sounder principles of morality, and higher motives of conduct? The very circumstances, therefore, which might seem to form an objection to these associations, really constitute a strong argument in their favor.

The name which they have so generally adopted might, indeed, savor of pretension, if it were supposed to be taken from the splendid Lyceums in some of the cities of Europe; but when we look back to its origin, the application of it, in the present instance, appears to be remarkably appropriate. The Lyceum, it will be recollected, was a place at Athens where ARISTOTLE and other philosophers were accustomed to discourse with their pupils on subjects of science and useful knowledge, as the Academy was where PLATO and his disciples assembled for a similar purpose. So the Athenæum and Gymnasium were places of resort, at the same celebrated city, for intellectual and athletic exercises. All these terms have been variously applied to modern institutions, but never, perhaps, more appositely than in the case before us. The design of our Lyceum is not dissimilar to that of the philosophic meetings at Athens, though its

objects of inquiry have, of course, multiplied with the advance of science and knowledge. Guided by the light which has come down to us from those ancient sages and their successors in wisdom, we may hope to arrive at results as useful and interesting, as were attained in the Grecian Lyceum or Academy.

But whatever may be thought of the name in question, and it can be of little consequence, while we find it both convenient and agreeable, the institution itself has all possible simplicity and plainness, in its design and arrangements. It aims at no quixotic undertakings. It aspires to no prizes of distinction or fame. All splendid achievements are left for more ambitious and adventurous associations. The great work of those who constitute a Lyceum, is the improvement of themselves; their loftiest ambition, to add something to the improvement of society, and their only reward is in the accomplishment of their work.

But though the design of Lyceums is thus simple, it is comprehensive, and embraces objects of the highest interest, which deserve the united and perservering exertions of all intelligent men. What can be more worthy of such exertions than the culture of the mind, the attainment of real knowledge, the pursuit of truth and moral excellence? What is it, indeed, that truly constitutes man? thing which he has in common with the lower animals? What demands his constant care, his most strenuous efforts? Can it be his animal nature, the adornment of his person, or the indulgence of his

Is it any