terin physical. The sciences which relate to them are called the physical sciences.

But there are certain other realities with which we are conversant, that lie beyond these, as it were, and are of a different nature altogether :-the powers and faculties of the mind, various moral truths, the principles of duty, and other similar topics. They are totally different in their very nature from the others. They can neither be seen nor heard nor handled They are in no place, and have no relation to time You cannot illustrate them by models or by diagrams. In fact the whole field in which they lie is entirely beyond, as it were, the material creation. Hence they are called meta-physical; the affix meta having the force of beyond.

Now it is highly conducive to the health and vigor of the mental powers, to have them occupied in some degree in youth upon these metaphysical inquiries. For in entering upon this field, the mind is compelled to draw itself off from the external and visible creation, and turn back upon itself; and the power of attention and abstraction, which are thus cherished, are of great value in all the pursuits and occupations of life. Then too the various moral and metaphysical distinctions which the mind must learn to discern, exercise and strengthen its powers of discrimination, more than almost any other discipline. This exercise is therefore one of the great objects which should be aimed at in such a study.

II. A second object which is to be gained by the study of Moral Philosophy, is the formation of correct opinions on the subject of human duty. It is more important that our opinions in respect to right and wrong should be correct, than on any other subject whatever. If our minds are thoroughly imbued with

Can all physical objects be perceived by the senses? Examples of objects not phy. sical. How different? Meaning of meta. Meaning of metaphysical. Effect of metaphysical studies. Discrimination. Second object? Comparative importance of sound opinions in morals.

sound general principles, we shall be continually and almost instinctively applying them to the various situations and circumstances in which we are placed. Our conduct will thus be steady-the result of fixed principle, instead of springing from the mere impulse of feeling. The pupil ought to study such a work as this with this object very steadily and very distinctly in view. Your opinions in respect to what is right and wrong in human conduct are now to be moulded and formed. Your principles are to be fixed. The frame work of a moral system is to be constructed, around which your future character is to be in a great measure formed, and by which your principles and opinions on almost all other subjects are to be modified. No argument is necessary to show that, in this view of the case, the study of Moral Philosophy is one of the most important studies of life.

III. The third great object to be regarded in the pursuit of this study is its direct practical bearing upon the heart and conduct of the pupil. How far it may prove conducive to such an end, will depend very much, altogether, in fact,-upon the spirit and temper with which it is commenced. "Do I really wish," should the pupil ask himself,-" Do I really wish to learn my duty for the purpose of doing it? Do I really, honestly wish, while I live in this world, to conform my conduct. more and more to the principles of rectitude? to make it my rule to do always what is right, because it is right? and to live with the constant object in mind of endeavoring to please my great Creator and Benefactor, by obeying his commands and complying with his will?" If you commence such a study as this with these desires, and go on through chapter after chapter of the work, looking constantly for light to shine upon your path of daily duty,-the study will be found to have a very powerful and permanent influence in the formation of your character.

Effect upon the conduct, what. Third object? Its accomplishment depends upon what? Questions?

These three objects then should be kept by he pupil constantly in mind, as he proceeds with this study,intellectual discipline, the formation of correct opinions, and practical improvement. If these three objects are thus aimed at and secured, the class will have found the time devoted to this study hours most profitably spent.,

The directions to be given in respect to the mode of studying the book, are substantially the same with those contained in the introduction to the other work. We repeat them here, for even if the pupil has already used that text-book, his mind should be refreshed with these directions, on commencing this, and they will be still more necessary to classes who may use this first.

And in the first place I must remark that Moral Philosophy, like Intellectual Philosophy, is not and cannot be an easy study. Its very difficulty is the source of one of the great benefits, the mental discipline, which is to be obtained from it. These metaphysical studies are intended as a sort of intellectual gymnastics, in which the tasks ought indeed to be brought fairly within the powers of the pupil, but they ought nearly to equal those powers, so as to call them into active and vigorous exercise, or the end will be lost. If, therefore, the writer of a treatise on such a subject comes down so completely to the level of the young as to make the study mere light reading, he fails entirely of accomplishing what ought to be his highest aim. He destroys the difficulty and the advantage together. It is indeed true, that a very useful book may be written for children, with the design of merely giving them information on some subjects connected with the philosophy of mind and of morals. It might be entertaining, and to a considerable degree instructive, but it would answer few of the important purposes which ought to be in view, in the introduction of such a study

Recapitulation of the objects. Is this study intended to be an easy one? Why not 1 The study difficult. Why? Gymnastics. Difference between reading and study on this subject.

into literary institutions. It would not develop the reasoning or thinking powers. It would awaken no new intellectual effort.

Such being the nature of these studies, it is plain that it ought not to be commenced by any pupil without a proper understanding of the difficulties, or the qualifications necessary to surmount them. These qualifications are the following:

I. Ability to understand the language of the work. It is not a child's book. It was written by a man, and was intended to be read by men. The editor has made no effort to alter it in this respect, so that the book stands on a level, as to its style and language, with the great mass of books intended to influence and interest the mature. It ought to be so; for to be able to understand such writing is necessary for all, and if the pupil is far enough advanced in his education to study metaphysics, it is quite time for him to be habituated to it. Let no pupil therefore, after he is fairly engaged in the study, complain that he cannot understand the lessons. This is a point which ought to be settled before he begins.

The pupil may read as attentively as he pleases. He may make use of a dictionary, or any other similar help. He may make occasional inquiries of a friend; but if he cannot, with such assistance, really understand the train of thought presented in any lesson, and give a tolerable account of it to his teacher, he had better for the present postpone the study of Moral Philosophy: his mind is too immature.

II. Mental cultivation enough to be interested in the subject of the work. The subjects discussed, and the views presented, are of such a nature, that the undisciplined can take no interest in them. They cannot appreciate them. Unless the mind has made considerable progress in its development, and in its attainments in other branches, and unless it has, in some degree,

Qualifications. First qualification, what? Language of the book. Second qual fcation.

formed habits of patient attention, it must fail in the attempt to appreciate such a study as this. The pupil, in such a case, after going a little way, will say that the book is dull and dry. He will attribute to the study, or to the mode in which it is treated, a failure, which really results from his own deficiency. He ought to reflect when tempted to make this charge, that it cannot be possible that the study is, in itself, uninteresting. This treatise of Dr. Abercrombie's has been bought and read with avidity by thousands in Great Britain and America, who could have been led to it by no motive whatever, but the interest which the subject inspires. They, therefore, who are not interested in it, after making faithful efforts, fail of being so because their minds are not yet prepared to appreciate what they read; and by complaining of the dryness or dullness of the book, they are really exposing their own incompetency to enter into the spirit of it. The teacher ought to take care that his pupils do not commence the work until they are capable of feeling the interest which it is calculated to awaken.

III. A willingness to give to the subject the severe, patient and persevering study which it demands. Some will wish to take up such a branch merely for the sake of having something new. Others because their vanity is flattered by the idea that they are studying Philosophy. Others still, because they wish for the honor of being in a class with certain individuals known as good scholars. Beginning with such ideas and motives will only lead to disappointment and failure. The pupil ought to approach this subject with a distinct understanding that though it is full of interest, it will be full of difficulty; that it will try, to the utmost, his powers; and that the pleasure which he is to seek in the pursuit of it is the enjoyment of high intellectual effort, the interest of encountering and overcoming

Consequences of commencing the study without it. The study really interesting: how proved to be so. Complaints of its dullness show what? Third qualification Wrong motives for commencing the study. Proper views of it.