INTRODUCTORY LECTURE.

New Zealander, Volume 5, Issue 417, 13 April 1850, Page 1 (Supplement)

INTRODUCTORY LECTURE.

Delivered at the Auckland Mechanics' Institute, on Monday evening, the Bth April, 1850, ly William Swainson, Esq., (Attorney General.) Ladies and Gentlemen, When the "Auckland Mechanics' Institute" was originally founded, now nearly eight years ago, I had the honor, at the reque»t of the Committee of Management, to deliver a short Lecture in presence of the members of the then infant Institution, explanatory of the objects, pleasures, and advantages, sought to be attained by it. At the like request, though not without much diffidence, I have Bgain undertaken to give an Introductory Lecture on the occasion of the re-organization of the Society. The objects of the newly-organised Institution, as many of you are aware, are, "the promotion of useful and entertaing knowledge amongst its members, by mean? of — The delivery of Lectures— a Library of reference and circulation — the reading and discucsion of original Papers— tlie establishment of Classes for the attainment of a knowledge of Languages and the Arts and Sciences— and, as opportunities mny offer— the Formation of a Museum, to the same end." If we had been assembled for the purpose of considering the propriety of founding a *• Mechanics' Institute"— or, if we had been assembled for the purpose of urging the public to the adoption of such a proceeding, it would have been necessary for me to notice some of the objections which have been raised to these associations by those who regard them with misgiving and distrust — and, on the other hand, to enlarge upon the advantages anticipated from them by their friends and supporters. But, as a large proportion of the whole adult male population of Auck« land, at an early period of the formation of thQ Settlement, in the midst of all the difficulties and inconveniences incident to the founding of a new Colony, spontaneously associated themselves together for the purpose of establishing a "Mechanics' lnstitute," the founders of this colony have already given the most convincing proof of their belief in the benefits to be derived from such institutions. I think I may, then, »t once as»urae that I am not addressing the wavering or the doubtful— that I am not addressing those who halt between two opinions ; but those who are satisfied of the advantages to be derived from Inititutions for promoting the moral, social, and intellectual advancement of men of all classes— und I know that I am addiesiing soire of those, too, who have given good proof of their sincerity by the zeal and the energy with which they have carried their faith into practice. The good work, then, having already been begun, I think I may best make use of the present opportunity by endeavouring to engage your attention with the consideration of some of the encouragements which should animate us to a zealous perseverance in the undertaking ; and by offering some Buggestionß with a view to secure the permanence and to eitend the usefulness of the newly-organised Society. It ia essential to the success of every undertaking that its promoters should, at the outset, entertain both a clear perception of its objects, and a correct estim«te of the power at their disposal for its accomplishment. Associated together on a new and extended baiis, and for the express purpose of promoting the work which elementary instruction has begun, I think that the members of this Institution, with a view alike to its permanence and to its successful operation, cannot too carefully guard themselves against miscalculating or over-estimating the probable result of their labors. For, if we would avoid a fatal re-action, we must not, like the earlier friends of popular education, deceive ourselves with the expectation of impossible results. When the subject of extending primary instruction to the industrious fcclaasei was first prominently brought before the public, f the expediency of educating the people, as the term education was then understood, was gravely questioned. Still, the movement became popular, and active measures were taken for giving elementary instruction to »H cltstes of the community. Unfortunately however the promoters of this, so-called education, were too sanguine of its effetts ; for not seeing the necessity of promoting the intellectual, only in common, and at the same time with, mens other powers and faculties, they mistook a part for the whole, and gravely thought that, by sharpening the intellect, they would really educate the man, and at the same time diminish crime, promote social order, and secure the safety of tho State. Such anticipations, 1 need scarcely say, have been most signally disappointed ; for as reasonably might we expect the strengthening of the moral sense to promote intellectual cleverness, as that inte'lectual culture should purify the springs of human action. The outward actions may indeed be refined by it; and where mental cultivation prevails, crimes may be of a less course and of a less brutal nature. Great intellectual ability, too, may give a man the ambition to desire, and the power to achieve, dominion over his fellow men, but it will in no degree school bis heart to deny himself, and to use that power alone for their advantage. All the intellectual ability, natural and acquired, of the most extraordinary man of his age, did not prevent him, in the day of his might, from causing the destruction of thousands of his fellowcreatures, to promote his own aggrandisement; neither did it enable him, in the day of his fall, to bear adversity with the dignity of a king— the fortitude of a man — or the resignation of a Christian. Still, the cry was raised, "If you would diminish crime — if you would check improvidence— and if you would render men good subjects of the State, teach to the people to read and write, and open wide the paths knowledge." It seems to have been assumed that those who were thus to be admitted within the precincts of the Garden of Knowledge, would naturally eschew all that was evil and would partake only of that which is good; and that without training and without guidance that they would follow alone the path* winch tjfcad to wisdom. Now, since that period the power of Pending and writing has become general. Newspapers and books have increaied enormously in numbers, und diminished io price ; but, the need not waving

been felt, meam have not been at the same time taken to direct the studies »nd to form the taste— and, what hasbeen the result ? Why, after gorging our colonies with the overflow of our gaoli, " What shall we do with our criminals ?" ii, in England, the pressing practical question of the day. In France, the result has been no less remarkable, for the friends of education havo been compelled to confess that, bo far from the system of education hitherto tried in that country having had the effect of diminishing crime, that " the amount of crime has kept pace with the amount of primary instruction." And it has recently been recorded by one of the emly friends of elementary instruction, that the present fruits of popular education in England are Socialism and Chartism." And if we would learn the value of secular education, as hitherto tried in France as an agent for promoting social order, and for securing the safety of the State, the history of that country during the last two years proclaims the unmistakable reply. And yet, strange as it may now seem, the early friends of education were long blind to the fact, that the mere key to knowledge, unaccompanied by the secret of its rightful application, is but little belter than an edge-tool in the handi of a child. The error, then, I believe to have been, not in the imparting of elementary instruction, nor yet in the cultivation of the intellectual powers — but, seeing that there is a knowledge of both good and of evil — in giving the power of acquiring knowledge, without at the same time taking commen • mrate paina by cultivating the taste and guiding the judgment, so that the possessor of that power might turn it to a right account. Nor again, has the error been in the cultivation of the intellectual powers, but rather in overrating their importance and in their too exclusive culture. Elementary imtruction is all-essen-tial indeed, but it is not all-sufficient ; and the intellectual powers not only can be, but they ought to be, improved by cultivation ; but they cannot, any more than man's other powers and faculties, be cultivated to the real advantage of their possessor, exclusively, and without reference to, and independently of, the cultivation of his other powers. Let a mau of the highest natural intellect be made the subject of experiment—give him all the advantage of the most skilful and vigourous intellectual training that ability and experience can bestow, but leave his sympathies immoral — his affections uncxeicined — his prejudices untouched — his passions undisciplined, and his <iei-ves unstrung, — and that very man, with all his intellectual pre-eminence, in a case where he may himself be deeply interested, may not improbably act with little more «cnse than an idiot. How often dowe ice men, almost infallible in managing the affairs of others, nmke shipwreck of their own — and why?— Because the judgment, in action, is not an isolated, J independent power, but a power liable to be affected —whether blinded, psrverted, or misled, by our passions, our prejudices, or our fears. Acting for others, our judgment may be unerring ; but, acting for ourselves, where our interests arc deeply concerned— so closely are the judgment and the feelings connected— so frequently '• the wish is father to the thought," that the judgment alone cannot be relied upon, unlesi our passions and our prejudices have been schooled in unison. It is not sufficient that we furnish the mariner with a well-poised compass, but, if we would save him from shipwreck, we muut alto take care that it be placed beyond the reach of all disturbing influences. It will now, I think, be seen how it was that the general diffusion of elementary instruction failed to elevate the character — to regenerate society, and to fulfil the once sanguine expectations of its promoters. The only marvel being, that thoughtful and intelligent men could ever have entertained the belief that elementary instruction could, of itself, ever tend to improve man's moral nutuie. The process of acquiring the elements of knowledge no doubt exercises, und to a certnin extent, sharpens the intellectual poweifi. But looking to the whole history of man from the time of his creation, what warrant have we for believing that great intellectual ability, either natural or acquired, is commonly accompanied by, or that it tends in any degree to strengthen, those moral powers in its professor, by which he can alone be rendered either a more valuable member of society or a better subject of the State? When, then, we consider the demoralising character of the cheap and popular literature, most widely circulated amongst the mass of the working claiset in our populous manufacturing distticts, and in our crowded towns ; and when we also consider that man's natural taste is not for what is pure or innocent, or of good report, what right, I would repeat, have we to expect that, hating received only the power of choosing, without the taste or knowledge how to chose aright, that he should devote himself to those itudies or to that course of reading which would tend to elevate his character, or be calculated to render him a more uieful member of society. Mere elementary instruction, then, unaccompanied by moral training, and without means being taken to direct the studies and to form the taste, I believe to be at, best, but a doubtful benefit. To impart the power to read, in to give accen to a garden, richly stocked indeed, witli wholesome useful, and delighttul fruiti ; but no less rankly stocked with fruits still more attractive to tho eye nor more palateable to the natural taste, but containing the juices of a deadly poison. Even the very men who, thirty years ago, were most eager to throw open the portals of this garden, now themselvei admit that it can be safely entered only with a guide. One of the earliest by far and the mo6t zealous and powerful friend of education, Lord .Brougham, much to the credit of his candour, has recently declared that unless education has ft moial and religious direction, it is a matter of doubt whether to be üble merely to read, is not production ot moie harm than good — th,it those who have the nieie power to read, peruse only the narratives of banditti, of swindlers, and of thieves j und that they lill their minds with that species of information which only leads to its pollution. Nor will the effects of this evil tendency be confined to those amorist whom it may originate, though it may a»Bume a dill'eient form : for the community, no less than the functions of the body and the faculties of the mind, cannot be materially disordcied in «ny single member, without the whole body being more or losi affected.—

Whatever may he the cause, we cannot conceal from ourselves the fact, that a material — calculating — money-getting spirit, is gaining possession of those who ought to be the pride and the example of our common country — to the decay of that generous, selfdenying, chivalrous spirit, which is the truest test and the brightest ornament of a genuine aristocracy. We have recently witnessed a movement, painfully demonstrative of this low-toned spirit : we have teen people of every rank and profession — peers of the j realm — ministers of religion— the leaders of our hosti f and women of every degree — not as it might have been in olden times, uniting their efforts, and devoting their energies, themselves, and their all, for the attainment of some grand, unselfish object ; but forgetful of their station, their calling, and their lex, and moved alone by the mere greed of gain, engaged in a gambling railroad scramble to be rich. Mere wealth indeed has long had its secret worshippers ; but it has been reserved for ourselves to see tho reign of Mammon unblushingly proclaimed by them. We have seen, through their means, a rude image of Gold set up— unshapeu —without form, or comeliness : at the foot of this idol, and before the world, they have fallen down and worshipped, raising a costly tribute to its honor ; and so lon»- as this image was believed to be fashioned of gold they continued to be ite votaries. They have since, indeed, cait down this image of their idol, not for shame that they had degraded themselves by the worship of Mammon, but on finding that they had done homage to a brazen counterfeit. But shall we then, it may be asked, abandon as useless all efforts to improve the character and condition of ourselves and of our fellow-men by means of education? It must indeed be admitted that the early friends of the education movement over estimated and miscalculated the benefits to be derived from promoting elementary instruction amongst the peoplethat they were too sanguine in their expectations that such instruction would be turned to good account ; and that thby were also too sanguine in believing that the power of acquiring knowledge would be accompanied by the desire to pursue that course of reading which would tend to improve the taste — to enlighten the mind, and to render its possessor a better member of society; and, under such circumstances, we can scarcely be surprised if it should be questioned whether education, ns an instrument of good, may not be laid aside as useless. Now whether it be true or false that the system hitherto tried, and called Education, has failed to produce the good effects expected from it, is immateiiul; for admitting it to have done so, it by no no means follows, because a one* sided or mistaken system has failed, that education in the real sense of the term, must alike prove ineffectual. — There are two substances known to chemists which taken separately have a disgustingly bitter flavour, but which, when skilfully administered together in due proportion, produce the richest sweet. And so it ia with the mental powers. If one be exercised and the rest left dormant but little benefit ii conferred upon its possessor. To improve and exercise all the powers, then, with due regard to their importance, is the allimportant work of education — a work which we canonly hope ever to accomplish by a course of discipline which shall simultaneously and in an equal degree exercise all the faculties, moral and intellectual — the reason— the imagination, and the passions. For the undue or exclusive cultivation of any one of them will disturb that balance of the powers which is the perfection of the mental constitution To contribute, then, towards the completion of the woik of education, I take to be the great aim of the friends and promoters of the "Auckland Mechanics' Institute." With this object in view then, I believe that the present Institution will be valuable, chiefly as tending to draw together in friendly co-operation those who by means of elementary instruction have already obtained possession of the key to knowledge, and as tending to guide and encourage them in its useful application ; and by means of its classes), its museum, its library, and its lectures, in affording opportunities for the healthful exercire of the mmd — facilities for the acquisition of sound and useful knowledge, and, to the end that they may attain, in the highest sense, to the perfect fulness of the stature of a man — in providing, as far «b may be, for the cxeicise and simultaneous development ot their best and noblest faculties. But in no way, probably, will this Institution exert a more beneficial or immediate influence than in affoiding opportunities and encouragement for the healthful exer* cisc of the mind. To preserve its faculties unimpaired, and ns the only "means of waiding off that "seventh age" — " last scene of all"— that " second childishness and mere oblivion," it is necessary that tho mind should, through life, 1)8 engaged in active and useful occupation, and never for lack of proper food be allowed to prey upon itself. In small communities, and more particularly in colonial communities, where the ordinary businem of life but paitially exercises man's several powers and faculties, it it especially desirable that such tastes should be encouraged ; and the means necessary for their gratification provided, as may save their possessor from that weariness, or 6 that excitement or dissipation of mind, which but too frequently lead to frivilous and unworthy pursuits. Regard being had to these objects, and to the means of this asHociation for their promotion, there is probably uo subject more deserving of the attention of the managers of the Institution than the promotion of a taste for natural history. Now ,the object of Natural Histoiy, a' you are aware, is to expound the laws by which the three great kingdoms ot Nature— animal, vegetable, and mineral — are governed; and to illustrate the habits, iiutiucts, economy or growth of their respective subjects. From Us comprehensive nature, it has been divided inlo several dibtinct branches, comprising— Botany, Mineralogy, Geology, and Zoology. Without needlessly occupying time with » long list of names, it may besullicient to remark that to the gene* ralization of Aristotle— the systematic arrangement of Lmnxsiis— the valuable discover iB of Cuvier— and the more recent labors ot a uistinguibhed lriei.d ot moie than one now present— Professor Owen — the tci' nee ol Natural History is indebted for its piesent stale of >i Ivanceinent. he formution of a Soni'ty, thin, h.ivwij; only for its object the promotion ol a uibte for N itural History, would be an undertaking deaeiving of our

support, and would of itself go far to secure what, under any circumstances, is most assuredly desirable, the means of providing a pleasing and healthful exercise for the mind, "whoso temprod powers RefiiiD at length, and every passion wears A cluster, milder, more attiactive mien." The nature and objects of this study, too, nrc so generally understood, tint the pleasures arising from it may easily be conceived. In the mere ant of acquiring knowledge of any kind, be the subject what it may, there is something absolutely agreeable. When we sec anything for the first time our curiosity is awakened, and we desire to know something of its history—something of its nature, use, workmanship, disposition, or habits, as the case may be : in receiving; the required in* formation— in being better informed than we were before we experience a sensible gratification. Nor docs it end here: for, in meeting with the same thing again, our pleasure in knowing something of it is, if anything, increased. Gifted with " a power to roam" — surrounded by the wonders of nature — born with o thirst for information, and endowed with reason to direct his enquiries—man's first and noblest study of things created is the Boole of Nature. Tbe wondera it contains— their source and origin— their wonderful adaptations — and the benevolent designs they unfold of their Creator—give it, as a subject of study, an immeasurable superiority over, every work of the Creator's hand, for on their very lineament i» stamped the impress of perfection. Considering the magnitude of the object of which it treats, Geology ranks perhaps next to astronomy. The diligence with which the necessary observations are recorded, and the unwearied ardour with which the researches of the Geologists are followed up, are rapidly forming a basis on which a strict and philosophical course of induction may be founded, and from which the most important remits may be anticipated. As a study, it is, as may readily be conceived, intensely interesting, shewing as [it does the existence of a state of animated nature previous to man's creation, differing altogether from that which now surrounds us. Even the situation of a pebble, it has been observed, may afford us evidence of the state o{ the globe myriads of ages before our own species became its denizens. But in no other department of knowledge are the facts unfolded at onoe so curious and interesting as in the study of Zoology. It is impossible to proceed far without being struck with admiration at the numerous demonstrations of contrivance and adaptation with which the anirrr.l economy aboundi. By means of the microscope ilmost a new world has beeu disclosed, in <vhich is displayed a minutenpi and complexity of structure truly astonishing, and which baa gone far to complete the graduated scale of organization which is now suppoSsd to run through the whole chain of animal being. But, apnrt from all other considerations, the study of Natural History posseskes a most important recom* mendation. It may be pursued under almost all circumstances — at home or abroad — in the closet or in the field— in our daily walks, or in our more extended travels. Requiring uo costly apparatus—no poring " o'er the midnight oil"— no waste of health or strength, but tending rather to prolong our brief existence, and finally affording us a calm unruffled retrospect. Of the pleasures that are gross and grovelling it may indeed be said that " Time that steals our years away, Steals our pltdburcs too." Those of the Naturalist may indeed be abated, but not destroyed. For to him, wherever it m«y be found, every tree, plant, stone, and creeping thing, it an object of interest. At home, every individual in hies own collection calls up some association connected with bygone days, and has its little history ; and abroad, he •'Fjiuli tongues in trees— books in the running Inooks, ijeimons in stones, and good in evciything." The profound and contented ignorance of the great mass of mankind as to the structure and functions of their own body, has ever appeared to me to be a matter of astonishment. I cannot but think then that Human Physiology is a branch of knowledge which, for various reasons, ought to be popular. By that knowledge we should be. enabled to guard against disease—to counteract it at the outset — and to give to our physician a more intelligent account oi its symptorai ; while, at the same time, its study would afford us an intense gratification from the contemplation of so exquisite a piece of mechanism as the masterpiece of Nature's handywork — fao " fearfully and wonderfully" are we made. And I feel assured there will never be wanting amongst us those, who shall bo V oth able and willing, by means of lectures to be delivered in this Institution, to make the subject of Human Physiology both profitable aud attractive to its members. To those who have given but little consideration to the subject, it may appear strange that it should be proposed in a Mechanics' Institute to encourage and promote a taste for Music, Poetry, and the Fine Arts. It is, I believe, because " Mechanics' In6titut.es" have heretofore been but schools for the dry head cultivation of the intellect alone, that they have effected v so much less fur their members than, under wiser guidance, the means at their command would httve enabled them to accomplish. It may not indeed be within the power of .such societies as these effectually to resist that growing spirit of the age which would make the attainment of Health for merely selfish purposes — "the one tiling needful 1 ' — the great end and aim of life's existence. By other means alone can thai great plague be stayed. But as a source of innocent amusement — as tending to raise us above the more gross and grovelling pleasnres of our nature— as tending to refine " this muddy vesture of decay," and to complete ouv mental training, surely the imagination which chirfly distinguishes from the beasts that perish deserves, not less thiin our other faculties f our caicful culture. We scarcely nerd the authority of the piet to persuade iw that there i» " NaugU so stockish, hard, and full of rage, Bulmusick ioi the time doth change Ins nature," The marki'J dilleieoce too between the mountaineer and the dweller in the plain, sufficiently altosts the devoting influence on the wmd aming from clove

communion with, and the constant contemplation of, the sublime and beautiful in nature. And the example of hII ngrs nioclaims the fact that in proportion as a tnste for Music, Poetry, and the Fine Arts prevails amongst a people— in proportion as a people are really posiessed with the belief that there aie " more thinas in heaven and earth lhan are dreamt of in their Philotnpfiy"—&nd in proportion as their minds are attuned to those " harmonies which are in immortal , ou ls"— -alove for the mere material things of life is kopt in due subordination.) Seeing that we are living in the midst of an Aboriginal race, rapidly assuming the habits and usages of civilized Hfe, I would suggest for the consideration of the Managers of this Institution, that they should attempt to form a collection of every article of dress, of every implement, and of every weapon known to have been in use amongst the nativei of this country in their barbarous state, and from the earliest limes. Such a collection, I feel assured, would form by no means the leant attractive feature in their proposed museum. And should it be reserved for ourselves, and for those who sha'l succeed us, to attain the unexampled privilege of being made the instruments of preserving a Native race, and of raising them in the scale of civilization to a level with ourselves, I cau conceive no more fitting monument to our honor than a descendant of the Aboriginal race, at no far distant day, in our own language, habited like ourselves, and in the midst of such a collection, giving a lecture to an uadiencc of the Anglo-Saxon race illustrates of the manners and customs of his rude and warlike ancestors. Nor should Institutions such as thee be lupported on selfish grounds alone. Every association like our own Mechanics' Institute, however humble it may be, exerts some influence, direct or indirect, on the progress of science. Such Institutions act as, an example—the demand for scientific works is increased, and the labours of scientific men thereby encouraged. And they exercise an influence still more direct, and still more favourable, by increasing the number of labourers in the field of scientific investigation. It may indeed be true that the most splendid discouriei in science have been the result of the systematic efforts of men of the highest scientific attainments ; but it is no less true that there is no body of knowledge so complete, but it may receive accession ; nor so free from error, but it may rereive correction, by passing through the mmdi of the many. Unlike the natural food of the body, knowledge is not destroyed by vie, but rather augmented nnd perfected. But for the accomplishment of these objects, what need, it may be asked, for the establishment of regularly organized associations, ever liable to be perverted from their proper purpose. Now the value of combined efforts, I think, needs no illustration at the present day. The practice of undertaking almost all great objects by the combination of members is now 10 general as to have become one of the characteristic features of the age. By means of combined efforts results are obtained which it would be in /am for individual exertions to attempt. But this newly applied power, valuable as it assuredly is, may both be abused and misapplied ; for it may be made use of when individual exertions ought to be relied on ; and it may also ne organized to effect misihievous objects. Never, however, I believe can a number of human creatures combine their efforts with a nobler object than when they seek to enlighten the human mind— to give to men of »11 classes a consciousness of their intellectual j)owers, and to purify and ennoble the character of a people. If m England, therefore, where books are plentiful and cheap — where the highest results of human ingenuity meet us on every side — where the means of obtainieg knowledge are easy of attainment— where may be found collected some of the highest woiks of art of every age and country—if, I say, at home, where the gieatest encouragement is given to researches into every branch of scieuce, it is still found to be necessary or deiirable for the industrious classes of society to combine their efforts, in order to obtain the advantages to be derived from the cultivation of the intellectual powers— surely here, in the uttermost ports of the carth — here, in a new country, far removed from the great centre of civilization — remeved too in some degree from the salutary restraints of public opinion — in a newly formed society, where, it has been well observed, we may expect that a .'spirit of covetouaness— -an eager desire to be rich— a contentious and quarrelsome disposition— a narrowness and perversion of mind— a relaxation of habits of srlf-denial— and a recklessnesi of duty both towards God and man, will spring up and multiply ; Lefore the remedy for such evils can be provided by institutions for the advancement of sound learning, like the time-honoured foundations of our mothercountry, bere surely we ought to exert our highest eUbrts to found and support and give efficiency to all those institutions which, by affording encouragement to the exercise and improvement of our noblest faculties, may serve, in tome degree, to neutralize the unfavourable tendencies of our condition as the pioneers of civilization in a distant land. And, looking beyond ourselves, it is especially incumbent upon us so to organize this Institution that it may early attain a vigorous maturity, and become the effectual means, not merely at present, but in time to come, of exercising a beneficial influence on the moral and social condition of all classes of the community. I say, in future times, because I think we should not confine our viewi of the effects of such Institutions merely to the present condition of the present occupants of the colony. Even under ordinary circumstances, individual example exercises some influence' — imperceptible though it may be, on those around us. Though we may ourselves give little thought to the importance of our position as the founders of a future empire— as occupying the advanced post of civilization, and charged with the preservation and advancement of a Native race; though we may well doubt our fitness to per« form that noble mission, and though we may shrink from its grave responsibilities, we can neither destroy its realities, nor evade its duties. For we must never forget that there is not one amongst vi, be his condition as humble as it may, who, so long as he is one of the founders of a new country, does not exercise a more than ordinary influence on the character and destiny of his fellow men. In an old settled country, indeed, where opinions are fixed, and where prejudices are deep-rooted, uo individual, whatever may be his rank — whatever ir ay be his abilities, or whatever m,»y be his power — nor any number of individuals combined, can exercise any perceptible influence on the character and condition of his fellow men. But with ourselves itis otherwise. We bave only to call beforo our minds the early history and present condition of our old American colonies, to become alive to the extent of our owu individual influence. For to this very day, after the lapse of now two hundred years, tho oldest States of the American Union present the same striking characteristics that marked their euily history. In a word, then, the diameter of the cupital of a future empire is in our hands. Whether, when it shall be a crondedcity, Auckland shall be distinguished for the number of its religious, charitable, literary, scientific, nnd us u ful inrtitutioDs — or, whether, on the other hnnd, it Miall be remarkable for its moneytrHtimr, colonial spirit; for the dissolute habits and low mulal tone of iW people, di-pcnds largely ou the

tastei, on the exertions, and on the example of ourselves, its early founders. But though our reiponsibilities, as the founders of a iiew country may be weighty, they are not without compensation in the favouiable ciicurastances of our outward condition. For none will deny that our labours have fallen" Jo us in pleasant places ; and thnt in the conntry of our adoption we lime received a goodly heritage— "a good land — a land of brooks of water * * * a land of wheat and barley, and vines and fig trees, and pomengra-nales-aland of oil, olives, and honey— a land where we may e^t bread without scarceness * * * a land whose stones arc iron, and out of whose hillj we may dig brass." It may indeed be that as pioneers in the work of colonization we nKiv-liiU'e had" to suffer hardihips; and we may have had" to struggle with difficulties, but nothing can deprive us of the cheer' ing end ennobling consciousness, that, in future ages, when English settlen, with English habits and with English energy, shall have raised New Zealand to the rank of a powerful state, the people of its then popu« lous capital will have received the impress of their character from ourselves, its ear'y founders.