in all cases in which the subscribers and donors express such a wish. Ultimate success, however, must arise from the conviction of the public, that increased facilities for academical education are needed, and that the College is competent to supply them. On the latter point the Committee do not presume to anticipate the decision which will be formed by others. In regard to the former they observe that in towns not superior nor even equal to Manchester in population and wealth, Colleges have been established within the last few years, or schools founded on a plan so remodelled and enlarged, as to include what more properly belongs to academical instruction. Such has been the effect of modern improvement in rendering communication rapid and easy, that Manchester is now as accessible from distant parts of the kingdom, as it was from the remoter parts of the district in which it stands, at the time of the foundation of the College. To those who are resident in Manchester, the expence, consisting only in fees, will be very moderate; and even those who come from a distance, will find the united cost of residence and tuition less than they must incur in any other place at which academical education is to be obtained.

INTRODUCTORY LECTURE,

BY F. W. NEWMAN, ESQ. B. A.

FORMERLY FELLOW OF BALLIOL COLLEGE, OXFORD,

CLASSICAL PROFESSOR.

BEING THE FIRST OF THE SERIES OF INAUGURAL LECTURES DELIVERED BY THE SEVERAL PROFESSORS AT THE OPENING OF THE COLLEGE, IN OCTOBER, 1840.

LONDON:

SIMPKIN, MARSHALL AND CO. STATIONERS' HALL COURT:

AND J. GREEN, NEWGATE STREET.

IN THE ACTUAL DELIVERY OF THIS LECTURE, WANT OF TIME COMPELLED THE OMISSION OF SEVERAL PARTS NOW INSERTED.

T. Forrest, Printer, Manchester.

INTRODUCTORY LECTURE

TO THE

CLASSICAL COURSE.

MY FRIENDS,

I have felt some anxiety lest the subject of this lecture should be too dry to find acceptance with minds ordinarily engrossed by pursuits very different: yet I am encouraged to hope for a kindly attentive audience; for nothing but your willingness to hear could have drawn you hither now. If I were to attempt to say what is new, I should probably speak less to the purpose; hence although those who have themselves considered the subject on which I have to speak, may find that they have anticipated much that is brought forward, it appears wiser not to affect originality.

All must be aware how much controversy has arisen, on the question, what topics of instruction are fittest for the information and education of the mind. On the one side are persons who seem to think that an education is hardly to be valued at all, from which the Greek and Roman classics are excluded; if indeed these be not in themselves all-sufficient. On the contrary, there are some who maintain, that, in the present day, when English literature abounds with so many noble productions of genius and with accumulations of knowledge so vast, it is absurd to have recourse to ancient writings as the medium of education,-to volunteer all the difficulties of dead languages, and waste our time on the errors of antiquity.

A