The nature of the lessons may be expressed roughly by saying that the moral life has been taken up as the subject of study, just as wealth is taken up in political economy, but no strictly theological questions have been brought in. Such difficulties of thought regarding moral distinctions, motives good and bad, conflicts of conscience, the justice and expediency of laws and governments, as usually arise as people begin to reflect seriously upon the ways of the better social life, have been considered, besides many practical questions regarding self-control, elevation of feeling and thought, and the part of wisdom in every-day affairs. To provide a thread by which the lectures might be connected into a systematic series, they have been thrown into the form of reviews of the views in turn of the various master-minds in the department of ethical knowledge, as to the leading purpose of the wise man. Many quotations from these writers have been given, so that the instruction has afforded some information to the man of a historical or semi-philosophical character aside from its main purpose. The aim has been not so much to impart a knowledge of stereotyped facts and ideas as to stimulate the minds of the men to obtain for themselves a true conception of the moral order of the world of which they are members, and to form true convictions as to their relations to it. On this account both sides of doubtful questions have been noticed and a decision called for. The leading consideration in the selection of lecture topics from week to week has been the needs and interest already shown. Free discussion has always been allowed, and in some cases it has seemed profitable to devote almost the whole lesson period to it. This method not only holds the interest of the learners, even causing it at times to run quite high, but enables the instructor to carry them along more readily to desired conclusions. The intelligence of the class is, I think, on the whole best compared to that of an advanced class in a high school, some, of course, rising above this standard, others falling below. In general, as compared with persons of similar age in the better classes outside, they seem to be bright and quick rather than deep or close students. Their remarks in the class frequently bring forth applause or signs of disapproval from their responsive fellows, and occasionally a vein of purer metal and greater depth is touched. Without much liking for books, they seem to take naturally and successfully to the study of human nature. As might be expected, they do not evince much previous reflection upon ethical matters--not as much, I think, comparing them again to those of similar age outside, as upon economic topics.