The difficulties of the task prescribed to me, if they do not preponderate are at least equal to the honour of the situation. If, to discourse on any topic with truth, precision, and clearness, before a mixed or fortuitous audience, before men neither initiated in the subject, nor rendered minutely attentive by expectation, be no easy task, how much more arduous must it be to speak systematically on an art, before a select assembly, composed of _Professors_ whose life has been divided between theory and practice, of _Critics_ whose taste has been refined by contemplation and comparison, and of _Students_, who, bent on the same pursuit, look for the best and always most compendious method of mastering the principles, to arrive at its emoluments and honours. Your lecturer is to instruct _them_ in the principles of 'composition; to form their taste for design and colouring; to strengthen their judgment; to point out to them the beauties and imperfections of celebrated works of art; and the particular excellencies and defects of great masters; and finally, to lead them into the readiest and most efficacious paths of study.'[3] If, Gentlemen, these directions presuppose in the student a sufficient stock of elementary knowledge, an expertness in the rudiments, not mere wishes but a peremptory will of improvement, and judgment with docility; how much more do they imply in the person selected to address them--knowledge founded on theory, substantiated and matured by practice, a mass of select and well digested materials, perspicuity of method and command of words, imagination to place things in such views as they are not commonly seen in, presence of mind, and that resolution, the result of conscious vigour, which, in daring to correct errors, cannot be easily discountenanced.--As conditions like these would discourage abilities far superior to mine, my hopes of approbation, moderate as they are, must in a great measure depend on that indulgence which may grant to my will what it would refuse to my powers.