The orator, if such a name is to be so degraded, rises not to gain the votes of his hearers, but to make them laugh and clap their hands; and, this is most easily done by advancing smart sophisms, and uttering well-delivered absurdities with mock solemnity, we may readily conceive how little the powers of investigation can be exercised and improved by such practice as that of spouting clubs and debating societies. No doubt there are many exceptions to these remarks, but the vice we complain of is, we fear, inherent in some degree in the nature of the institutions, although by care in the choice of members, and the selection of an audience, it may, in a great measure, be counteracted. We must not forget to state the advantages enjoyed by the Teacher's attendance on the sittings of our Committees. He becomes most intimately acquainted with the minds of his pupils. He sees their difficulties and their errors in a strong light, and is placed in a situation for addressing himself more completely to the state of their wants than he could be, unless they were thus induced, and almost compelled, to disclose all the workings of the mental machine. In general, nearly every person who knows a boy at all, has an opportunity of becoming better acquainted with him than his instructor. No wonder, considering the many painful sensations which the latter, in his various offices of accuser, witness, judge and executioner, is compelled to exite. We are happily relieved from these difficulties, but we still seize with avidity every means by which our pupils may be induced to develop their minds to our view, feeling that our acquaintance with their springs of thought and action can never be too accurate and complete. The votes at the conclusion of the debate show us the measure of our success. Every influence except that of mind, is, we trust, out of the question: we do not always carry a majority with us; and this fact gives us hope, that when we do, a sincere effect has been wrought on the convictions of the boys. To conclude, we must in candour acknowledge, that we search more industriously for arguments and illustrations to support our opinions, than we should or _could_ do, under other circumstances. The effect on the mind of the Master is not a bad test of any method of education. ABSTRACT OF SWEDENBORGIANISM: BY IMMANUEL KANT. (_May, 1824._)