can do it to advantage. I desire to live no longer than this candour and ingenuity, this openness of mind to education and information, live with me.’ An apology follows for the imperfect preparation of a first course, inadequately provided for by the miscellaneous lectures in physics and metaphysics at Aberdeen. The past performance of Adam Smith, and the high expectation associated with the new professor, the author of the _Inquiry_, were doubtless fresh in the minds of the crowded audience that met on that October morning in the faint light of the Old College class-room. The audience, the new professor, and his predecessor, have all now receded into the dim distance, and are seen under the cold light of history. The lectures delivered in the years that followed are preserved at Birkwood, in Reid’s valley of the Dee—lectures on Pneumatology, Ethics, Jurisprudence, and Political Philosophy—for the most part embodied in substance in the published _Essays_ of his old age. Reid’s placid temperament and restrained imagination suggest sober unadorned statement, and cautious inference founded on fact, not fervid eloquence, as the character of his prelections. He was more likely slowly to influence opinion by his books than to startle a youthful audience by spoken words. This conjecture is confirmed by the account of Reid in the Glasgow class-room given by Dugald Stewart, who was among his students in 1772-73. ‘In his elocution and mode of instruction,’ Stewart says, ‘there was nothing peculiarly attractive. He seldom if ever indulged in the warmth of extempore discourse; nor was his manner of reading calculated to increase the effect of what he had committed to writing. Such, however, was the simplicity and perspicuity of his style, such the gravity and authority of his character, and such the general interest of his young hearers in the doctrines which he taught, that by the numerous audiences to which his instructions were addressed he was heard uniformly with the most silent and respectful attention.’ And this delivery of deep and patient thought, regarding the duties and relations of man, and the foundation of his beliefs, was continued in the class-room for sixteen years.