176 Mr. Butler's Discourse. 



The Albany Institute, without subjecting itself to the im- 

 putation of indulging a mistaken vanity, may boast of amateurs 

 in this branch of science, not surpassed, in zeal or proficiency, 

 by any of their cotemporaries. In their enlightened enthusi- 

 asm and well directed industry, we have a sure guarantee for 

 the success and utility of our labours in this interesting field of 



3. Much good may be done by diligent and continued at- 

 tention, on the part of the Institute, to the subject of general 

 education — a matter which, in dignity and importance, trans- 

 cends almost every other — for it affects the character and hap- 

 piness not only of individuals, but of nations, and extends its 

 influence not alone to a particular state and to the present age, 

 but to the world and to posterity. 



Not that I suppose that education is all that is required, to 

 secure happiness in the social system. No man whose opin- 

 ions are founded on a just knowledge of himself, or a careful 

 observation of others ; on the history of the world, or on divine 

 revelation ; will indulge the hope, that education, alone, how- 

 ever perfect in mode or complete in degree, can eradicate 

 physical or moral evil, or relieve mankind from the miseries 

 they produce. A good education, however, not only enables 

 us to avoid many natural ills, to which we would otherwise 

 be subjected ; but it is a powerful antidote to moral evil, whose 

 operations and influences, it circumscribes and counteracts. 



Independently of its intrinsic importance, there is, at the 

 present moment, a peculiar fitness in directing your attention 

 to this subject, for at no period in our history, has it awakened 

 so general an interest among our people, or called out so ex- 

 tensive a discussion. In the course of this discussion, several 

 new theories have been advanced, and various plans of gen- 

 eral education pressed upon the public ; but I have neither 

 the time nor the ability to examine them at large. My pur- 

 pose merely is, to trace the history of public instruction in the 

 territory now composing the state of New- York ; to glance at 

 its present condition ; and in connexion with a brief notice of 

 some prominent defects, to suggest a mode in which the Insti- 

 tute may contribute to their removal. 



If the colony of New Netherlands had continued under the 



