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til regenerated, are invariably sinful; which bias to evil is properly denominated a depraved nature, or original sin, as in the standards of our church.

II. As to the second charge, relating to total depravity and the work of the Holy Spirit, Dr. Beecher holds and teaches that this depravity is so entire and in such a sense insuperable, that no man is or ever will be regenerated without the special influence of the Holy Spirit accompanying the word, as expressed in the standards of our church. Larger Catechism, Question 155, and Scripture proofs.

On the subject of ability, Dr. Beecher holds and teaches that fallen man has all the constitutional powers or faculties to constitute moral agency and perfect obligation to obey God, and propriety of rewards and punishments; that the will is not, by any absolute necessity of nature, determined to good or evil, according, to the Confession of Faith, ch. ix. sec. 1, with Scripture proofs.

At the same time Dr. Beecher holds and teaches that man by the fall is morally disabled, being so entirely and obstinately averse from that which is good, and dead in sin, so that he is not able to convert himself or prepare himself thereunto.

The extracts from Dr. Beecher's sermons brought to sustain the above charges, when taken in their proper connexion, and with the limitations furnished by the context, do not teach doctrines inconsistent with the Bible and standards of our church.

III. As to the charges of Perfectionism, slander and hypocrisy, they are altogether constructive and inferrential, and wholly unsustained by the evidence.

Presbytery then resolved that they do not decide the amount of censure due to Dr. Wilson, but refer the subject to the Synod for their final adjudication.

Dr. Wilson gave notice that he should APPEAL to Synod from this decision.

Messrs. Gaines, Skillinger, Kemper, Cumback, Aton, Andrews, Harvey, Burt, Brown, dissent and protest against the decision. Hayden, Monfort, Gazley, gave notice of their

Messrs. Stowe, Rankin, and Brainerd were appointed a committee to defend the above decision before the Synod.

The roll was then called, the minutes read, and Presbytery adjourned, after singing and

prayer.

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Those works are extensively used, and are highly recommended by practical teachers and men of acknowledged ability.

He presents two or three opinions from among many

From Wm. H. McGuffy, Professor of Philology, Miami University, Oxford, Ohio, 1835.-'I have throughly examined all the school books witten by Messrs. Picket, of Cincinnati, and consider them far superior to any other works I have ever Their Introduction to their Expositor supplies a desideratum. I know of no school book that could be substituted in its place, without detriment to the cause of education.'

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From Rev. Dr. Aydelott, President of the Woodward High School, Cincinnati, 1835.- I have examined Messrs. Picket's Introduction to their Expositor, with much care, and can therefore speak of it with confidence. It is most judiciously adapted to make accurate as well as thorough English scholars. Their prevailing principle is to teach by analysis; this I am convinced from my own experience, is the best mode in practice; it is certainly the most philosophical, The moral tendency of the selections for reading, gives still additional value to the work. I wish it the greatest success, and shall profit by it in the education of my own children. I will only add the wish, that there should be manifest in all books published for the rising generation, the same evidence of sound scholarship, and conscientious regard for their best interests, as are shown in the Introduction, and all other works of Messrs. Picket.'

From Alexander Kinmont, A. M. Professor of the Classics and Mathematics, Cincinnati.- I have looked over all Messrs. Pickets school-books, and have already expressed my highest approbation of them. I have reflected much on the plan of their last work, the Introduction to their Expositor, I am satisfied that they could not have written a work more needed than this. The analysis and just sense of words, are most important to be attended to in every stage of education, and I am sensible that the strength of the human understanding is often impaired by negligence in this respect. One-half of all the false ideas prevalent, is founded on a misconception of terms. Children should be accustomed to take words in pieces, and to indicate the separate values of the parts. Herein is laid a foundation of a sound discrimination. There is a radical defect in English systems of education on this head, which displays.itself in wordiness of our writers, a great impediment to knowledge. I am glad of this book: it supplies a desideratum in school instruction.'

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