the infinite diversity of collocation arising from these changes, afford to learners favourable opportunities for prosecuting their study of the native tongue, for acquiring the principles of general grammar, and exercising the mind in philological investigations. Being also the source from which several modern languages are derived, and from which the technology of science is formed, they facilitate the acquisition of those languages, explain scientific nomenclatures, and open a wide field for etymology.

Another great advantage arises from the study of ancient literature: the native tongue of the classical professor being usually that of his pupils, he can, in general, make Latin and Greek subservient to their improvement in it more effectively than could be done through living languages by foreign teachers. The native instructor can best teach the national tongue by comparison with Latin and Greek; he can best exhibit its grammar, genius, and power, and explain what constitutes propriety and precision of terms, grace and correctness of expression, force and perspicuity of style. At the same time, it is to be regretted that this cannot always be done through languages more useful in after-life.

Although English, French, Italian, and German, may perhaps compete with the ancient languages in power, elegance, and clearness of expression, and far surpass them in the number and the importance of the benefits which they can confer through life on their votaries, yet we readily admit that they can never supersede them. Were such a change to take place, foreigners, becoming, in consequence, the most competent professors in what would then be the leading departments of collegiate instruction, and the best judges of literary merit, must be placed at the head of academical establishments, and invested with the highest university honours. This would be a complete anomaly, a state of things altogether inconsistent with the existing forms of communities, and repugnant to national feelings.

But what should reconcile us to the ancient languages is, that, being now beyond the influence of caprice, so long as they are made the ground-work of classical studies, and the test of excellence in literary composition, they will tend to check the constant fluctuation of the living languages. The Greek and Latin classics are in literature what the works of the old masters are in painting. Love of novelty may, for a time, draw modern

nations from the true principles of taste: study of the immortal monuments of antiquity will always bring them back to the right standard.

Let it not be said that the benefits expected from classical literature could be equally obtained from good translations. The substance of the historical, oratorical, or other didactic works of the ancients may, it is true, be conveyed in faithful translation; but the pith of their expression can never be conveyed. In imaginative composition, especially, the very form in which the classical writers moulded their creations is nearly as essential as the substance; and that form cannot be transferred into another language. No interpretation of the standard classics can give an idea of their energy, or of their peculiar graces. A translation may be full of beauties; but they will be of a different character from those of the original. By translation, the harmonious arrangement of words, the excellences of style, are lost, especially in poetical productions, which become sometimes unintelligible and nonsensical. The impossibility of transfusing into one language the beauties of another makes a translation unfit as a model: original works should always be preferred. Seldom have the most celebrated and the most admired works of any nation obtained, in the translation, popularity equal to that which they enjoy in the original. This is particularly the case with the literary master-pieces of antiquity.

Ancient languages must continue to occupy a large share of attention in the intellectual education of boys destined for pursuits which depend on literary acquirements. It is a narrow view to consider them as useful only to the learned professions. Acquaintance with them is beneficial not only to the clergyman, the physician, and the lawyer, but also to the archeologist, antiquarian, statesman, philosopher, and man of letters; for they are the interpreters of ancient monuments and coins, the original receptacles of our laws and of ancient doctrines, the inexhaustible sources of our modern dialects, and the bonds which mentally connect the modern European nations with one another. and with antiquity.

Classical literature must be studied in proportion to the influence it has had over modern civilisation. This study ennobles the mind by elevating it above the trivial pursuits of ordinary life, and affording means of intellectual culture. Let us never forget that, through the writings of antiquity, the ideas of freedom entertained by the republics of Rome, Athens, and

Sparta, have cast deep roots among the enslaved people of modern Europe; and liberty has left her ancient temples to place herself at the head of civilisation. The general study of the ancient languages will preserve these feelings in the hearts of men, and will associate liberty with education. "Classical studies maintain the sacred tradition of the intellectual and moral life of humanity."*

* V. Cousin," Rapport sur l' Instruction publique en Allemagne.

CHAPTER III.

INADEQUACY OF THE ORDINARY SCHOLASTIC COURSE.

SECT. I.-BRANCHES OF KNOWLEDGE CONSTITUTING A COMPLETE COURSE OF INSTRUCTION.

IMPORTANT as is the study of ancient literature, it should not exclusively engross the period of scholastic instruction. Even those who are intended for the learned professions require information besides Latin and Greek; and yet, it must be acknowledged, that, with the exception of elementary mathematics, little else is taught in classical schools. It would seem that the classics alone are essential; and that the arts and sciences, morality and religion, are only accidental in education.

If we wish to educate young people, supply them with means of success in future pursuits, and make them useful members of society, we must direct their attention to branches of knowledge which are required in the various avocations of social life. These avocations are now so multiplied and present so wide a field for competition, that the preparatory studies which they demand, and which are often very extensive, cannot be commenced too soon or pursued too earnestly.

Among the departments of knowledge which, in the natural progress of civilisation, have assumed a high degree of importance, and ought now to be placed on a par with the ancient languages, some are indispensable to those who wish to rise to eminence. The following are the principal branches which should enter into the programme of respectable schools: they are introduced here without reference to their relative importance, this being determined by the future vocation of the learner.

1. A thorough knowledge of the national language, which, with the cognate branches, grammar, rhetoric, and logic, is the source of every intellectual enjoyment and of success in every learned pursuit.

2. The modern languages, a practical knowledge of which, as

already stated, extends our means of information and intellectual communication, and the comparative study of which affords many advantages in common with that of the ancient.

3. Pure and mixed mathematics, which train to habits of close and exact reasoning, at the same time that they lay the foundation for investigating and comprehending the laws of the material universe.

4. Natural history, physical geography, natural philosophy, chemistry, and physiology, which make man acquainted with the phenomena of nature and their relations to his organic constitution.

5. Political geography, modern as well as ancient history, political economy, and the form of government of our country, which teach the principles on which society rests, and its relations to our moral nature.

6. The principles of law and legislation, which initiate into a knowledge of social duties and political rights, and into the functions which may devolve upon us as members of a constitutional state.

7. Moral and intellectual philosophy, and especially the science of education, which enable us to employ our faculties to the greatest advantage, and direct those of our children.

But far more important than all these elements of a liberal education, is the Christian religion, which is the only safe foundation for the educational course: it leads to the knowledge of God, the observance of His commandments, the fulfilment of all our duties, the practice of every virtue, to happiness in this world, and to the blessings of immortality. The academic establishments, more especially, which receive boarders, and are consequently the representatives of the family, are called on to give to their young charge moral and religious, as well as intellectual education; they should teach them both the doctrines and the practice of religion.

This programme of studies we claim for our youth, in the name of civilisation and of the intellectual progress of humanity. Few of these branches have obtained the share of attention to which they are entitled; and several of them have not even received admittance in many academical establishments. The natural and experimental sciences, in particular, ought to be more generally cultivated than they now are. Although of comparatively modern origin, they rank high in the scale of knowledge, whether we consider their usefulness, the comprehensiveness of their aim, or the unerring certainty of their principles. No scientific