cation, I have purposely omitted all those principles which are the most commonly insisted on in training the young student, and have touched on those only which are less frequently urged, and which seem, nevertheless, of vital importance to the accomplishment of the proposed object-educating men for the good of the

world.

My views on the importance of the study of the ancient classicks are briefly these :-Ancient literature ought always to find an honourable place in our colleges and universities. If a knowledge of the ancient languages were of no other importance than to preserve the purity of the Holy Scriptures, and secure a correct translation of them into other languages, this would of itself keep these languages in credit, and make a critical study of them necessary.-But such is the character of modern literature and of the science, that a few only need devote themselves to ancient literature in comparison with the many who can be better employed in other studies. Too much stress is now laid upon a knowledge of the ancient classics. It is still deemed heterodoxy to call any man learned who is not skilled in the Greek and Latin Languages. The tone and character of our present system of education were formed at the revival of letters after the dark ages. But though the causes which led to the present system have passed away, yet by an unprofitable adherence to the traditions of the fathers we must have it still, that what was once necessary to constitute a scholar is still indispensable for the same character. But the state of literature and the character of the sciences, are greatly changed. At the revival of letters in the fifteenth century almost all the learning in the world was locked up in two languages, then out of popular use.

Hence to be a scholar it was necessary to be acquainted with Latin and Greek, and with the Roman and Grecian Literature. And indeed at that period the world had so far deteriorated from what it once was, that the only ready way to restore it to its former character was to reclaim the literature that had been buried for ages in the archives of antiquity,-to consult the manuscripts and symbols of ancient learning, and bring forth to light the obscured and forgotten truths of ancient research and labor. It was this which made the change of that day from darkness to light so sudden and glorious. "We behold," said a learned author, speaking of those times "a flood of noon day bursting all at once over every quarter of the horizon, and dissipating the darkness of a thousand years." The fact was, the world had not to pass through another pupilage without text books or teachers.-It had not to serve another apprenticeship without patterns or masters. In the relics of former times there were rules and patterns and instructions in abundance. As soon therefore as a spirit of inquiry and a thirst for knowledge were excited, a great proportion of the light of antiquity burst at once upon the world.This was the new sun that shone almost in meridian splendor at its first appearance. It had never been put out, but only obscured by the murky clouds of barbarism from the Scandinavian forests, and eclipsed by the smoke of superstition that went up from the pit of the beast and the false prophet. When this obscuration passed away, the sun of ancient science shone in its full orbed glory. The attainments of antiquity were soon mastered.The art of Printing, which was invented about this time, gave a ready circulation to this knowledge in all the countries where it was sought.

Literature and science were no longer foreign plants, but had become indigenous in all places where they were cultivated. Neither were the treasures of science long locked up in an anci ent and dead language, but were spread out in the vernacular tongue of every enlightened land. Large additions also were constantly made to the original stock; and vast treasures of wisdom and knowledge have been brought to light, which the eye of antiquity never saw, which the ear of the ancients never heard, and of which indeed they had never formed any conception. -Hence the fact now is, and it is a fact that cannot be denied, that there is very little left in the fields of antiquity to be explored. All that is important in ancient science, except what is peculiar to the languages themselves, have not only been clothed in a modern dress, but have been incorporated with, and made constituent parts of modern text-books. Modern literature, therefore, should be counted the great field of literary enterprise and study. If it be necessary that the antiquarian should still make his pilgrimage to the East, and dig after learned hieroglyphics in the ruins of the Acropolis, and in the subterranean depositories of Herculaneum and Pompeii; or if it be necessary, as undoubtedly it is, that some should devote themselves to a critical investigation of the ancient languages, so let it be; but from such a tedious pilgrimage, and such an endless study the great body of students should be excused, that they may devote themselves more immediately and more effectually to the great and pressing wants of the world. It may, indeed, be It may, indeed, be proper, that most studerts who have an opportunity of commencing an education carly, and of pursuing it without embarrassment, should obtain some general knowledge of the Greek and Latin lan

D

guages; especially as there is an age in the developement of the youthful mind, in which language, perhaps, can be pursued to greater advantage than any other study;-and if at that age a good foundation can be laid for a knowledge of etymology, of philology in general, and for a more ready attainment of the modern languages, this would be advantageous to the pupil.

The proper organization of a board of instruction is a matter of great moment, and of difficult attainment. All agree that they should be united among themselves; that they should be men of learning, apt to teach, unimpeachable in their life, gentlemanly and winning in their manners, industrious in their habits, energetic and enterprising in their character, interested in their work, and faithful in the performance of their duties. But how to obtain such, how to keep them such after they are put in place, and how to get rid of them readily if they prove not to be such, are questions that have never been satisfactorily settled. After the greatest precaution, improper persons may be introduced ino the board of instruction, who may change the whole system. But it is probable that more failures result from a defective organization in the tenure and emoluments of office, than from the appointment of incompetent officers.

In all literary institutions, should not the faculties for the time being be authorised by law to have a voice in filling vacancies in their board, or in removing an uncomfortable associate, which however is not generally the case in the colleges of the United States, where the want of such a law, and the consequent evils, are daily loudly complained of.

There is no copartnership whatever that so imperiously requires union and confidence among the partners, as an association for the

At

government and instruction of youth. And yet there are few associations even for the ordinary purposes of life, in which there is not greater precaution used to secure that union and mutual confidence, than in all literary seminaries that are but one advance above common schools. Again, when a person is elected to a seat in a college faculty, it is generally considered to be, at his own option, an appointment for life; except in those strong cases of immorality, or dereliction from official duty which will authorise formal charges and an impeachment. any rate, under existing usages, any attempt to get rid of a president or professor is generally attended, not only with unpleasant consequences, but with serious injury to the institution. The effect therefore is as might be expected; i competent and inefficient men often hold their offices for years, and not unfrequently for a long life, in the United States; in this way the funds of the institution are wasted, the benevolence of its patrons is abused, the department languishes, the students not only lose their time & money, but what is incomparably worse, there is a gap in their education which is never repaired. Add to these, the reputation of the institution itself sinks, the general literature of the country is depressed, and the world suffers an incalculable loss.

Another evil is, the salary and other rewards for the service of college officers do not depend at all, or in any adequate extent, upon the extent of the services rendered. The salary is fixed and limited. Whether the officer is energetic and enterprising, or otherwise, whether he gives good satisfaction to his pupils, and draws many to his instructions or not, whether he does all ho can to elevate and sustain the character of the institution, or leaves the whole weight and res