required within the time they ought to have spent at school, to go through a course of studies in Mathematicks, pure and mixed, Natural Philosophy, History, Logick, Metaphysicks, Ethicks, Rhetorick, Theology, Natural and Political Law, Chymistry, Natural History, &c. &c. Many of these studies require the full strength of mature minds to comprehend them. Who then can doubt where the error of our system of education lies; or wonder that we have not more distinguished scholars among the number of young gentlemen who graduate at the University? Surely the fault is not so much their own, as it is the fault of the system by which they have been hurried on beyond their strength. Discouragement, disgust for study, idleness, dissipation, and a total loss of time and opportunities are too often the consequences of this indiscreet and mistaken course.

At Westminister, Eton, Winchester, and all the principal schools in England, boys are admitted at eight or nine years old; and usually continue there till eighteen. Nine years, exclusively and laboriously devoted to the study of the most elegant and finished models of literature the world has ever produced, must do something towards the formation of a correct and accomplished scholar. During this time the pupil is under such severity of discipline, that he is effectually taught one of the principal lessons of youth, obedience to constituted authority. This is an im

portant object in every country; but especially under a free government like our own. Were our sons sent to the University with more knowledge, judgment, and maturity of mind, we might look for higher attainments in science and literature, and should probably hear less of unreasonable disturbances and childish opposition to wholesome regulations.

But it is not enough that a reformation should begin in our schools; it must be carried on at the University. It will be comparatively of little use to advance lads far beyond the demands of our Colleges, if, after admission, they are not "pushed up to their ripeness." What can be expected of a lad when the necessities of school are shaken off, and he, with his time at his own disposal, is required to perform no more in a week than he can accomplish in a day? Or when he is already acquainted with his month's study at the time it is prescribed? Would it not be better for each class to recite in divisions according to individual attainments and ability, and to make these the measure of the demands upon each student, than to hurry one over more of any study than he can understand in the time allowed, and to leave another in idleness, that they may keep together as to the pages of their books? If a portion of any class can read three times as much Latin and Greek in the time appropriated to that study as the whole amount now read at College, why should they not

be made to do it? There would doubtless be some difficulty with such a division of a class in preserving that equality among its members which now renders each class a perfect bed of Procrustes. But equality of rights would be quite as well preserved, and individuality of scholarship far better understood at the expiration of the course than at present.

Why should eighty or ninety young men and boys with as different capacities, habits, and attainments as can well be conceived, be compelled to go over the same portion of the same thing in the same time? We cannot expect any very distinguished classical scholars till some such arrangement shall be made as will secure whatever may be gained at school, and cherish and confirm the taste partially formed there.

It is well known that the subject of Prosody has received less attention than any branch of literature taught in our schools, and infinitely less than its importance requires. There can be no real elegance in classical attainments, without an intimate acquaintance with prosody.

For without it the melody of versification is lost, and the most refined poetry sinks into disordered and extravagant prose. Correct pronunciation likewise depends in a great degree upon prosody. In addition to these considerations there are innumerable instances in the Latin poets where the interpretation depends upon the quantity of the vowels. Words of

the same spelling often mean quite different things; and the most minute analysis is unable to determine their import without the aid of prosody.

But prosody can be properly learned only by verse-making. This is an exercise so far mechanical, that the dullest intellect need not despair of attaining to accuracy; while at the same time it gives unlimited scope to invention, and affords the finest field for the cultivation of classical taste and delicacy of perception. It is perhaps the best possible discipline for a lad familiar with grammatical analysis till he can write Latin verses with accuracy and ease.

Lads trained in this way will never outgrow their acquisitions, which, by indissoluble association, become incorporated with their mental system, and form a part of the intellectual man. It is not so with the knowledge acquired by merely scanning the poets, and learning the rules which grammarians have made respecting quantity. It is not the position of a vowel that should suggest its quantity and the rule by which it may be proved; but it is a knowledge of the quantity and the authority, which should determine its position and legitimate use. It is not uncommon for a lad well acquainted with the rules of prosody, and able to cite them with great facility for any verse in Virgil or Horace, to make several mistakes in writing a single verse, when he begins this exercise.

But facility and taste in making Latin verses are the result of much labour. Sufficient time can hardly be afforded from the hours of school for this subject, or sufficient inducement offered lads to devote their leisure hours out of school, without some special incentive. And no incentive is found so powerful in its effects, or so constant in its operation, as that arising from ambition. This is the deep and never failing principle in our nature of which the general, the statesman, and the teacher have in all ages availed themselves with success. At no period of life can this principle be employed with more happy effects than in youth, if skilfully managed. The task to be performed from necessity alone is by the magic of ambition converted from a dull, oppressive burden, to a bright and animating object of hope. The mind which laboured unwillingly before, and saw no other reward of all its toil than exemption from punishment, or the gratification of cold, unsympathising authority, now all life, elasticity, and joy, welcomes the task, however arduous, as a new field for enterprize, a new subject for conquest.

I am aware there is a prejudice in the minds of some against emulation as a principle of excitement in education. They think it produces envy, hatred, and other evil passions; and injures the temper and character of children. That solitary instances of this kind may have happened, there can be no doubt.