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how much more so would they be, if it were not for the attractions thrown around them by the taste and ability of skilful writers. Now this high degree of excellence in writing is to be attained only by diligent study of the finished models of antiquity; unless, therefore, a succession of accomplished scholars shall be kept up by a constant perseverance in these studies, Science herself may one day lament the loss of the most effectual means of perpetuating her own fame— the loss of the art of finished composition; that art, which embalms in its own imperishable substance, the frail and perishable monuments of all other arts.

In order then to give our youth an opportunity of making higher acquisitions in classical learning than are now attained in this country, it is indispensable, that a longer time should be allotted to these studies than is now usually given to them. This must be done, either at the university, or at the preparatory schools; and the latter would probably be found preferable, as it would occasion less interruption of other studies which are expected to be pursued at a university. If this should be thought best, then it will be necessary for the pupils to remain at school till the age of sixteen or seventeen years, as is the practice in Europe; during which lengthened term of schooleducation boys would have an opportunity of reading more advantageously than they now do (even at our universities) many of the Greek and Roman authors,

of whose writings it is disgraceful, in the estimation of well educated Europeans, to be ignorant. But, whether it would be better to have this additional time allotted to Classical studies at school or at the University, is a point which we submit to those who have better means of judging than we possess. That one or the other must take place, is a point in which all intelligent men, who have any regard for the literary character of our country are now agreed. Something, it is true, has been done in our schools and in our universities towards improving the general system of education; but much more still remains to be done, particularly in classical studies, by which the character of our schools and universities will be estimated among foreign nations. If we would justly claim for our highest seminaries of learning the proud title of universities, we should feel it to be our duty to render them worthy of that elevated rank. But so long as we shall content ourselves with the humble course of classical study, which in foreign countries is confined to schools, our universities will not only forfeit their ránk and name, but we shall be exposed to the derision of other nations. It is quite time, that the disjointed fragments of the Greek and Roman authors in our common Selections, (exquisite specimens, it is true, of noble fabrics) should be confined to schools, for which they were originally compiled; and where, too, they can yet be studied under able instructers with far more

advantage than is commonly the case at our higher seminaries. But at our universities, our youth should be made acquainted with the entire works of the great masters of poetry and oratory, of history and criticism and morals; with whose productions our scholars ought to be as familiar, as every lover of the fine arts is with the unrivalled monuments which the illustrious masters among the same nations have left us in sculpture and architecture. Not, indeed, for the purpose of blindly revering the canons of Aristotle or Longinus, of Cicero or Quintilian, merely because they were ancients; but because, notwithstanding the scrutinizing and persevering sagacity of modern times, the decisions of those immortal writers on questions of taste, remain yet unshaken-because beauty of composition, felicity of expression and justness of conception, were in those days most minutely investigated and carefully settled upon the soundest principles, upon the most accurate observations of nature herself; and, what was good taste in those ages at Athens and at Rome, is still good taste among the most polished nations of the globe in the present age.

[The two following Essays, taken from the "Liberal Education" of Vicesimus Knox, D. D. contain so many useful hints, and so much practical good sense, that they are here inserted for the benefit of those who may not have access to that most excellent and valuable work.]

ON WRITING EXERCISES.

Stylus optimus magister.

The pen is the best master.

CIC.

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To ensure improvement, it is not enough to be sively attentive to instruction. Opportunities must be given to the student to display his attainments. He must learn to reduce theory to practice. He must exemplify his rules. He must be exercised in thinking. He must be accustomed to solitary study, and a habit must be formed of literary labour.

For all these reasons, it has been the custom of our best schools to exact from the scholars a written exercise, to be brought every morning on entrance into the school. Under proper regulations, and duly attended to both by the instructer and the pupil, this practice has been productive of effects greatly beneficial. I therefore recommend it to be universally pursued, as soon as the pupil shall be capable of writing easily and legibly.

From the age of eight to ten, no exercises can be done with more propriety than those of Clarke's Introduction. I think it would be superfluous to go through the whole of that book, and that the most successful method is to make use of a page or two only of each chapter, in order to exemplify the rules of Syntax; and to repeat them three, four, or five times, according to the boy's capacity and improvements. This method, I am convinced by experience, will give the scholar a clearer idea of his business, than a regular and laborious application to the whole book, in the order in which it is left by the author. Care should be taken that the rules prefixed to the chapters be carefully read, and fully explained before the chapter is begun. Half the usual labour, and half the usual time, will produce more than double the improvement, if such methods are practised from the first as tend to give the scholar CLEAR IDEAS, even though they are FEW.

After the age of ten, provided the boy's improvements are adequate to his age, I advise that he shall begin to compose nonsense Latin verses. I wish to begin this exercise early, because it will insensibly, and in a very short time, acquaint him with the quantities of Latin words, without a knowledge of which he will not be able even to read Latin with propriety. It is not, however, necessary that this should be done every night, but alternately with exercises adapted to the age and acquirements. Clarke's Introduction, or some other

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