It is said, that a man who knows Latin, has received a liberal education; yet it is a lamentable thing that we should pretend to judge of a person's useful attainments by his knowledge of ancient languages. I wish that the medical profession may be cultivated by men of superior talents, but I hope that a knowledge of Latin and Greek will not continue to be the touchstone of deciding who is, or is not, fit for practising this difficult and important art. Few surgeons and physicians, who are good classical scholars, will, from that circumstance, equal JOHN HUNTER in useful knowledge, and in improving the healing art; and yet he was not prepared by the study of ancient languages for the excellence he attained. A similar remark might be made with respect to Shakspeare.

We seldom learn to speak Latin and Greek, or we soon lose the habit of doing so. Thus, we learn these languages in order to understand the contents of ancient books. This is well, but then we ought, for the same reason, to study all modern languages; at least, to act fully up to this principle, medical men ought to take that trouble, since, beyond doubt, all branches of natural history, anatomy, physiology, and pathology, are more advanced now than they were at the time of

the Greeks and Romans; and, of course, more knowledge is to be obtained on those subjects from publications in the modern languages of Europe, than in the languages of Greece and Rome. Formerly, when scientific books of all nations were published in Latin, a knowledge of it was necessary; but since the works of every nation appear in the mother tongue, the same degree of importance can no longer be attached to

it. If we are contented with extracts and translations of modern works, why should we not be the same with respect to the ancient? Moreover, the greater number of professional men, who are much occupied in practical life, have scarcely. time to read what is written in their own language. Their knowledge of Latin and Greek, therefore, is quite useless to them and to the art.

I think, that every one who has the natural talent and abundance of leisure, may be allowed to study the ancient languages, as well as the modern, if so inclined; but that a knowledge of them ought not to be required as indispensable from every student; and it seems to me particularly unwise to begin our college education with them.

It is replied, that childhood is the most fit period for learning languages, that children must

be trained up to the tedious study of ancient tongues, because, at a later period, they would not submit to the same trouble. The second part of the proposition is supported by no authority, except that of the prevailing opinion, that the study of Latin is a necessary accomplishment; it falls to the ground as soon as we feel its uselessness. It is undoubtedly true, that youth is the fittest period for learning languages, but let us learn those first which are the most important to our future life. Now, the modern languages, appear to me to be the most useful. Above all stands our mother tongue; we ought, therefore, to begin with it. The parts of speech are the same in all languages, and may be learnt in the modern as well as in the ancient. I leave this subject to the consideration of all those who interfere with the direction of academic studies. Some may think that I have entered into too many details, but the importance and great influence of this matter will plead my excuse.

The next principle of exercise is, that the primitive powers are not to be confounded with their application; each power being always the same, but its applications and. modifications infinite, according to age and external circumstances. Inattention to this difference, produces more bad

effects than many persons suppose. They complain, for instance, of the vanity of adult persons, while they continue to nourish this feeling in every child they meet with. He who knows that the Love of Approbation is a fundamental feeling; that it exists in different degrees of strength in different individuals, and that exercise increases its activity, will not excite it too much in infancy, for fear that, in later life, it should produce abuses. He will perceive, that flattery of every kind excites this sentiment; that praising a child for his figure, his hair, his voice, his clothes, his manner of dancing, &c. will put into action, and increase his Love of Approbation, and prepare for him a source of misfortune. Irascible children should not be permitted, and still less encouraged, to beat their playthings, against which they hurt themselves. As equity was a principal object of the Areopagus of Athens, that virtue was considered as indispensable in the members in all situations. He who killed a bird that looked for shelter in his house could not become a member; and a member who played on a word, was degraded, because such a practice might do harm to truth. How inferior, nay puerile, is the behaviour of some modern legislators! Those who are faithful in little things, says Christ, will be so in great. Thus particular vigilance ought at all

times to be observed not to cultivate to excess the propensities and sentiments of children, which may in after life render them unhappy or impede their moral conduct. On the other hand, they are wrong who neglect to cultivate the feeling of veneration, or the faculties of the fine arts, because disorders may and often do result from them. This also happens with acquisitiveness, and with every fundamental power, each of which, however, is given to a certain purpose. In admitting that every one is answerable for the talents he has received, it is evidently our duty to cultivate the fine arts, as far as they are in harmony with all other faculties. Superstition undoubtedly degrades a reasonable being, but the human character is ennobled and the charms of society increased by respectfulness. There can be no doubt that in attending to the difference between primitive powers and their application, between their legitimate actions and misapplications or disorders, many errors hitherto committed in education will be avoided.

The third principle of exercise is, that the order of instruction ought to follow the order of nature, in bringing the faculties into activity. Children acquire notions before they make themselves acquainted with signs to indicate them.