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from a spirit of despotism, and future generations would be compelled, however unwillingly, to wear the shackles which their ancestors of the nineteenth century unwittingly prepared for them.

The jacobite and illiberal spirit, under other more plausible names, is still alive. All who have a just idea of the British Constitution, and of the value of liberty will oppose it, by adopting means to cultivate manliness of spirit; to illumine the minds of the people; and to inspire them with a regard for truth, justice, and independence, together with a love of order and of peace, both internal and external.

It is worthy of a wise Legislature to reform the modes of education, to explode the effeminacy of private and superficial nurture, to promote an equality of rank in schools, and universities, and to suffer, in the immature age, no other distinctions than those which may be adjudged by grave and virtuous instructors, to distinguished improvement, exemplary conduct, goodness of heart, and a regard for the happiness of inferiors.

The Constitution of England is founded on liberty, to the principles of which the people are warmly attached; then why should it ever be in danger? and why should a constant struggle be necessary to preserve it uninfringed? Many causes combine, and perhaps none are more operative than the ambitious and corrupt system of education supported by us; in which pride and ambition are nourished at the tenderest period, and the possession or expectation of wealth and civil honours is tacitly represented, even in the schools of virtue, as superseding the necessity of personal excellence.

The Legislature is morally bound to see that youth are properly instructed in a knowledge of their duty, and brought under the influence of Christian principle. Ignorance is a political evil, and Government would be justified in enforcing a penalty on parents who refuse to have their children instructed; but then, we would say, let such children be provided with instruction at the hands of the public, and not by the Government. This will open a wide field for our mutual exertions, and, if properly pursued, afford no room for hostility or jealousy. Here all can strive to promote the national good. Here all, independent of party feeling, of every creed, can unite to stem the torrent of evil arising from juvenile delinquency, and overthrow it, by the development of the moral virtues.

National education, to be beneficial, must be placed upon a more internal and solid basis than hitherto; nor must it be held under political trammels. Plans also must be adopted that will combine amusement with instruction, and excite the sympathies of youth by affection and tenderness. The great aim must be, to purify the affections, which are now depraved into low propensities; by substituting intellectual knowledge for ignorant routine. The Word of Faith, which hitherto has been perverted into a dead creed, must restore its original influence on mankind. We must therefore educate youth, not only as the child of man, but also as the child of God, destined to be restored to the image of the Divine perfection.

The advantages of such a course will be experienced throughout life, and prove that

Education relieves man's afflictions which arise from

nature:-that,

Education represses the inconveniences that grow from man to man :—that,

There is a concurrence between education and military virtue :-that,

Education improves virtues :—

Takes away the wildness, and barbarism, and fierceness of men's minds

Banishes vain admiration

Mitigates, if not destroys, the fear of death or

adverse fortune—

Disposes the constitution of the mind not to be

fixed or settled in its defects; but still to be capable and susceptible of growth and reformation :—that,

Truth and goodness differ but as the seal and the print; for truth prints goodness; and the clouds of error, are they which descend in the storms of passion and perturbation.—

Education is the greatest of all powers.

Education advances fortune.

The pleasure and delight of education surpass all other pleasure in nature :-Finally,

Education insures immortality.*

The various branches of knowledge we would make applicable to Theology, have been judiciously arranged * See Lord Bacon's Analysis of Learning.

under three heads. First, the subjects which constitute the essential parts of a liberal education; Secondly, those which may be considered more in the light of ornamental accomplishments; and Thirdly, those which belong to professional education.

The subjects comprehended under the first division

are

The Hebrew Language, Literature, and Antiquities.
The Greek Language, Literature, and Antiquities.
The Roman Language, Literature, and Antiquities.
The French Language and Literature.

The English Language and Literature.
Elementary Mathematics.

Higher Mathematics.

Natural and Experimental Philosophy, and Astronomy.

Logic, and the Philosophy of the Human Mind.

Moral and Political Philosophy.

Ancient and Modern History.

Political Economy.

Chemistry.

The second division includes

Italian Literature.

Spanish Literature.

German and Northern Literature.

Oriental Literature.

Geology and Mineralogy.

Botany.

Zoology.

The third division comprehends—

Jurisprudence, including the Law of Nations.

English Law.

Roman Law.

For the Profession of Medicine,

Anatomy and Physiology.

Morbid and Comparative Anatomy.

Surgery.

Nature and Treatment of Diseases.

Midwifery.

Materia Medica and Pharmacy.

Chemistry.

Botany and Vegetable Physiology.

Medical Jurisprudence.

For Seamen and the Army.

Navigation.

Engineering, and the Application of Mechanical Philosophy to the Arts, and of Chemistry to the Arts.*

* See the Course pursued by the London University.

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