the sympathy in classical literature which belongs to a liberal English education. Where the student's other pursuits allow sufficient time for the cultivation of this accomplishment, it adds much to the completeness and elegance of his Latin scholarship; especially if his mind have an aptitude for such poetical exercises. But on the other hand, it is to be recollected that the accomplishment of writing Latin verse with a considerable degree of elegance, does not necessarily or universally imply the faculty of writing correct Latin prose, or even of translating Latin into English correctly. A facility and skill in writing Latin verse are acquired by a special practice in that employment; and this practice does not discipline the student_effectually in a general knowledge of the language. In short, a person may write Latin verses well, and yet be a very indifferent Latin scholar :-unacquainted with Latin literature in general, and liable to gross mistakes in translating Latin authors. This being the case, it is evident that the writing of Latin verse ought to come after the interpretation of Latin authors and the writing of Latin prose, in the order of classical study. After a due degree of proficiency in the latter two branches of scholarship has been secured, the first may be very fitly cultivated as a supplementary grace. But to make the writing of Latin verse a primary part of classical culture; and to exercise the student abundantly in this, while the writing of Latin prose, aud even the intelligence of the Latin language itself, are comparatively neglected, is to pervert this part of education. So cultivated, the Latin language no longer answers those purposes which we have assigned to it, as an element of a liberal education. So cultivated, the Latin language is far from holding its proper place as a part of the education of Englishmen.

100 Some of the same reasons which exist for practising the writing of Latin prose, exist also for

writing Greek prose, or for translating passages of English or Latin into Greek. Such a practice fixes the attention upon the forms of expression used by Greek authors, and makes students familiar with those passages which they make their models. But, on the other hand, there is not the same reason for acquiring a familiar use of Greek as there is of Latin: for Greek is not, and never has been, a language of familiar use among scholars and men of letters. The writing of Greek is, in a far greater degree than the writing of Latin, a mere literary exercise; a trial of skill, like the imitation of the style of a standard author in our own language. As writing Latin verse ought not much to occupy the student's time, till a skill in writing Latin prose is secured; still less ought the writing of Greek prose to hold a leading place in the classical student's employments. This exercise may perhaps come with advantage at an advanced period of the progress of a scholar of eminent aptitude; but it cannot be considered as at all essential to the character, even of a good Greek scholar. Many, perhaps most, of the more distinguished Greek scholars who have existed, would probably have failed in an attempt to write Greek well. It is possible that practice directed to this special point may enable young students at the present day to perform such tasks with surprizing correctness and ingenuity: but such practice can hardly form a large part of the general course of classical teaching, without leading to losses which far overbalance this gain. It is almost inevitable that in such a course of instruction, the far more valuable object of attaining a real and complete acquaintance with all the best classical authors must be abandoned, as well as the possession of an easy and correct Latin style: for if the possession of a Greek style be aimed at, it must almost inevitably become the student's main object, in consequence of the great attention which it will require.

101 We may make nearly the same remarks with regard to composition in Greek verse, which we have made respecting composition in Greek prose. It is very likely that an accomplished Greek scholar may, by practice, pursued through a love of the language, and of its best models of excellence, acquire a habit of successfully imitating those models; and, especially, some one particular author, or class of authors. He may, for instance, succeed in expressing the thoughts of modern dramatic writers in an imitation of the language of the Greek tragedians. The performances of some modern scholars have shown that an extraordinary degree of success is attainable in such exercises. But it does not appear judicious to make such performances an essential part of Greek scholarship; or even a necessary test of an accomplished Greek scholar. If they are so treated, they are likely to draw to them a disproportioned amount of the student's time and attention; and, however completely such an accomplishment may be acquired, it does not imply any profound or extensive acquaintance with Greek authors in general. We may even add, that this accomplishment may he pursued in such a manner as to direct the student's labours from good Greek authors; when, for instance, the faculty is cultivated by studying rules and collections of phrases made for this purpose; or, by imitating previous imitations which we conceive to be remarkably successful. Such modes of classical study are very unworthy of being parts of a Liberal Education.

102 Without pretending to define with any exactness the amount of attention which may advantageously be given by the classical student to those higher classical accomplishments;-Greek prose and Latin and Greek verse composition;-we may say, in general, that they are the higher accomplishments, and not the essential instruction of the scholar. A person may be

educated in the highest degree without possessing these; for no man can possess all accomplishments. And to sacrifice to these that which is essential to a good education, an exact and extensive acquaintance with the classical authors in their original languages,is to deprive our education of real meaning and value. It is to sacrifice the substance of a good classical education to a very shallow semblance of superiority; for though a scholar who has been practised in these accomplishments, may seem, to an ignorant spectator, to be superior to the great scholars of former times, who did not possess them; any one really acquainted with the study of languages knows that this seeming is altogether illusory. The performance of such exercises may show that the modern scholars can do what the good scholars of former times could not do; but it does not show that he can do what they could do; or that he knows what they knew. The substitution of such exercises for general scholarship is the corruption of classical education; as it would be the corruption of gymnastics to substitute some practised feat of agility for a general discipline of wind and limb.

103 I have stated Latin to be a more important element of a liberal education than Greek. To this it may be objected, that the Greek literature is of a higher character of excellence than the Roman ;-that the minds of the Greeks were more thoughtful, more acute, more refined, more poetical; and that the Romans, in their literature, were little more than imitators of the Greeks. To this we should reply, that the peculiar power and character of the Grecian intellect and genius were, indeed, among the principal reasons which made the literary productions of the Greeks the standards of excellence, and the subjects of study for all succeeding ages; and that Latin literature very probably owes much of the notice it has drawn, and the influence it has exercised, to the merits which the

Romans derived from their Greek masters. And this superior beauty and originality of the Greek writers is a very sufficient reason why any scholar may prefer them as the subjects of his own private study, and give more attention to them than he would otherwise have done. But this relative superiority does not deprive the Latin literature of its positive place in a liberal education; nor destroy the force of the reasons which render a sound knowledge of the Latin language, and a familiarity with the best Latin authors, necessary attainments of a well-educated man. The extended and more profound study of the Greek writers, which their greater beauty and originality may very naturally procure them, is something beyond the common course of education. It is rather a result of individual taste, than a rule for general culture; rather a part of the studies of the man, than of the business of education. It is absolutely necessary in education, to give so much time and attention to the Latin language, that we cannot give to Greek a greater amount of these, in proportion to its greater merits as estimated by its admirers. And to preserve this proportion by diminishing the amount of time and attention given to the Latin, is to do homage to Grecian genius, by making the most important part of our classical education

worthless.

SECT. 8. Of the Value of Permanent Studies.

104 Perhaps some persons may object in general to our assigning so prominent a place in a Liberal Education, to what we have called Permanent Studies: that is, to certain fixed specimens of solid reasoning, and models of literary excellence. They may say, that the mind, thus bound to certain predetermined subjects, will become narrow and servile;-that study, thus bestowed by successive generations on subjects authoritatively fixed, leads to a stationary and com