literature and science which this country can boast. It ought to be more generally known, that LOCKE, MILTON, ASCHAM, and many other enlightened scholars, long since protested against the tyrannous mode of education prevailing in their time. Each and all perceived the unreasonable difficulties by which an acquaintance with the learned languages was delayed, we might almost say, debarred; and all proposed to abridge the labor of the student, by affording more effectual assistance in elementary learning. Had any publication hitherto appeared, developing faithfully and forcibly the method proposed of old, we trust it would not now be necessary to attempt its recommendation. Its claims to general attention are so manifold and urgent, that they could scarcely have needed repetition, had they once been fairly understood. To delineate with accuracy this original method, without pretending to conform it to any fancy of our own, is the extent of our ambition in the present undertaking; and as we attempt not to disguise our models, we invite a candid comparison of the copy with the prototype thus openly acknowledged. Our first object will be to show, that the present venerated system of scholastic instruction, is C merely a corruption of the primitive scheme laid out by the founders of our Public Schools. Our next will be, clearly to exhibit the remedies proposed by men most capable of discerning its defects, and to demonstrate a conformity to the regimen they prescribed, in the publication which we have entitled "Locke's Method of Classical Instruction." We have already stated, that the principal difference between the ancient and modern mode of instruction in the classic languages, was thisthat formerly boys were taught by the oral interpretation of the master, what they now have to teach themselves from the Grammar and Dictionary: in other words, that the ease and convenience of the pupil was originally recognized as the principle of education, whereas now the difficulties of learning are endlessly multiplied, either for their own sake, or for the accommodation of the master. From the quotations we shall make in support of this statement, it will be seen that our authorities did not undervalue the labors of the grammarian in the later stages of a classical course, but merely recommended that the rudiments of lan-guage should be taught by more obvious and natural means. We shall first refer to a celebrated letter of CARDINAL WOLSEY, addressed to the masters of Ipswich school, which is particularly valuable, as recording the precise method of classical instruction universally recognized in our earliest national academies. In this letter, a plan of studies was judiciously prescribed with almost professional minuteness, and its adoption was enjoined in all public seminaries of learning throughout the kingdom. This letter is, in fact, the origin of all those laws and ordinances now pretended to be reli giously observed in our endowed grammar schools, according to the deed of their foundation. It might perhaps be questioned, if a minister of state was likely to be most competent to draw up a detailed plan of instruction for a classical school: but the objection will be answered by explaining that this document is guaranteed by far higher classical authority, than that of a cardinal and chancellor. Not to mention that Wolsey was himself a schoolmaster* before he was a statesman, this charge appears to have been a compilation in great part from the writings of ERASMUS, to whom the Cardinal showed particular respect. num. Hic est fortunæ ludus; ex ludimagistro subvectus est ad reg- Not only the general scheme of its instructions is attributable to this eminent Scholar, but whole sentences will be found to have been taken from his works, without the alteration of a single word. This would doubtless seem an argument in favor of the old system, more weighty than the authority of power, by which it was enjoined. But as the terms of ancient establishment are commonly alleged as the obstacle to alteration, it is highly important to inquire whether the present system really corresponds to the intention of the founders of our public schools and colleges. We subjoin a faithful translation of the Cardinal's letter, which, according to the usage of that age, was written in the Latin language. THOMAS CARDINAL OF YORK, &C. TO THE MASTERS OF IPSWICH SCHOOL, GREETING. WE suppose no one to be ignorant, with what mental effort, zeal, and industry, we have always directed our labours to this point; not with a view to our own private advantage, but as far as possible to consult the welfare of our country, and of all our fellow-subjects. Thomas Cardinalis Eboracen, &c. Gypsuichiana scholæ præcep toribus, S. D. NEMINEM latere putamus, quanto animi conatu, studio, industria, huc semper labores nostros destinaverimus, non ut nostris privatim commodis, sed uti patriæ civibusque nostris omnibus, quam pluri In which one object, we consider we shall reap the richest fruit of patriotism, if with divine blessing we should adorn by cultivation the minds of our countrymen. Influenced therefore by a warmth of affection incredibly great towards our birth-place, which claims our exertions by its own right, we have dedicated a school, not wholly without elegance as a building, as the clearest testimony of our perfect love. But since there seemed but little done in having built a school, however magnificent the structure, unless there should be added skilful masters, we have endeavoured by all means to appoint as its presidents two masters duly selected and approved under whose tuition, the youth of Britain, from their earliest years, might imbibe morality and learning; naturally considering that the hope of the whole state rests on this stage of life, as that of the harvest on the blade of corn. And that this might succeed more happily and early, we have provided with all care, zeal and diligence, that, in a little treatise on mum consuleremus. Qua una in re, amplissimum pietatis fructum nos assecuturos esse arbitramur, si divino aliquo munere popularium nostrorum animos exornaremus. Proinde, maximo incredibilique pietatis ardore erga patriam affecti, quæ nos veluti jure quodam sibi vindicat, ludum literarium non omnino inelegantem velut amoris summi erga eandem nostri, clarissimum testimonium dedicavimus. Verum quoniam parum visum est ludum quamtumvis magnificum extruxisse, nisi etiam accesserit præceptorum peritia, modis omnibus dedimus operam, ut nos duos præceptores electos probatosque huic præficeremus: sub quibus Britannica pubes, statim a primis annis et mores et literas imbiberet; nimirum intelligentes in hac ætate, velut herba, spem reipublicæ positam esse. Id quod felicius maturiusque consequeretur, libello puerilis instructionis methodumque ac rationem |