The course of instruction which Professor Jardine adopted is thus stated by himself.

The system of instruction, now long established in the first class of philosophy in this university, consists of two parts; the first comprehending a course of lectures delivered daily, throughout the whole term, on the elements of such branches of science and of art as seem best suited to the age, habits, and attainments of the students; the second comprising a daily examination of the young men, on the subjects discussed in these lectures, accompanied with prescribing, reading, and correcting a progressive course of themes or exercises founded chiefly on the lectures, and executed by every individal in the class.

The term lecture, it may be proper to remark, has a peculiar, and somewhat restricted, meaning in the Scots universities. The common acceptation of this word is somewhat indefinite, extending to the explanation or illustration of obscure passages in ancient authors, and to general criticism on their beauties, or defects. Thus, the tutor in an English college is said to give a lecture, when, in translating the classics with his pupils, he occasionally removes difficulties, and points out, as he goes along, whatever may require their particular attention. But a lecture, as applicable to the practice of our universities, may be described as either an analytic or synthetic exposition of some literary or philosophical subject, drawn up in an expanded and popular form, and interspersed with copious illustrations, to assist the comprehension of the younger students. I here use the terms analytic and synthetic in their common, and not in their strict geometrical meaning, as descriptive of the two different paths which the mind pursues, in the acquisition and communication of knowledge; that is, either when it collects particular facts, which lead to more general facts and principles, where these can be obtained; or when, being in possession of general principles, it applies them to the explanation of such particular cases as may fall under them. In academical lectures, these two methods of investigation are sometimes separated, but much more frequently combined; according to the nature of the subject under discussion, and to the particular object which the teacher may happen to have in view. A professor, accordingly, in composing lectures to be delivered to young persons, must be supposed to have studied the several branches of his department of knowledge, with a reference to this particular end; to have selected and adapted every topic which he introduces into them, with a strict regard to the capacity, and previous acquirements of his pupils, as well as to the precise point to which he intends to conduct them, in their progress through science. He must be supposed to bave read and thought for his students, nearly as they might be imagined to read and think on the subjects which he is about to communicate to them; not indeed, that he may thereby do their work; but that, on the contrary, he may employ their time and their industry, with the most important, the most suitable, and, consequently,

the most useful studies. In the prosecution of these objects, it ought to be the aim of the teacher, in every part of his lectures, to lay before his students, at the proper time, those particular elements of knowledge with which they ought to be first acquainted; to facilitate their progress towards more recondite subjects of inquiry; to prevent unnecessary labor; to obviate perplexity; to assist their endeavors; and gradually to lead them into those paths which will guide them with ease and certainty, to still higher degrees of scientific attainment. Such, I conceive, is the meaning of the term lecture, in the Scots colleges. In addition, however, to what has now been stated, the professor will occasionally find it useful to introduce into his elementary discourses, particularly when his subject naturally suggests them, such literary incidents or anecdotes as may, at once, communicate information, and create an interest in the minds of the students; for, in this way, he renders knowledge agreeable, from the manner in which it is conveyed, and efficient from the powerful motives which it can hardly fail to inspire.

In modern times, numerous treatises have been written, both in our own and in foreign languages, on the subject of education. No one of these works, however, able and judicious as some of them undoubtedly are, deserves to be implicitly followed as a guide, in a matter confessedly so important; for no one of them comprehends, in all its details, the various topics which ought to be introduced into a first class of philosophy, nor sets forth those still more essential duties of the teacher, which consist in adapting his instructions to the opening ca pacity of his pupils; in supplying them with constant and suitable employment; and in conducting them gradually from things more easy to things more difficult, in the natural order of the sciences. The truth, indeed, seems to be, that a systematic exposition of the different methods of teaching, considered merely as an art, rather than as a practical and progressive scheme, for directing the efforts of those who are just entering upon the study of philosophy, has occupied the whole attention, and exhausted the ingenuity, of the more eminent among the writers to whom I have alluded. There appears to be still wanting a regular elementary system of academical study; which uniting specu lation with practice, principles and rules with suitable illustration and exercise, might embrace the means which seem best calculated to call forth and strengthen the intellectual powers of youth. It is of less moment, perhaps, from what branches of science or of art the materials of lectures, constituting such a system, should be drawn; provided they be carefully adapted to the actual state of information in which students, generally speaking, are found, at the commencement of the course, and agreeing in their tendency to create habits of diligence and of independent exertion.* Were it, indeed, the main object of the professor, in the first class of philosophy, to expound the doctrines

*The author's suggestions on 'means of improving the present systems of education,' are so important that we have given them a separate place in our pages.

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of logic, or of any other art or science, there can be no doubt that his lectures ought to be restricted to that particular end, and the shortest and clearest explanation, which he could devise, would best serve his purpose. But, as that is only a very subordinate part of his aim, and as his leading object is not so much to convey information, as to stimulate industry, and cultivate the natural abilities of his pupils, he justly considers himself at liberty to make choice of his materials from the wide range of the sciences and arts, and as bound by no other rule, in the use of them, than that of making them all bear, more or less directly, upon the point which he wishes to accomplish.

Indeed, there is even a particular advantage gained by selecting the materials of the lectures, delivered in a first class of philosophy, from different branches of the sciences and arts. The variety of subjects, thus introduced into the course, is more likely to attract the atten tion of young persons of different dispositions, talents, and habits, than if the lectures were of a more systematic and homogeneous character. Some may be captivated with the philosophy of mind, and others may feel a greater interest in the department of taste, in the theory of language, and in the rules of criticism; and when the command of attention is once secured, and habits of application thoroughly formed, it is comparatively easy to transfer them from one subject to another. Besides, how various soever the subjects may be, which constitute the ground work of such lectures, it is always understood that they shall be connected, not only by the general aim of the teacher, but by the relation which subsists among themselves; and, above all, that they shall be so arranged as to conduct the student, step by step, as well through the more limited field of knowledge with which he is to be made actually acquainted, as into the more extensive range which leads to greater attainments. The method of teaching by geometrical demonstration is, without doubt, the most perfect of all the modes of communicating science; and, in proportion as the principles of that method are adhered to, in constructing a scheme of elementary education, so much more complete and successful will it be found in prac tice.

With regard to the selection of materials here presented to the reader as the subject of lectures delivered in the logic class, at Glasgow, it is by no means pretended that it is the best, or the most appropriate, that could possibly have been devised. Many valuable additions and changes might probably be suggested; and yet, imperfect and deficient as it may appear, it has been found by experience to answer at least some of the most important purposes of a first philosophical edu cation. It is conducted upon principles, too, which combining elementary instruction with active habits on the part of the student, seem to be strongly recommended by the most intelligent philosophers, both of ancient and modern times. "Neque est omnino," says Cicero, "ars ulla, in quâ omnia, quæ illâ arte effici possunt, a doctore tradantur; sed qui primarum et certarum rerum genera ipsa dedicerunt, reliqua non incommode persequuntur." De Oratore." Quin ipsis doctoribus hoc esse curæ velim, ut teneras adhuc mentes, more nutricum, mollius

alant, et satiari velut quodam jucundioris disciplinæ lacte patiantur." Quinct. lib. 2. cap. 4.-" The business of education," observes Mr. Locke," is not, as I think, to perfect the learner in any of the sciences, but to give his mind that freedom and disposition, and those habits, which may enable him to attain every part of knowledge, himself."

The details of Professor Jardine's course of instruction, are the next topic in his work. These are perhaps more important in themselves than any others contained in the book; and we regret our want of room for a full statement of them. The historical sketch of the progress of improvement in college education, which occupies the first part of the volume, and to which we have given the largest space in our pages, seemed peculiarly entitled to attention. The Journal of Education is designed to be chiefly a record of facts, from which attentive minds may form their own theories.— Facts must be the basis of every rational and well-grounded attempt at improvement; and in the department of college education they are of peculiar importance. Every candid observer must be aware that neither in England nor in this country, has the progress of improvement in such institutions kept pace with that in schools. The condition of lower seminaries generally is much more nearly what the state of society requires, than the condition of colleges and universities. This comparative defect in the character of higher seminaries is much to be regretted; and every sincere wellwisher to the best interests of society must wish to see it removed. It is impossible that colleges and universities can be of any essential benefit to a community like ours, if they adhere to a species of education which aims at little that is useful, and lays no claim to respect, but what is founded on a romantic veneration for antiquity. Seminaries of learning, if they are to be really serviceable to general improvement must endeavor to lead and not be content with following the public mind. We see that in other countries public sentiment now regards some of the once venerated scats of learning not as the sources from which proceed the fertilising streams of useful knowledge-but as the standing pools of learned sloth, sheltered by power and protected by privilege. Now nothing can avert similar results in our own country, but vigorous and efficient exertions on the part of those who control the arrangements of collegiate institutions. The demands of society ought not to receive a bare and reluctant attention, they should be promptly met, they should, in fact, be anticipated. If, in this privileged country, where science and learning enjoy the sunshine of national prosperity, and of freedom in the purest form in which it has yet appeared in the world-where there is every thing to prompt a bold inquiry into whatever is presented to the mind, and every thing to cherish the pursuit of knowledge, and stimulate personal exertion; if in

such a form and condition of society, public institutions for the promotion of science are permitted to lag, and to sink down into inactivity and insignificance, the neglect is unpardonable.

It is under these impressions, and with an earnest desire to secure a more extensive and watchful attention to this important subject, that we have devoted so much space to professor Jardine's history of improvement in the university, in which he so long discharged his laborious and respected office. Our extracts from the Outlines have served, we think, to show that public sentiment cannot ultimately be thwarted or baffled, that its demands must be complied with; that a prudent attention to the state of society will secure to literary institutions the respect and the attachment of the communities in which they are placed; and that a moderate but firm course of conduct, even in an individual, may accomplish results which shall entitle him to the gratitude of posterity. The limits of a review will not admit of a full statement of all the methods adopted by professor Jardine in his course of instruction, nor even of all the departments in which he produced a reformation. The subjects of his lectures, as presented in the Outlines, are the following: the elements of intellectual science, treated in a plain, practical, and popular style, adapted to young students; the formation and progress of language; the elements of intellectual culture and improvement, applied to the various faculties of man, and embracing the formation and refinement of taste. From the remarks on the composition of lectures for a first class in philosophy we extract the following passage, as one which contains matter highly important to teachers in every department, and glows, at the same time, with the simple and earnest eloquence of a mind sincerely and warmly devoted to the improvement of the young.

Teachers of philosophy, generally speaking, address their pupils *from written lectures or very copious notes. Experience, however, haз convinced me, that a constant and slavish reading ought of all things to be avoided; and that a mode of delivery should be attempted, more or less approaching to extemporaneous speaking. There are no doubt many details, in a course of lectures, which may be read with advan tage; but upon the more important and interesting parts of his subject, the professor should speak to his students from clear and just views of the matter in hand, and from the deep impression made on his own mind. The constant reader of written lectures is in the eye of youth, a sort of mechanical performer; and can seldom avoid becoming tiresome and monotonous in his delivery. How well soever he may read, he cannot give the proper advantage to the matter of his lectures, nor acquire that influence over the minds of his pupils which is placed within his reach. The frame of mind, too, in which the lectures may have been composed, the warmth and earnestness which may have been felt in the first train of thought, are usually found to evaporate