isfy the candid mind, that the method of teaching which is found successful in the earlier branches of philosophy, will, with a few simple modifications, apply to every department of professional education. For as the same faculties of the mind are employed at every stage of human research, it is obvious that the same principles of reasoning must be called in to guide their operation, and that a similar mode of training should be adopted to invigorate their powers. In passing from the department of learning which occupied the under graduate, to that which engages the student of theology, of law, or of medicine, there is only a change of objects, or a different set of materials on which to work. The intellectual instruments and the mental processes of analysis, comparison, distri bution, and arrangement, continue unchanged. Whatever progress, indeed, has been made in the former, will facilitate the advances of a young man, in all the pursuits which belong to the latter. His acquisitions in point of intellectual habits and acuteness, may be regarded as a free stock ready to be employed by him in all his subsequent undertakings.

With regard, however, to the professional departments of theology, law, and medicine, it has been, by some, maintained that examinations and the writing of essays, are an unnecessary accompaniment of the lectures delivered by the professor; because, as the students have generally arrived at such an age, it is to be presumed that they take such a degree of interest in their professional pursuits, as must render all control or inducements to exertion not only quite unnecessary, but even in some measure unseasonable. But this is not a fair statement of the case. The greater number of the students who attend the professional classes, are far from being of mature years; and many of them, it may be suspected, have not enjoyed so complete a preparatory education, as to justify the neglect of all those means, by which the intellectual faculties are strengthened, and regular habits of application generated and confirmed.

But granting every thing that is assumed by those whose views I am now combating, and admitting the objections I have just stated in regard to age and previous acquirements, I cannot perceive any good reason, why young men should be deprived of the numerous and important advantages attending the practical system of tuition, at the very moment when their studies become the most closely connected with their success and respectability in the world. It is not indeed meant, that the examination at this advanced stage should be as frequent and minute, or that the exercises prescribed should be as numerous as in a first class of philosophy; but it is assuredly meant, that the practical method should be kept up in its full spirit; that there should be the same industry and emulation on the part of the student, and the same vigilance and control on

the part of the professor, which insured the success of the undergraduate course. I hesitate not to recommend that there should be adopted in the classes of law, divinity, and physic, such a mode of study, and scheme of discipline, as will effectually promote the objects which the several teachers have in view; as will, in short, secure attention to the lectures, and induce the student to acquire a correct and intimate knowledge of all the subjects brought before him. In whatever circumstances lectures are delivered for the instruction of youth, the system of education may be pronounced materially defective, if not followed up with a regular examination:for even a class of philosophers would give their attention more closely to a scientific discourse, did they know that they must speedily render an account of it, either in conversation or writing, to certain persons, vested with authority to demand such a proof of their application.

There is another objection, which has been sometimes urged against the extension of this practical mode of teaching to the higher professional classes, namely, that students of an advanced age should not be treated like boys, and be subjected to restraint and discipline as if they were at school; and it is accordingly insinuated that a plan of education such as is here recommended, would necessarily lead to a species of incitement, inspection, and control, which in its application would not only prove extremely disagreeable to young men of that age, but also interfere with those higher voluntary exertions in which they might be disposed to engage, so as to render the system altogether useless and impracticable.

It may be sufficient to observe, in reply, that no man of common sense would recommend to a professor of theology, or of medicine, to transfer into his class the discipline of an inferior school; or to employ any other motives to secure the attention of his pupils, than such as appeal to their reason and feelings of duty. Why shouldit be thought derogatory or disagreeable to a young man, to find that his professor uses means to know whether he be present at the lecture, whether he fully comprehends its various positions and arguments, or, whether farther instruction might not be materially useful to him? Would any sensible professional student, desirous of information and improvement, regard such precautions on the part of his professor, in the light of an insult, or as the occasion of annoyance?

Should he not rather esteem it as a most valuable privilege, to have his early essays brought under the review of an able, impartial, and faithful instructer; to have the places where he has been the least or the most successful, fairly pointed out and appreciated; by this means enabling the student to avail himself by the corrections

and suggestions of his teacher, and to acquire by degrees a facility of more perfect composition, which could not have been effected by mere rules or precepts of any kind? On the contrary, I venture to assert, that, in a great majority of cases, the care and labor of the teacher would be met with corresponding activity and zeal in the pupil, and received with an abundant return of gratitude and respect, of proficiency in learning, and of distinguished professional eminence. Such are the happy effects of putting questions, of prescribing exercises, of reading and criticising the compositions of the young men in the hearing of their companions. Nothing is done which can, in the least degree, mortify the student, or expose him to reproach and ridicule.

Socrates, the great moral instructer of ancient times, adopted, as the most efficacious mode of communicating knowledge, the form of question and answer; and in this way, without respect to their age or condition, persevered in his endeavors to enlighten the minds of his countrymen. Such a mode of instruction is found to be highly advantageous in the inferior branches of philosophy; and ought not surely to be rejected by the professional student, merely because it is employed with success in the education of his juniors. There are a thousand things to be learned by the pupil in such intercourse, which could never be acquired by general rules. Besides, the objection, which we are now considering, rests upon the very unreasonable assumption, that a system of professional education ought to be constructed so as to meet the taste and conveniency of those who are to be taught; and who, according to this principle, are supposed to have a right to prescribe the plan on which they will be pleased to receive instruction, and to dictate terms as to the amount of the labor and sacrifices to which they may choose to submit. Such are the absurdities into which men allow themselves to run, whenever they depart from the safe rules of experience in the actual business of life.

The reader will agree with me. in thinking it unnecessary to apply these general observations to the particular studies of professional men. In regard to law, there appears to be so little system in the manner of studying it, that it would be extremely difficult either to point out strictures, or to suggest improvements. In some places the professors are not attended at all; and the student is only required to furnish satisfactory evidence that he has eaten a certain number of dinners at the Inns of Court; but no evidence whatever is required that he ever attended the courts of business, even for one day. It is difficult to conceive in what manner learned and sensible men should have adopted a plan of education, in which there are neither teachers nor scholars.<

I admit that, as law is to be found in the statute book, and in the decisions of courts of justice, rather than in the general principles of moral obligation, or in any system of first truths, which admits of philosophical exposition, it may not be easily practicable to reduce into the form of doctrines, that unconnected, heterogeneous information, which must be sought for in a variety of separate volumes. But there are, notwithstanding, certain branches of this profession which may be taught systematically, and to which the practical method of education might be applied with succes. The lectures of Mr. Millar, for instance, the late celebrated professor of law in this university, were conducted on the principles I now recommend; and his mode of instruction has every where been regarded as one of the happiest examples of their application to a department of academical study, which is usually thought the farthest removed from the superintendence and assistance of the teacher. It was in no small degree owing to his practice of examining, and of prescribing essays on subjects previously discussed in his lectures, that he acquired that high reputation, as a professor of law, which still attaches to his name. Every morning, before he began his address from the chair, he endeavored to ascertain, by putting a number of questions to his pupils, whether they had been able to follow his reasonings the preceding day; and it was his custom, when the lecture was over, to remain some time in his lecture room, to converse with those students who were desirous of farther information on the subject. By engaging with them in an easy dialogue, he contrived to remove obscurities, and to correct any errors into which they might have fallen. This meeting was called among the students, familiarly, the committee; from which, many acknowledged that they reaped more benefit than from the lecture itself. It gives me much pleasure to add, that the present professor of law has adopted the practice of examining, after the example of his distinguished predecessor, even in the department of the Scots law. By beginning his course a few weeks sooner, and continuing it, occasionally, a little longer than the period of six months, the time devoted to the academical session, he is able, not only to give a full system of lectures, comprehending all the subjects usually introduced into a course of Scots law, but also to devote a portion of each day to the examination of his students.

It admits not of doubt, therefore, that much good would arise from extending the manner of teaching which was so successfully pursued by Professor Millar, at Glasgow. I admit the difficulties which encumber any attempt to bring the study of law within the compass of a course of lectures; and that it is not, perhaps, possible, by means of academical arrangements, to do all that might be wished, for preparing the young lawyer for the duties of his profession;

still I am satisfied, that were lectures regularly delivered in our universities by men of talent and assiduity, and were students bound to give regular attendance, to perform stated exercises, to undergo frequent examinations, and to exhibit such other proofs of their diligence, as the professors might see fit to require, the study of law would speedily assume a new form, and the qualifications of candidates be raised to a higher standard; while young men would come out from our academical establishments much better prepared to commence their professional career than they possibly can be at present, with the very limited means of instruction which are af forded them.

The same observations apply to the study of medicine; in which, also, it appears to me, there is room for considerable improvement.

It is well known, that the medical faculty in our universities has chiefly confined itself to teaching by means of lectures only, without examinations, or the composition of essays. The main object of professors in this department is, to produce to their pupils the whole stock of knowledge which they have been able to collect on the particular subjects of their annual course; leaving it to the young men themselves to digest, arrange, and understand the matter, with which they are thus furnished, in the best way they can. In the schools of anatomy and surgery, indeed, attendance in the dissecting rooms comes, in some measure, in the place of examinations.

There seems to be a peculiar inconsistency in omitting the practice of examination during the general progress of medical education, when it is considered, that, though the students are exempted from all the details of teaching, while they attend the lectures of the several professors, they are subjected to a strict examination afterwards, when they become candidates for a degree, or for a professional establishment. It would, assuredly, answer the views of all parties much better, were the means which are employed, at last, to ascertain the acquirements of the pupil, used regularly during the whole course of his instruction. For, in this case, the person examined would find himself much more master of his knowledge, and the examiner would be better qualified to measure its extent, and to bring it forth to advantage.

I now proceed to make a few observations on the theological department of professional education, as it is conducted in both divisions of the island. These remarks apply, of course, to the Presbyterian as well as to the Episcopal constitution of the Christian Church.

Considering that the main object contemplated in the establishment of universities, was the proper education of churchmen; and that, since the remotest times, the heads of colleges, and also the