ing regrets. Study then, I beseech you, so to store your minds with the exquisite learning of former ages, that you may always possess within yourselves sources of rational and refined enjoyment, which will enable you to set at naught the grosser pleasures of sense, whereof other men are slaves; and so imbue yourselves with the sound philosophy of later days, forming yourselves to the virtuous habits which are its legitimate offspring, that you may walk unhurt through the trials which await you, and may look down upon the ignorance and error that surround you, not with lofty and supercilious contempt, as the sages of old times, but with the vehement desire of enlightening those who wander in darkness, and who are by so much the more endeared to us by how much they want our assistance.

Address to the Glasgow Students.

PROSPECTS OF THE AGE-SNEERERS AT EDUCATION.

Let us, as well we may, heartily rejoice in the magnificent prospect which now lies before us of good government, general improvement in virtue, and the attainment of national prosperity through the restoration of the people's most unquestioned right-a cheap administration of their affairs-a substantial, effectual relief of their heavy burdens. The enemies of improvement have, indeed, of late years, confessed by their conduct the hopelessness of any further attempt to obstruct its progress; they have bent before the wave, from fear of being swept away by it; and they now have recourse to sneers and gibes at the instruction of the people. We are called schoolmasters-a title in which I glory, and never shall feel shame. Our Penny Science is ridiculed by those who have many pence and little knowledge; our lectures are laughed at, as delivered to groups of what those ignorant people in fine linen and gaudy attire call, after the poet, "lean, unwashed artificers;" a class of men that should be respected, not derided by those who, were they reduced to work for their bread, would envy the skill of the men they now look down upon. Let such proud creatures enjoy the fancied triumph of their wit; we care not for their light artillery (if, indeed, their heavy jests can so be termed) half so much as we did for their serious opposition. If they are much amused with our penny sciences, I hope, before long, to see them laugh twice as much at our penny politics; because, when the abominable taxes upon the knowledge which most concerns the people are removed-I mean the Newspaper Stamp-we shall have a universal diffusion of sound political knowledge among all classes of the community and if lectures divert them so mightily now, I can tell them that preparation is making for affording them much more entertainment in the same kind, by a very ample extension of the present system of lecturing, and by including politics in the course.

THE SCHOOLMASTER AND THE CONQUEROR.

But there is nothing which these adversaries of improvement are more wont to make themselves merry with than what is termed the "march of intellect;" and here I will confess, that I think, as far as the phrase goes, they are in the right. It is a very absurd, because a very incorrect expression. It is little calculated to describe the operation in question. It does not picture an image at all resembling the proceedings of the true friends of mankind. It much more resembles the progress of the enemy to all improvement. The conqueror moves in a march. He stalks onward with the "pride, pomp, and circumstance of war"-banners flying shouts rending the air-guns thundering-and martial music pealing, to drown the shrieks of the wounded, and the lamentations for the slain. Not thus the schoolmaster, in his peaceful vocation. He meditates and prepares in secret the plans which are to bless mankind; he slowly gathers round him those who are to further their execution-he quietly, though firmly, advances in his humble path, laboring steadily, but calmly, till he has opened to the light all the recesses of ignorance, and torn up by the roots the weeds of vice. His is a progress not to be compared with any thing like a march-but it leads to a far more brilliant triumph, and to laurels more imperishable than the destroyer of his species, the scourge of the world, ever won.

Such men-men deserving the glorious title of Teachers of Mankind—I have found, laboring conscientiously, though, perhaps, obscurely, in their blessed vocation, wherever I have gone. I have found them, and shared their fellowship, among the daring, the ambitious, the ardent, the indomitably active French; I have found them among the persevering, resolute, industrious Swiss; I have found them among the laborious, the warm-hearted, the enthusiastic Germans; I have found them among the high-minded, but enslaved Italians; and in our own country, God be thanked, their numbers everywhere abound, and are every day increasing. Their calling is high and holy; their fame is the property of nations; their renown will fill the earth in after ages, in proportion as it sounds not far off in their own times. Each one of those great teachers of the world, possessing his soul in peace, performs his appointed course-awaits in patience the fulfilment of the promises, and, resting from his labors, bequeaths his memory to the generation whom his works have blessed, and sleeps under the humble but not inglorious epitaph, commemorating "one in whom aukind lost a friend, and no man got rid of an enemy."

QUESTIONS FOR EXAMINATION,

WHEN THE WORK IS USED AS A

COLLEGE OR SCHOOL TEXT-BOOK.

GRANVILLE SHARP, (p. 101.)

His early life? Controversies? What attainments in consequence? What office hold? What circumstance gave a new direction to his life? To what decision of the courts did this finally lead? With whom correspond? What instance of great conscientiousness? What works did he publish? What kindred object of philanthropy now engaged him? What incident aroused the nation to a sense of the wickedness of the slave trade? What other good work did he originate? Of what society first chairman? When did he die? What of his character? Works? Inscription on his monument in Westminster Abbey?

HERBERT KNOWLES, (p. 108.) Where born? What of his character? Re

peat the "Lines written in the Churchyard."

JOIN WOLCOT, (p. 110.)

How known? Profession? Whither go? First publication? His Lousiad? Number of his publications? Death? Character of his poetry? Anecdote of Peter Pindar?

THOMAS BROWN, (p. 115.)

For what distinguished? Where educated? How distinguished? What first publish? What profession study? What next publish? What new field enter? Poems? His great work, what? When die? Character?

VICESIMUS KNOX, (p. 125.)

When born? Where educated? What write? What profession enter? How long hold the post? By whom succeeded? His next publication? What in 1788? What next? When die? Character?

CHARLES WOLFE, (p. 131.)

When born? Youth? Where educated? What prize obtain? Profession? Where settled? At what age die?

ROBERT BLOOMFIELD, (p. 137.)

By what work known? Early life? How apprenticed? Occupation? What led to his earliest attempts at poetry? Where retire! Business? Who aided him? What publi-h? How received? Other publications? Diffi culties? Death? Best poems? Who bas praised them? "Farmer's Boy," how divided?

THOMAS ERSKINE, (p. 143.)

Whose son? Where educated? Influence of his mother? When called to the bar! First cause? Success? How appear in 1781? In what great cause did he exert his talents? Anecdote? (note.) In what engage in 1789? What is said of it? Most arduous effort? How opposed? Result? On what side in politics? What pamphlet publish? To what post elevated? Influence upon him? Where and when die? What of his eloquence?

JANE TAYLOR, (p. 149.)

Whose daughter? Early developments! Whither remove? What in 1502? First piece? Project? Publication? Health? Writings? Labours for the poor? Death? Writings?

GEORGE GORDON BYRON, (p. 155.)

What of his character? Where educated? How apply himself? His first published work? Where reviewed? How? Influence of it? What publish in 1812? How received? What followed? Whom marry? Result? On whom did society lay the blame? How did he bear it? What works compose? Conduct abroad? In what cause engage? Where and when die? Character of his poetry?

ANNA LETITIA BARBAULD, (p. 166.) Whose daughter? Wha. of her childhood! Who conducted her education? Residence? What first publish? How received? Whom marry? In what did her husband engage? What did she next publish? Where go? Subsequent publications? Trials experience? Death? Character of her writings?

REGINALD HEBER, (p. 180.) Whose son? Youth? Where educated? What prize gain? What publish? What post of honor and usefulness receive in 18227 When Whose daughter? Wife? In what excel? go? How qualified? When die? Posthumous What of her poetry?

ANNE HUNTER, (p. 123.)

work? What of his poetry? Ilymus?