EDUCATION.

BY JOHN SERGEANT.

EDUCATION, in all its parts, is a concern of so much consequence, so deeply and vitally interesting, that it ought not to be exposed, without great caution, to hazardous experiments and innovations. Is it, then, susceptible of no improvement? Is the human mind, progressive upon all other subjects, to be stationary upon this? Shall not education be allowed to advance with the march of intellect, and its path be illuminated with the increased and increasing light of the age? Or shall it be condemned to grope in the imperfect twilight, while every thing else enjoys the lustre of a meridian sun? These are imposing questions which are not to be answered by a single word. Admitting the general truth of that which they seem to assert, namely, that education, in all its departments, ought to be carried to the highest attainable perfection, and that the methods of reaching that point deserve our most anxious and continued attention-it must at the the same time be apparent, that as long as the argument is merely speculative, implying objections to existing methods of instruction, and raising doubts about their value, without offering a distinct and approved substitute, great danger is to be apprehended from its circulation.

There is no doubt that improvement may be made in the seminaries of our country--there is no doubt that it ought to be made--and it is quite certain that it requires

nothing but the support of enlightened public sentiment to bring it into operation. The improvement adverted to is improvement in degree-a better preparation for admission into college-a somewhat later age, and of course more mature powers-and, as a consequence, higher and more thorough teaching. The result can not be secured, unless the means are employed; and their employment does not depend upon those who are immediately entrusted with the care of the instruction of youth. Professors and teachers would unfeignedly rejoice, in raising the standard of education-in advancing their pupils further and further in the path of learning--if parents, duly estimating its importance, could be prevailed upon to afford them the opportunity-for they, (unless totally unfit for their trust,) must be justly and conscientiously convinced of the value of such improvement. But their voice is scarcely listened to. By a prejudice, as absurd and unreasonable as it is unjust, they are supposed to be seeking only to advance their own interest; and their testimony is, on that account, disregarded; when, upon every principle by which human evidence ought to be tried, it is entitled to the highest respect. Their means of knowledge are greater than those of other men. They learn from daily experience-they learn from constant and anxious meditation-they learn from habitual occupation. It is theirs to watch with parental attention, and with more than parental intelligence, the expanding powers of the pupils committed to their charge. It is theirs to observe the influence of discipline and instruction in numerous instances, as it operates upon our nature-and it is theirs, too, with parental feeling to note the issues of their labours, in the lives of those who have been under their charge-to rejoice with becoming pride, when following an alumnus of the college with the eye of affectionate ten

derness, they see him steadily pursuing a straight forward and elevated path, and becoming a good and an eminent man-and to mourn, with unaffected sorrow, over those who have fallen by the way, disappointing the hopes of their parents and friends, turning to naught the counsels and cares that have been bestowed upon them, and inflicting pain and misery upon all who felt an interest in their weilare. Experto crede, is the maxim of the law; and it is no less the maxim of common sense. Why is it not to be applied to the ease under consideration, as it is to all others which are to be determined by evidence? The steering and vulgar insinuation sometimes hazarded by these who find it easier to sneer and insinuate, than to reason, that teachers, as a body, have a peculiar interest of their own, su Selent, upon questions which concern Heir vocation, to bring into doubt the integrity of their Judgment, and thus to make them incompetent to be witTORNADOy considered, is not so much an insult to this used and herecrable, and I may add, in general, me hâx cas où men, as it is to the parents who entrust ghout with doir diren. What judgment shall we form gevee—what shall we say of their regard

Qv, how diving, at the most critical period of life, De sme le omg intelleet in the hands of men of move this Jupe onu bile integrity, to be fashioned by thery die dirigere caps a suit their own purposes, or gra** The meth is that it is an an

A succeed only with thos wing dhing to think, and is employ

art was dead: our stood,

Coomy leader's mood. brass was hung,

Harness rung;

ed buckler shone, feet were thrown.

"owning plume descends,

o'er his shoulder bends;

ule all around, elate

", or wrinkled black with hate,

the martial crew,

and a craven hue.

th' unusual colour came,
ed, nor consuming shame :
se had interest or control;
Horror is upon his soul!*

harp ring his flagging spirits on?
the harper that could soothe is gone :

arp rejected for the vengeful brand,

of Jesse leads the hostile band.†

of the Lord departed from Saul, and an evil spirit him. 1 Samuel, c. xvi. v 14.

ssed on in the rearward with Achish." (1

derness, they see him steadily pursuing a straight forward and elevated path, and becoming a good and an eminent man--and to mourn, with unaffected sorrow, over those who have fallen by the way, disappointing the hopes of their parents and friends, turning to naught the counsels and cares that have been bestowed upon them, and inflicting pain and misery upon all who felt an interest in their welfare. Experto crede, is the maxim of the law; and it is no less the maxim of common sense. Why is it not to be applied to the case under consideration, as it is to all others which are to be determined by evidence? The sneering and vulgar insinuation sometimes hazarded by those who find it easier to sneer and insinuate, than to reason, that teachers, as a body, have a peculiar interest of their own, sufficient, upon questions which concern their vocation, to bring into doubt the integrity of their judgment, and thus to make them incompetent to be witnesses, if rightly considered, is not so much an insult to this useful and honourable, and I may add, in general, faithful class of men, as it is to the parents who entrust them with their children. What judgment shall we form of their intelligence-what shall we say of their regard for their offspring, if, at the most critical period of life, they place the forming intellect in the hands of men of more than questionable integrity, to be fashioned by them into fantastic shapes to suit their own purposes, or gratify their own whims? The truth is, that it is an appeal to ignorance, which can succeed only with those who are unable or unwilling to think, and is employed chiefly for want of solid argument.

The circumstances of our country, it must be admitted, have encouraged and have favoured an early entrance into life, and so far have been averse to extended education. This cause has naturally, and to a certain extent, justifi