positive and relative standing of the pupil. And as those in the separate divisions are arranged alphabetically, it does not necessarily expose the lowest in the third division to the degradation and mortification, to which, however, they are often richly entitled. The plan of examinations for honours and prizes, in the University of London, resembles the above essentially; differing from it, indeed, in few particulars. It comprises one regulation, however, which might be advantageously appended to the other. We copy it from the printed "Regulations"-Session, 1828-29. "The paper containing the answers must not be signed with the student's own name, but with a mark or motto; and the name of the student using it, inclosed in a sealed envelope, inscribed with the mark or motto must be left with the professor, to be opened after the merit of the answers shall have been determined." This prevents the possibility of favouritism, in all classes, which are so large that the professor does not become acquainted with the autographs of his students. The examinants are there also placed, according to the merits of their answers, in classes, denominated the first, second, and third; provided the sum of their answers be equal to a certain amount; all below this point are not classed. We have now touched upon the most important topics presented by the committee for the consideration of the Convention. Several others were propounded, but they seem to have fallen still-born from their authors. As regards the 11th, 12th, and 14th, "whether any religious service, and, if any, what may with propriety be connected with a university ?""Whether any course of instruction on the evidences of Christianity will be admissible?"—And, "Is it proper to introduce the Bible as a classic in the institutions of a Christian country?" We shall gladly follow the example of prudence exhibited by the Convention, and pass them over. The affirmative view of the last topic, meets with an enthusiastic supporter in the author of one of the works, whose titles are placed at the head of this article. One proposition only remains, on which, in conclusion, we may indulge a few remarks:-"The importance of adding a department of English language, in which the studies of rhetoric and English classics shall be minutely pursued." This subject, we regret to see, experienced the fate of others, more deserving of neglect, and was not discussed. We have long felt impressed, that the organization of our colleges is defective in this respect. Into many of them the student is received, after having been employed in scraping together a few Greek and Latin words and phrases; yet lamentably ignorant of the literature, structure, and even of the commonest principles of the orthography of his own tongue. Such a chair ought to be established in all our universities, and a certain degree of proficiency in the subjects embraced by it, should be a preliminary to every collegiate attainment. It would be an instructive and delightful study to trace back, as far as possible, the language of Britain to its aboriginal condition, and to follow up the changes impressed upon it, by the Celtic, Gothic, Roman, Saxon, Belgic, Danish, and Norman invaders; the investigation being accompanied with elucidative references to the literature of the different periods. The poetry, romances, and the drama would constitute inquiries of abundant interest and information. To these might be added didactic and rhetorical exercises for improving the student in the practice of writing-not merely accurately, but elegantly and perspicuously. Such a professorship has been wisely established in the University of London; and we trust the new University of New-York will follow the good example. If we may judge, indeed, from the ungrammatical and inelegant Journal of the Convention, an attention to this subject is as much needed there as elsewhere; and were the professorship in the hands of an accomplished individual, it could not fail to improve the literary taste and execution of the community. ART. II.-The Life and Times of His Late Majesty, George the Fourth: with Anecdotes of distinguished Persons of the last fifty years. By the Rev. GEORGE CROLY, A. M. London: 1830. C'EST un métier que de faire un livre comme de faire une pendule-it is a trade to make a book just as much as to make a watch-is a remark which was never better exemplified, than by the manner in which the craftsmen of the book-making trade in London, have compressed the Life of His Late Most Sacred Majesty, within the two covers of a volume. That exalted personage may have descended to the tomb unwept and unhonoured, in reality, however numerous the tears shed upon his bier, or gorgeous the ceremonies attending his interment; but he certainly has not gone down to it unsung, as the above work is only one of several, if we are not much mistaken, in which his requiem has been chanted with becoming loyalty. We have seen none of its fellows, though the advertisement of them has met our eye. Judging, however, from the reputation of its author, there is not much literary boldness in pronouncing it the best which has appeared about its kingly subject. Mr. Croly is well known as a candidate of considerable pretensions, as well for the honours of Parnassus, as for those which an elevated seat on the prosaic mount, whatever may be its name, can confer. But, in concocting this last production, it is beyond doubt, that the main object he had in view, was one of a more substantial kind than a mere increase of fame. "The Life, &c." is, in fact, a bookseller's job, executed, we allow, by a man of genius. There are evident marks about it of hasty and careless composition,-of a desire to make a book of a certain number of pages, with as little trouble and delay as possible. The style is often deficient in purity and correctness, and overloaded with glittering tropes and ornaments, not always in good taste; the arrangement wants consecutiveness and perspicuity; and attention is sometimes bestowed upon topics comparatively unimportant, to the detriment of such as are of more moment. But it is, on the whole, a work of undeniable talent, containing much powerful writing, richness and beauty of diction, graphic delineation of character, interesting information, and amusing anecdote. Some of the author's sentiments are obnoxious to censure, and we shall venture to disagree with him, occasionally, as we proceed. It was on the 8th of September, 1761, that His Majesty, George the Third, espoused Sophia Charlotte, daughter of the Duke of Mecklenburg Strelitz; and, on the twelfth of August, in the following year, she presented him with a son and heir, to his own great delight, and the universal joy of the British empire. Ineffable as is the contempt which is expressed at the present day, for the superstitious trust reposed in omens by the heathen ancients, yet nothing of any consequence occurs, without being attended by signs in which the Christian multitude discern either fortunate or disastrous predictions. It has thus been carefully recorded and handed down, that the birth of the royal infant happened on the anniversary of the Hanover accession, and that the same day was rendered trebly auspicious, by the arrival at London of wagons containing an immense quantity of treasure, the fruits of the capture of a Spanish galleon off Cape St. Vincent, by three English frigates. A few days after his appearance in this world, His Royal Highness was created Prince of Wales, by patent, and would have been completely crushed under the load of honours that devolved upon him, had their weight been of a kind to be physically felt; Duke of Cornwall, hereditary Steward of Scotland, Duke of Rothsay, Earl of Carrick, and Baron of Rothsay, were his other titles,-being those to which the eldest son of the British throne is born. There is no harm in this, perhaps, as things are constituted in England, but we have never been able to think of one of the titles to which the second son is heir, without feeling an inclination to smile;-the Duke of York is Bishop of Osnaburgh;nothing more ridiculous than this, can be discovered even amid VOL. IX.-No. 18. 41 time the only element of qualification for distinction. The board of visiters of that university should have gone a step further, and instead of stating the number of schools which a pupil should be compelled to attend, unless his parent or guardian wished otherwise, they should have recommended, not enforced, a particular system of study for those desirous of attaining high literary distinction, or of becoming well educated; still retaining the valuable feature, that they, whose opportunities, tastes, or capacities, do not admit of their following the recommendation, may choose their own subjects. What this system ought to be, we will now inquire into. It will enter naturally into the consideration of the latter part of the question canvassed before the Convention-"ought students to be confined to their classes, or allowed to receive degrees when found prepared on examination?" The affirmative of the proposition, as regards graduation, seems to be the natural view; yet there are few institutions at which this course is permitted. If the pupil be constrained to follow a prescribed and unbending series of studies, as is the case in most of the universities of this country and of Europe, it would appear to result as naturally that the negative view should be adopted. In the Convention, the most opposing sentiments were here again elicited; and, as on other topics, they seem to have arrived at no fixed conclusion; all that we are informed being, that "the discussion of the topic was discontinued." As regards the requisites for graduation in the different colleges of the Union, they are as various as the colleges themselves. This circumstance has, indeed, given occasion to the little estimation in which the degrees are in general held. It often happens, in truth, that the degree of Bachelor of Arts is conferred at one institution, on such as would be utterly incapable of acquiring it at another; and, at the close of his college career,-which differs in length in different institutions,-every individual receives the first degree in the arts: the examinations instituted being a matter of form, and, too often, of farce. We cannot be surprised, then, that a degree, thus obtained, should be contemned; and that, even in legislative assemblies, members should be found to declare themselves totally unworthy of the honours thus conferred upon them. This is not the case in the universities of Europe. In the English universities, the Baccalaureate is made the test of severe devotion to particular studies; and, whatever objections may be made to the plan followed in those institutions, of requiring accurate classical and mathematical knowledge, to the exclusion of every thing else, the degree is, at all events, an evidence that the possessor is unusually well instructed in those matters. Hence, we find in that country the initials B. A. and M. A. proudly appended to the names of the Bachelor or Master, and received by all as "Sound them, it doth become the mouth as well- But few appellatives, in their received acceptation, would be found to correspond with their derivative meaning. The French have their "Bachelors" and "Masters of Sciences," but these terms are not more significant; whilst "Doctor" too often means any thing rather than doctus-"Qui dit Docteur ne dit pas un homme docte, mais un homme qui devrait être docte." Every well devised system of education should combine an attention to language; to the sciences relating to magnitude and numbers; and to those that embrace the phenomena of mind and of matter. Little doubt, we think, can exist in the minds of the intelligent, that the ancient languages should form one element. Much has been said, and much will continue to be said, on both sides of this question, into which we do not propose to enter: admitting, however, that the Latin language, for example, is less necessary now than when it was the exclusive language of the learned, and that the modern languages have emerged from their then Patois condition, and risen in relative importance, a certain knowledge of that tongue, as well as of the Greek, ought still to form part of the education of every gentleman. The mind of youth cannot be better engaged, during the early period of their university career, than in becoming acquainted with the classic models of antiquity, and practised in the habits of discrimination which the study engenders. Whether it should be prosecuted to the extent inculcated at the English universities, and to the comparative exclusion of other subjects, is another question. In this country, at least, the course would be injudicious and unfeasible, and has been canvassed by Mr. Gallatin |