They aim at a science to which man can never attain. It is truly laughable, to observe a creature, with hardly knowledge enough of the things around him to guide him with safety, perplexing himself with ontological inquiries into the nature of angels, and the essence of the devil.

The ontologists and pneumatologists, the nominalés and reales, the doctores seraphici, and all the tribe of microscopic philosophers, are, in the present age of discernment, totally neglected. Even Malebranche and Locke, the most rational of the metaphysicians, are daily losing ground. As a task, they are attended to in public seminaries, where some obsolete plan of study requires metaphysical exercises; but the multitude of more agreeable works seldom leave time or inclination, to the student who is at liberty to chuse his books, for the controversy concerning innate ideas. A few, however, in the present times, have been so unfortunate as to waste their labour in defending materialism, in expatiating on liberty and necessity, in diffusing scepticism, and in proving that man is no more than an animal. This last sentence and this doctrine may probably induce them to prove, in their own instances, that man is an irritable animal.

Such miserable effects of metaphysical research have induced an amiable writer, whose heart and abilities vie with each other for excellence, to vindicate the nature and immutability of truth, to expose the futility of metaphysics, to confound the devices of their patrons, and to establish the natural rights of common sense. This formidable champion has given the last fatal blow to languishing sophis

try; a blow which that she may never recover, every man must wish, who knows the baneful influ ence of a Hume's dark inventions, and who desires to counteract it.

To put an end to speculative error, it might, perhaps, in some degree, bę effectual to lay less stress upon metaphysics in academical education. Those who preside over our seminaries are no less liberal than enlightened, and will surely, on some future day, if any part of the present system of instruction is trifling or pernicious, renounce it with alacrity. But a proper deference to their respectable opinions renders it reasonable to suppose, that an attention to this abstruse, though otherwise useless science, may tend to give the young mind a habit of thinking with depth and precision. As a severe discipline, it may be advantageous. Many a manoeuvre is taught the soldier in his course of preparation for war, which will seldom be useful in the field of battle.

All those who have little opportunity of being actively serviceable to others, have an unquestionable right to seek amusement in abstruse speculation, or in any other pastime which is innocent. They may puzzle themselves for diversion even in metaphysics. But if, in the course of their inquiries, they should fall upon a wonderful discovery, which, when divulged, would disturb the happy ignorance of mankind, let them for once be selfish, enjoy it in private, and withhold it from the community.

NO. CXLI. ON LATIN VERSE AS AN EXERCISE AT

SCHOOLS.

NO part of classical education has been more generally censured and more firmly adhered to, than that of exercising boys in the composition of Latin poetry. The trite remark, that a poet is born, and not formed by discipline, has been urged against it. It has also been alleged, that the time bestowed on it would be more advantageously spent in the study of things, and in acquiring a right method of expressing our sentiments in humble prose. It is absurd enough, say the objectors, to exact a certain portion of English verse from the scholar; but to perplex him with Latin verse, at a time when he might be learning a thousand useful things; what is it but extreme imprudence, countenanced indeed by general practice, but nevertheless both culpable and truly ridiculous?

They allow, however, that the custom is general, and of long duration. Surely then that degree of respect is due to the general opinion of mankind, and to the wisdom of our predecessors, which leads us to presume, that there must have been some benefit perceived by experience from an institution thus ancient and universal. And it is natural to consider, whether a few arguments may not be found in favour of a mode silently and uniformly pursued, amid the loud clamour every where raised against it.

The defenders of practices unjustly censured, often do an injury to their cause, by admitting none of the

objections to be reasonable. We will then allow, that to learn to make Latin verse is to lose time, when the scholar is destined to spend his life in commercial or in mechanical employments. But at the same time, we must insist on its utility to the man of independent fortune, to the divine, the lawyer, the physician, and perhaps to the accomplished military commander.

To all these, an acquaintance with the classics will add an elegance, such as tends to complete their characters as gentlemen as well as scholars. It is the finishing polish of education, and operates on the mind, like dancing on the person, by superadding a graceful habit. But there is no method so well calculated to infuse an intimate knowledge of an author, as to imitate and endeavour to rival his excellences. To write Virgilian verse with true elegance, it is necessary to commit to memory every phrase; to catch the very spirit of Virgil; to mark the varied pauses of his verses, the length of his periods, the peculiar grace of his expressions; and to give the whole composition a majestic dignity. All these requisites to poetical composition in Latin, can only be acquired by a frequent and attentive perusal of the noble Mantuan.

The first-fruits of genius produced by the finest writers that adorn our annals, were compositions in Latin verse. Milton, at a boyish age, wrote it with great elegance. Cowley excelled in it early. Addison was much celebrated for his juvenile essays in it. Prior began with writing Latin epigrams. All the great men who have been educated at public schools, where it is invariably an exercise, were,

during several years, obliged to compose it as a daily task; and though many of them were never distinguished in poetry, yet they derived considerable advantages from the attempt, as will probably appear from the following reflections.

Difficulty is naturally painful; but to overcome it causes a very sensible pleasure, and facilitates future conquests, by adding courage. To write Latin verse, is certainly an arduous task to a young boy; but the authority of his master, and a spirit of emulation, urge him to attempt with alacrity what his own indolence would have led him to neglect. Long practice gives facility. He finds he has overcome what he once thought insurmountable. When any new undertaking offers itself in future with a difficult and forbidding aspect, he is not affrighted; for he recollects, that he has already performed that which appeared to him impracticable. The exertion necessary to accomplish what is not easy, has a natural tendency to give the mind fresh vigour.

A subject taken from a classic, a moral sentiment, or an ingenious remark, is given to a boy as a subject of meditation to employ his leisure during the intervals of school. He is taught that there must be an unity in his design; that he must invent a thought, on which he is to display, if he can, good sense, and Augustan wit, expressed in the most elegant versification. This tends to give a knowledge of things, at the same time that it renders it necessary to call to his assistance all his classical phraseology. He must revolve many ideas in his mind before this thought occurs. In this process he exercises the powers of judgment, of discrimination, of VOL. III. G