at an end. Edward would throw himself with spirit upon any classical
author of which his preceptor proposed the perusal, make himself master
of the style so far as to understand the story, and if that pleased or
interested him, he finished the volume. But it was in vain to attempt
fixing his attention on critical distinctions of philology, upon
the difference of idiom, the beauty of felicitous expression, or the
artificial combinations of syntax. 'I can read and understand a Latin
author,' said young Edward, with the self-confidence and rash reasoning
of fifteen, 'and Scaliger or Bentley could not do much more.' Alas!
while he was thus permitted to read only for the gratification of his
amusement, he foresaw not that he was losing for ever the opportunity of
acquiring habits of firm and assiduous application, of gaining the art
of controlling, directing, and concentrating the powers of his mind
for earnest investigation,--an art far more essential than even that
intimate acquaintance with classical learning, which is the primary
object of study.

I am aware I may be here reminded of the necessity of rendering
instruction agreeable to youth, and of Tasso's infusion of honey into
the medicine prepared for a child; but an age in which children are
taught the driest doctrines by the insinuating method of instructive
games, has little reason to dread the consequences of study being
rendered too serious or severe. The history of England is now reduced
to a game at cards,--the problems of mathematics to puzzles and
riddles,--and the doctrines of arithmetic may, we are assured, be
sufficiently acquired, by spending a few hours a week at a new and
complicated edition of the Royal Game of the Goose. There wants but one
step further, and the Creed and Ten Commandments may be taught in the
same manner, without the necessity of the grave face, deliberate tone of
recital, and devout attention, hitherto exacted from the well governed