NOTES.

NOTE A. p. 15.

About the time, when the above was written, the Hon. Judge Story was delivering, before the Phi Beta Kappa of Harvard, his oration, in which he applauds so tastefully, and recommends so zealously, classical Literature. In that interesting composition, the learned and eloquent author speaks of "those finished histories, which still enlighten and instruct governments, in their duty and their destiny." This sentiment awakened surprise, and led to a reconsideration of the opinion, expressed in the text. That opinion, however, after mature reflection, has been retained, with a firm belief, that it is a just estimate of the value of ancient authors, whether political or historical, as standards for modern nations. The governments of Greece and Rome (to these United States especially) are, like heathenism compared with Christian morals-beacons to warn, not guides to instruct. They exhibit the crimes and follies of others: but cannot teach us our duty, much less our destiny. Government and society, in ancient times, differed so exceedingly from government and society in modern days, and especially in our country, that ancient history (above all, as composed by ancient historians) is matter of curiosity, rather than of instruction. The history of England (to say nothing of the history of our own country) is worth more to us, as a text book of knowledge and duty, than the whole body of ancient history. Besides, the latter is eminently deficient in Philosophy, in a knowledge of the human nature of nations, and in political economy; and is in a remarkable degree, the historical biography of a series of individuals, rather than the history of societies. It is, moreover, conspicuously the record of tyranny and oppression, of ignorance and folly, of treachery and weakness, whether the government, were the despotism of Persia, or the Democracy of Athens; the Oligarchy of Sparta, or the Aristocracy of Rome. In a word, ancient history may be set before the youthful American, as the Spartans exhibited intoxicated slaves, before their children: not as models of duty, but as examples to shock and disgust. Whilst the American shall resort to the ancient historians as standards of public duty, as prophets of the future destinies of his nation; and shall continue to neglect the profound, comprehensive, and minute study of our own peculiar government and society, he never can arrive at that elevation of wisdom and usefulness, as a Statesman or Political Philosopher, which the intense examination and thorough development of our own institutions and resources, can alone enable him to obtain.

The Life of Washington, by Ch. J. Marshall, is a book of which Americans may well be proud: not indeed as a rhetorical composition, for which the ancient Historians are so unreasonably extolled: but as surpassing, in the true dignity and usefulness, simplicity and beauty of History, all that can be found in Herodotus, Thucydides and Xenophon, in Livy or Sallust, Cæsar or Tacitus. To be thoroughly versed in the facts, and to be deeply imbued with the spirit of Washington's Administration, is worth

more to the citizen of the United States, than the most intimate acquaintance with the whole body of Greek and Roman History. How indeed could it be otherwise, since the sentiments and writings, the conduct and entire character of Washington exhibit more of true glory, and of exalted patriotism, than is to be found in the Statesmen and Heroes of Antiquity. Washington's Letter to the Governors of the States, his Inaugural Addresses, his Messages, and his Farewell Address, are of more value to us, as a text-book of national and social morals, of enlightened duty, virtuous moderation, and a dignified, yet ardent love of regulated freedom, than all the political wisdom of Ancient History. To Ch. J. Marshall, as a Representative in Congress, as an Ambassador, as a Judge and a Historian, his Country owes an ample debt of gratitude. May our children's children acknowledge it with pride, and repay it with a thankful, admiring spirit. His will ever be, in American annals, peculiarly and emphatically, "clarum et venerabile nomen."

NOTE B. p. 16.

I believe, that I do not speak unadvisedly or ignorantly, on this subject. I have devoted as much time to the study of the classics, and with as much zeal and industry, as perhaps most scholars of our country, excepting Professors and other teachers. I began life with deep feelings of veneration for the classics, with an exalted opinion of their excellence in matter and manner, and with a strong belief of their superiority over the Moderns. But the reflections and experience of twenty years have led me gradually, yet irresistibly against all my prepossessions and settled opinions, to the conclusion, that the best interests of education in this country, require a total revolution on this subject. For myself, I hope to be excused for setting down here, candidly and independently, the result of much and anxious thought, devoted to this inquiry, especially whilst engaged in the education of my eldest son. Confining the question to British authors only, as compared with those of Greece and Rome, my settled opinion is, that the former are superior to the latter, in all the constituent excellencies of true greatness; in permanent, practical, extensive usefulness; in preparing the individual for the walks of private and social life; the citizen, for the rational enjoyment of his privileges, the patriot, for his public duties; and the Christian, for the service of his God, and of his fellow men. Accordingly, I would rather have a young man deeply imbued with the spirit, thoroughly instructed in the principles, and enriched with the knowledge, to be gathered from the eminent authors of the British school, than that he should be the most accomplished classical scholar in the Union, nay, even in the world. I would rather he should be a profound student of the Philosophy, Literature, and History, produced by the British Isles, than that he should copy Thucydide nine times, or imitate Dudith, in transcribing Cicero thrice;* that he should be able to converse

* Were instructors, in our day, to recommend an imitation of this example of the Athenian Orator, it would be considered as downright folly. If the Student of Divinity were told to copy Butler's Analogy; the Student of Law, Blackstone's Commentaries; the Student of Belles Lettres, Kaimes or Alison; and the Student of Philosophy, Paley or Locke, it would be pronounced an unpardonable waste of time, and a very unin

like Ritterhusius, in the lines of Homer, or commit, like Lipsius, the whole of Tacitus to memory. Let a young man study, with enthusiasm and devoted application, the following authors, and I feel assured, that he will be a wiser and better, a more useful and happy man, whether in public or private life, than if he should dedicate the prime of his days, to the classics, and be able to write Greek like Heinsius, or Latin like Muretus.* The English authors, whom I would name as constituting a nobler, richer, and more valuable library, than the whole body of Greek and Roman writers together, are the following. I exclude from the catalogue literary writers, such as Novelists and Poets; not, however, that I undervalue them. Indeed, I regard the British Isles, as the superiors of Greece and Rome, in the sublime and the beautiful, in the descriptive and pathetic, in the moral and sentimental Poetry. And as to the writings of Scott and Radcliffe, of Fielding, Smollett, Richardson, Godwin, &c. &c., they have no rivals in the whole compass of ancient Literature. For no one, I presume, would compare with them, "the loves of Chæreas and Callirhoe," or of "Clitophon and Leucippe;" "the Amours of Daphnis and Chloe," or of "Dosicles and Rhodanthe;" the Romances of Xenophon and Parthenius, or the Ethiopics of the Bishop of Tricca. Fictitious History, in truth, is found among the ancients, only in the state of a raw material. The profound knowledge of human nature, the original genius, and exquisite workmanship of British artists, has added another order to the Architecture of Literature. The following is the list of books above referred to.

The Bible with Scott's, or Henry's or D'Oyley and Mant's, and A. Clarke's Commentaries. Paley's Evidences. Chalmer's Evidences. Butler's Analogy. Cumberland on the Laws of Nature. Campbell on Miracles. Horseley's nine Sermons on do. Horseley's Discourse on Prophesies among the heathen as to the Messiah. Dwight's Theology. Good's Book of Nature. Paley's Natural Theology. Magee on the Atonement. Hora Mosaicæ by Faber. Hora Paulinæ by Paley. Blackwell's Sacred Classics. Lowth's Lectures on Hebrew Poetry. Good's Book of Job. Horsley's Psalms. Horsley's Hosea. Robert Lowth's Isaiah. Horne's Critical Study of the Scriptures. Berkeley's Minute Philosopher. Law's considerations on Natural and Revealed Religion. Neal's History of the Puritans. God's End in the Creation

telligible mode of improvement. Does not this act of Demosthenes very remarkably illustrate the fundamental difference, between the Ancients and Moderns, that the former regarded style as an end; but the latter, as a means: that the former excel CHIEFLY in style, the latter PRE-EMINENTLY in thought. If Demosthenes had not copied Thucydides, Dudith would have been ridiculed and despised as a laborious trifler, destitute of taste, discrimination and judgment. But he may now silence all classical scholars, with Cicero's memorable sentiment; "errare meherculè cum Platone malo, quám cum istis vera sentire;" unless, indeed one of them should have the courage to return, as a just rebuke, the sentiment of Cicero himself: there is nothing so absurd, but that some one or other of the Philosophers has advanced it.

I mention the Greek of Heinsius, because his Greek Poem (Pandora, I think,) passed with Scaliger for the work of Hesiod; and Muretus imposed on the same celebrated critic, Latin verses of his own composition, as fragments of Trabeas.

H

of the World, by the Elder Edwards. Beattie on Truth. Smith's Moral Sentiments. Paley's Moral Philosophy Foster's Essays. Locke's Essay. Dugald Stewart. Edwards on the Will. Kirwan's Logic. Watts on the Improvement of the Mind. Enfield's History of Philosophy. Reid. Brown. Bacon's Advancement of Learning. Blair's Lectures. Campbell's Philosophy of Rhetoric. Alison on Taste. Kames' Elements. Murray's Grammar, 8vo. Horne Tooke's Diversions of Purley. Ferguson on Civil Society. Stuart's view of Society in Europe. Middle Ages. Robertson's India. Playfair's Decline and Fall S. Burke and Mack Intosh on Fr. Revol. Madame De Stael Burke's Letters on a Regicide Peace. Rutherforth. Smith's alth of Nations. Malthus on Population. Brougham's Colonial Policy. Alexander Hamilton's Reports. De Lolme on the English Government.* Millar on do. Montague's Ancient Republics. Hallam's Constitutional History of England. Chipman's Principles. Niles' Principles and Acts of the Revolution. The Federalist. Chancellor Kent's Lectures on Constitutional Law. Principal Decisions of the Supreme Court of the United States. Best Speeches of American Statesmen and Lawyers. Best do. of English, as Chatham, Pitt, Fox, Windham, Erskine, Burke, Sheridan, Canning, Brougham, MacIntosh. Brown's Antiquities of the Jews. Milman's History of the Jews. Russel's Ancient Europe. Mitford's Greece. Leland's Philip. Gillies' History of the World from Alexander to Augustus. Shuckford's Connections. Russell's Continuation. Prideaux's Connections. History of Rome under the Kings, from Hooke. Ferguson's Roman Republic. Gibbon's Decline and Fall. Milner's History of the Christian Church. Russell's Modern Europe. Roscoe's Lorenzo de Medici. Roscoe's Leo X. Robertson's Charles V. Watson's Philip II, and III. Irving's Columbus. Robertson's America. Marshall's Washington. Pitkin's Civil and Political History of the United States. Hume's History of England, with the continuations. Brodie's History of England, correcting Hume's Errors. Clarendon's History of the Rebellion. Cox's Life of Marlborough. Gifford's Life of Pitt. Priestley's Lectures on History. Bolingbroke on History. Do. on English History. Gray's Memoria Technica. And lastly, the various and general knowledge, found in Cyclopædias, and the admirable articles on Politics, Philosophy, and Criticism, in the Edinburgh and Quarterly Reviews.

It is an error to suppose, that a course of study is confined to the period of youth, and that when a young man has left school or college, he has finished his education, and has nothing to study, but his profession. In truth, he has done little more than treasure up some of the important materials and acquire the elementary habits and discipline, which are indispensable to the continued improvement of his mind. If he expects to be a scholar, not in the Literary sense of the word, but in a far higher and nobler sense, as a Christian, Patriot, Philanthropist, and Public

* I number De Lolme among English writers; because, although a Swiss, he never could have written his work, had he not become an inhabitant of England. Without a permanent residence, he would have been as little fit for the task, as Montesquieu, or as Mably was to write, respecting the Constitution of the United States. I mention several American writers likewise, as identified with English Literature, in relation to the rest of the world, especially as to the Ancients.

Servant, in the State or National Councils, in Literary, Benevolent and Religious Institutions; if he means to be distinguished for his sense of duty, and his spirit of usefulness, for just principles, enlarged views, dignified sentiments, and liberal feelings, for sound thinking, and clear, close reasoning, let him be assured that he has done little more than lay the foundations, in the school, or even in the college, up to the age of twenty. He must make up his mind to be a devoted student, in spite of his professional engagements, for ten years at least; until he shall have been able to deepen and strengthen, and enlarge, and elevate his mind, so as to fit himself for solid, honorable, permanent usefulness. Let him remember, that the School only prepares the youth to enter on the course of study, appropriate to the young man: and that the College only enables the young man to enter on the course of study, ap. propriate to the man. Manhood has its appropriate course of study, and the difference between men arises very much from their selection and pursuit of a right course of study. Many fine minds, capable of enlarged and durable improvement and usefulness, are lost every year to the community, in which their lot is cast, to the country they are bound to serve, to the cause of religion, humanity, justice and literature: because they have failed in this great duty, they have neglected the course of study, appropriate to manhood. And here let it be remarked, that the true student never considers how much he reads, but rather how little, and only what, and how he reads.

I hope, that I may state without even the appearance of ostentation, my own practice to illustrate my principle. Six months were devoted to Ferguson on Civil Society, a whole summer to the first volume of Montesquieu, and 2d Blackstone, three months to Hume's Elizabeth, four to Villers on the Reformation of Luther, six to the first part of Butler's Analogy, and so on of very many other works. Of course, other studies were pursued at the same time, with these different authors. I believe that I may render you a service by stating my mode of study, in three important particulars. 1. Before I commenced an author, 1 made myself thoroughly master of the whole scheme of his work, (if a table of bks. chaps. and secs. enabled me to do so,) of the character of his whole system, of the principles, on which he had separated and arranged the parts, and of their relation to each other, and to the whole. 2. I then studied the author in the following manner. After reading the first sentence, I meditated on it, developing the author's thought, as weli as I was able; and reducing the whole, as nearly as possible, to a single, distinct, concise expression. I then read the second sentence, and did the same: and next compared the two sentences together, meditating on them, and gathering out of them their substance through the paragraph: and then reflected on the whole, reduced it to a single sentence, containing its essence. the next paragraph in like manner: and having finished it, I compared the two together, and gathered out of them their substance. The same plan was followed in the comparison of sections with sections, chapters with chapters, books with books, until the author was finished. This may appear at first sight an exceedingly tedious process; but any one, acquainted with the nature of the mind, knows the wonderful facility, that would soon be acquired by a faithful, patient adherence to this mode of study, even through a single chapter. 3. A third rule was to pass nothing unexamined, nothing without reflection, whether in poetry or fiction, history or travels, politics, philosophy, or religion. Gratitude will not allow me to pass unnoticed the vast advantages, derived from a hum

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