The Sun.
London, England, 1867-02-04 00:00:00

NOTICE OF REMOVAL.
SONS'
DEFRIES and
J• NEW crry SHOW ROIMS —llerchanti and the
Trade supplied with PATT SRN BOOKS FRKE. 117.
HQundsditch.

Works—London, Birmingham, and Paris.
Established 1803.

UJust published, 2d; sent by the author for 3 stamps,
GLINESS and BEAUTY ; being
descriptive ot articles and means used for improving
the appearance. By ALEX. ROSE, 218, High London. a Pamphlet

QPANISH FLY is the acting ingredient in
1.0 ALEX. RoBB'B CANT acting
OIL, which speedily
orodneee whiskers and thickens hair, 8a 6d, 5s 6d, and tOs 6d ;
lent by post for it, 84, and 144 stvnapa.—AL EX. ROSS, 248,
Mg)] ctotborn, London, and all Chemists.

WONDERFUL DISCOVERY—Corns cured
in one day by using ALEX. ROS*;'B CHIROPO.
This preparation gradually dissolves the Corn in a few hours,
removing the very root. Price is ; sent by post for 60 stamps.
—248, High Holborn, London, and all Chemists.

"AIR-CURLING FLUID, 248, High Holborn,
London.—ALllX. ROSS'S CURLING FLUID ouris
Ladies' or Gentlemen's hair immediately it is appaled. Sold
st 3s 6d, 5s 6 , and 10s 6d ; sent free for 61, 84, and 144 stamps.
--Had of all Chemists.

REY FrATR.-248, High Holborn, London.--
AT ALEX. ROSS'S HAIR DYE produces a perfect colour
immediately it is used. It is permanent, and perfectly na-
tural in effe t, Price 38 sd, 5s 6d, and !Oa 6d ; sent by post
for 54, 81, and 141 stamps ; and all Chemists.

HAIR DESTROYER-248, High Holborn,
London.—AL . ROSS'S removes superfluo us hair from ba
the lace, neck , andDEPILATORY arms, withont effect
to the skin. Price 3s 6d, 58 6d, and les 6d; sent for 54, 84,
and 144 stamps.—Had 01 all Chemists.

DIMPLE REATOVER.AII diseases of the
-- skin aro improved by one dose of ALEX. ROSS'S
VE,;ETAIILE SKIN PILLS. They remove redness, sal-
lowness. 2s 9d and 7s ;or pest for 40 and 100 St/imps.
—ALEX ROSS, 243, High Holborn, London, and all Che-
mists.

HAIR COLOUR WASH.—By washing the
head with this beautifully-perfumed Wash, in seven
or ten days the hair assumes its original Colour, and remains
90 by an omtsional ; sent for stamps.--ALLX.
ROSS, High Holborn, London, and all Chemists.

ft! 111 E RESCUE SOCIETY wishes to add another
Lome to the 12 now in operation. Last year no fewer
ban 455 poor. friendless, young females were rejected irom
want of FUNDS and room. making a total of 3,087, who have
been sent away in five years.
The new home the Committee wish to form woald be for
young girls, almost children, !rem the age of s to 15, Who
have been led astray from the path of virtue.
contributions will be recei►ed gratefully by the Secretary,
Mr. Daniel Cooper, Queen .street. Cheapside; or by Messrs
Barclay and Co.. Lcrrkbard-street.

rj OYAL FREE HOSPITAL, Grain ILL in the immediate vicinity of the Greet North n-road,
ern Rail-
wxy Terminus. Wing's-cross.

Patron—Her Most Gracious Majesty the QUEEN.
Vim-Patron—llls Royal Highness the Prince of WALE 3, KG,
President—His Grace the Duke of BUCCLE UCH. K.G.
This Hospital, founded in the yser 1823, the drat to estab-
lish the principle of free admission to the sick poor, without
the delay and difficulty of Governors' orders, is wholly de-
pendent tor support on voluntary contributions and 1 -4ac,ei.
It affords relief to a large number of in-paltnts, and, in
addition to this, the average number of attendance of the
lestitute sick has for a considerable period averaged between
3,000 and 4,000 weekly.
The Committee ear estly solicit the ASSISTANCE of the
benevolent, as the pr nises of this Hospital are capable of
containiug several h.atdred more beds had the Committee
the requisite tunas to maintain them.
Contributions are received by their bankers, Messrs. Brown,
Janson, and Co., Abchurch-lane; also by Messrs. Contra and
Co.; Drummond and Co. ; Giyn end Co. ; Berries and Co. ;
Ransom and Co. ; rresoott, Grote, and Co.; Smith, Payne,
and Co. ; Barclay and Co. ; W itliaaze, Deleon, and Co.; Nisbet
and Vo., Bernere-street ; and at the Hospital, from 10 illl

OTAITIVID iNags Ogreori,

WlNDSOR.—Visitors to Windsor will be glad to
learn that by applying either to Sir Thomas Biddulph, Sir
J. Cowell, Master of the Royal Household, or General the
llon. A. N. Hood, tickets may be obtained for inspecting
the Royal gardens at Frovnore, the Royal Dairy in the
Home Park, and the Prince Consort's Model Farm at
Frogmore, when the Queen is absent from Windsor. We
need not say this privilege has not before been granted.
Court Journal.

MAILS FOR THE NETHERLAND POSSESSIONS IN THE
EAST OR WEST INDIES.—On the Ist February next,
and thenceforward, the entire postage, British and
foreign, upon letters addressed to the Netherland
possessions in the East or West Indies, may be paid
in advance, or at the place of destination, at the
option of the sender. The postage of registered
letters must, in all cases, be paid in advance, and in
addition, there must be paid a registration fee of
4d. each letter.—General Post Office, Jan. 22.
FRENCH MONUMENTS IN ENGLAND.—A corre-
spondent, signing himself " A Visitor to Dartmoor
in 1866," has written the following letter to the
Times:---" Without the walls of Dartmoor prison
are laid the bodies of the many French prisoners
of war who died there in the early part of the pre-
sent century. Last year this burial-ground, whose
turf walls had been trodden down, and into which
swine might wander at will, was thoroughly en-
closed, ornamentally planted, and a central granite
obelisk reared, bearing an inscription---‘ To the
memory of the French prisoners of war who died
on Dartmoor. Dale° et decorum est pro patria
mori.' A lesser monument marks the resting-
place of the American prisoners. Coincidently
this is somewhat remarkable, as done at the orders
of the Governor, who is uncle of the present Vis-
count Hood, for the tomb of whose grandfather
his Imperial Majesty the Emperor of the French
has graciously directed a similar care to be shown,'"

As reported by telegraph on Saturday, Mr. Stuart
Mill, M.P., Rector of the University of St. Andrew's,
delivered his inaugural address on Friday, and re-
ceived on the occasion the honorary degree of Doctor
of The address was of great length, the Rector
taking a survey of the whole range of literary and
scientific study, and treating each point in its rela-
tion to the work of the University. He began by
commending the usage which prescribes to the rector
of a University the duty of addressing to his consti-
tuency a few thoughts on the subjects which most
nearly concern a seat of liberal education, seeing
education is one of the most inexhaustible of all topics,
and is still as fresh to those who came to it with a
fresh Mind as it was to its first explorers. Not-
withstanding the great mass of excellent things
which have been said respecting it, no thoughtful
person finds any lack of things, both great and small,
still waiting to be said, or waiting to be developed
and followed out to their consequences. Education,
moreover, is one of the subjects which most essen-
tially require to be considered by various minds and
from a variety of points of view. For, of all many-
sided.subjects, it is the one which has the greatest
number of sides. The learned Rector, remarking
that he proposed to speak of education as " the cul-
ture which each generation purposely gives to those
who are to be its successors in order to qualify them
for at least keeping up and, if possible, raising the
level a improvement which has been attaine 1,"
went on to describe the functions of a University
in national education. It is not, he remarked, a
place of professional education. Universities are not
intended to teach the knowledge required to fit men
for some special mode of gaining their livelihood.
Their object is not to make skilful lawyers, or phy-
sicians, or engineers, but capable and cultivated
human beings. It is right that there should be
public facilities for the study of professions. It is
well that there shoUld be schools of law and of medi-
tine and it would be well if there were schools of
engineering and industrial arts. The countries which
have such institutions are greatly better for them ;
avl there is something to be said for having
them in the same localities and under the same ge-
neral superintendence as the establishMents devoted
to education properly so called. But these things
are no part of what every generation owes to the
next, as that on which its civilisation and worth
will principally depend. They are needed only by
comparatively few, who are under the strongest
private inducements to acquire them by their own
efforts ; and even those few do not require them
until after their education, in the ordinary sense,
has been completed. Men are men before they are
lawyers, physicians, or merchants, or manufacturers,
and if you make them capable and sensible men,
they will make themselves capable and sensible
lawyers or physicians. What professional men
should carry away with them from a university is
not professional knowledge, but that which should
direct the use of their professional knowledge, and
bring the light of general culture to 'illuminate the
technicalities of a special pursuit. Mier some ob-
servations on the duties of the lower schobls, Mr.
Stuart Mill proceeded to say a few words on the
great controversy of the present day with regard to
the higher education— the difference which most

broadly divides educational reformers and Conser-

vatives ; the vexed question between the ancient
languages and the modern sciences and arts ; whe-
ther general education should be classical—let me

use a wider expression, and say literary—or scien-
, tific. On this point he said—We are not obliged
' to ask ourselves whether it is more important to
know the languages or the sciences. Short as life is,
and shorter still as we make it by the time we waste
on things which are neither business, nor medita-
tion, nor pleasure, we are not so badly off that our
scholars-Hoed be ignorant of tha laws and properties
of the world they live in, or our scientific men des-
titute of poetic feeling and artistic cultivation. I am
amazed at the limited conception which many educa-
tional reformers have formed to themselves of a
human being's power of acquisition. The study of
science, they truly say, is indispensable ; our present
education neglects it. There is truth in this, too,
though it is not all truth. And they think it impos-
sible to find room for the studies which theydesire to
encourage but by turning out, at least from general
education, those which are now chiefly cultivated.
How absurd, they say, that the whole of boyhood
should be taken up in acquiring an imperfect know-
ledge of two dead languages.. , Absurd, indeed; but
is the human mind's capacity. to learn measured by
that of Eton and Westminster to teach ? I should
prefer to see these reformers pointing their attacks
against the shameful inefficiency of the schools, pub-
lic and private, which
pretend to teach these two
languages and do not. I should like to hear them
denounce the wretched methods of teaching, and the
criminal idleneness and supineness,
which waste the
entire boyhood of the pupils without really giving
to most of them more than a smattering, if even
that, of the only kind of knowledge which is even
pretended to be cared for. Let us try what con-
scientious and intelligent teaching can do before we
decide what cannot be done. Scotland has, on the
whole, in this respect been considerably more fortu-
nate than England. Scotch youths have never found
it impossible to leave school or the University, hav-
ing learnt somewhat of other things besides Greek
and Latin. Aud why ? Because Greek and Latin
have been better taught. A beginning of classical
instruction has all along been made in the com-
mon schools ; and the common schools of Scotland,
like her Universities, have never been the mere
shams the English Universities were during the last
century, and the greater part of the English classi-
cal schools still are. The only tolerable Latin gram-
mars for school purposes that I know of which had
been produced in these islands until very lately were
written by Scotchmen. Reason, indeed, is begin-
ning to find its way by gradual infiltration even into
should
languagesi eo e
d v thee r
soon e c e
as e
English schools, and to maintain a contest, though as
yet a very unequal one, against routine. A few prac-
tical reformers of school tuition, of whom Arnold
was the most eminent, have made a beginning of
am
nameendm reenatinalmanys slow,tid:i
g s;but reforms worthy of
the and reform even of Go-
vernments and Churches is not Sc) slow as that of
improvements in the mode of teaching
schools, for there is the great preliminary difficulty of
rn fashioning the instruments—teaching the teachers.
If allucl
whichare already sanctioned by
adoptedexpe-
rience into our classical schools, we
h
to hear of Latin and Greek as
studies which must engross the school years and ren-
der impossible any other acquirements. I will say
confidently that if the two classical languages were
properly taught there would be no need whatever
for ejecting them from the school course in order to
have sufficient time for everything else that need be
included therein. Let me say a few more words on
this strangely limited estimate of what it is possible
for human beings to learn, resting on a tacit assump-
tion that they are already as efficiently taught as
they ever can be. It is not the utmost limit of human
acquirement to know only one thing, but to combine
a minute knowledge of one or a few things with a
general knowledge of many things. By a general
knowledge 1 do not mean a few vague: impressions.
An eminent man, one of whose wi Rings is part of
the course of this University, Archbishop Whately,
has well discriminated between a general knowledge
and a superficial knowledge. To have a general
knowledge of a subject is to know only its leading
truths, but to know these not superficially, but tho-
roughly, so as to have a true conception of the sub-
ject in its great features, leaving the minor details
to those who require them for the purposes of their
special pursuit. There is no incompatibility between
knowing a wide range of subjects up to this point
'and some one subject with the completeness required
by those who make it their principal occupation. It
is this combination which gives an enlightened pub-
lic—a body of cultivated intellects, each taught by :
I

its attainments in its own province what real know-
ledge is, and knowing enough of other subjects to he
able to discern who are those that know them better.
Mr. Mill went to speak of those branches which were
more appropriately taught without than within the
University. He did not agree with those reformers
who would give a regular and prominent place in the
school or University course to modern languages.
He thought the living languages should be acquired,
if possible, in the places in which they were spoken,
where a few monti s, if properly employed, would go
much further than as many years of school les-
sor.s. It was really a waste of time for those to
whom that easier method was attainable to labour
at them with no help but that of books and masters.
In time that shorter method would be attainable to
many more than at present by the establishment of
international colleges and schools. Again, he said,
it has always seemed to me a great absurdity that
history and geography should' be taught in schools,
except in elementary schools for the children of the
labouring classes, whose subsequent access to books
is limited. Who ever really learnt history and geo-
graphy except by private reading ? And what an
utter failure a system of education must be if it has
not given the pupil a sufficient taste for reading to
seek for himself those most attractive and easily in-
telligible of all kinds of knowledge ? Besides, such
history and geography as can be taught in schools
exercise none of the faculties of the intelligence ex-
cept the memory. The only languages, then, and
the only literature to which I would allow a. place in
the ordinary curriculum are those of the Greeks and
Romans ; and to these I would preserve the position
in it which they at present occupy. That position
is justified by the great value, in education, of know-
ing-well some other cultivated language and litera-
ture than one's own, and by the peculiar value of
those particular languages and literatures. Even as
mere languages, no modern European language is so
valuable a discipline to the intellect as those of
Greece and Rome, on account of their regular and
complicated structure. The structure of every sen-
tence is a lesson of logic. In the next place, I would
notice the treasure which that literature accumulated
of what might be called the wisdom of life—the rich
store of experience of human nature and conduct
which the acute and observing minds of those ages,
aided in their observations by the greater simplicity
of manners and life, consigned to their writings, and
most of which retained all its value In cultivating
the ancient languages as our best literary education,
we are all the while laying an admirable foundation
for ethical and philosophical culture. In purely
literary excellence—in perfection of form—the pre-
eminence of the ancients is not disputed. In
every department which they attempted, and
they attempted almost all, their composition, like
their sculpture, has been to the greatest modern
artists an example, to be looked up to with hopeless
admiration, but of inappreciable value as a light on
high guiding their own endeavours. In prose and
in poetry, in epic, lyric, or dramatic, as in historical,
philosophical, and oratorical art, the pinnacle on
which they stand is equally eminent. I am now
speaking of the form, the artistic perfection of treat-
ment; for as regards substance I consider modern
poetry to be superior to ancient, in the same man-
ner, though in a less degree, as modern science ; it
enters deeper into nature. The feelings of the
modern mind are more various, more complex and
manifold than those of the ancients ever were. The
modern mind is, what the ancient mind was not,
brooding and self-conscious ; and its meditative
self-consciousness has discovered depths in the
human soul which the Greeks and Romans did not
dream of, and would not have understood. But
what they had to express they expressed in a manner
which few even of the greatest moderns have seri-
ously attempted to rival. It must be remembered
that they bad more time, and that they wrote chiefly
for a select class, possessed of leisure. To us who
write in a hurry for people who read in a hurry, the
attempt to give an equal degree of finish would be
a loss of time. But to be familiar with perfect
models is not the less important to us because the
element in which we work precludes even the effort
to equal them. They show us, at least, what ex-
cellence is, and make us desire it, and strive to get
as near to it as is within our reach. And this is
the value to us of the ancient writers, all the more
emphatically because their excellence does not admit
of being copied or directly imitated. It does not
consist in a 'trick which can be- learnt, but in the
perfect adaptation of means to ends. The secret
of the style of the great Greek and Roman
authors is that it is the perfection.of good sense.
In the first place, they never use a word without a
meaning, or a word which adds nothing to-the:
meaning. Their style is exactly described by
Swift's definition, " the right words in the right
places." Look at an oration of Demosthenes, there
is nothing in it which calls attention to itself as
style at all ; it is only after a close examination
we perceive that every word is what it should be,
and where it should be, to lead the heart smoothly
and imperceptibly into the state of mind which the
'orator wishes to produce. The perfection of the
workmanship is only visible in the total absence of
any blemish or fault, and of anything which checks
the flow of thought and feeling, anything which
even momentarily distracts the mind from the main
purpose. But then, as has been well said, it was
not the object of Demosthenes to make the Athe-
nians cry out, " What a splendid speaker ;" but to
make them say, " Let us march against Philip."
"
ip.
(Applause.) Mr. Mill proceeded to point out two
lessons in composition to be learnt from the clas-
sical authors—first that it was only in the decline of
ancient literature that ornament began tco be cul-
tivated as mere ornament ; and second, that the
ancients were concise while the moderns are prolix.
He next spoke of the proper limitation of classical
studies. To what purpose, he asked, should the
most precious years of early life be. irreparably
squandered in learning to write bad Latin and
Greek verses ? Ido not see that we are much the
better even for those who end by writing good ones.
I am often tempted to ask the favourites of nature
and fortune whether all the serious and important
work of the world is done that their time and
energy can be spared for these nugat difficlies? I
am not blind to the utility of composing in a lan-
guage as a means of learning it accurately. I
hardly know any other means equally
effectual.
-But why should not prose composition suffice ?
What need is there of original composition at all?
If that can be called original which unfortunate
schoolboys, without any thoughts to express, ham-
mer out on compulsion from mere memory, acquir-
ing the pernicious habit which a teacher should con-
sider it one of his first duties to repress, that of
merely stringing together borrowed
exercise in composition most suitable fo phrases
these equ
s ? Their
e-
ment of learners is that most valuable one of re-
translatingpfr
a nd to
this frommnitranslatedght be
added,
what still exist
continental places of education, occasional practice
in talking Latin. There would be something
for tbin
cu
in many
said for the time spent in the manufacture of
verses if such practice were necessary
poetry; though it woul d be
thesleg to
i be
jovment of ancient
n as a training and
the value of scientific instructio then
spokei ase it ao t
so extravagant a price. f
to fit the intellect for the proper
discpilining process
better to lose that enjoymenti,he thanßee
work of a human being. The most incessant occu-
pation ot°r tphuer
of truth. We all require
the ability to judge between the conflicting opinions
which are offered to us as ,
vital truths • to choose
of the human intellect throughout life was,
he said, the ascertainment
what doctrines we will receive in the matter of re-
ligion,example; to judge whether we ought to
be Tories, Whigs, or Radicals,
or to what length it
is our duty
to go with each ; to form a rational
conviction on great questions of legislation and
for
in-
ternal policy, and on the manner in which the
country should behave
to dependencies and to
foreign nations,
And the need we have of know- j

will stand actual trial. The same persons who cry
down logic will generally warn you against political
economy. It is unfeeling, they will tell you. It
recognises unpleasant facts. For my part, the most
unfeeling thing I know of is the law of gravitation ;
it breaks the neck of the best and most amiable per-
son without scruple, if he forgets for asingle moment
to give heed to it. The winds and waves, too, are
very unfeeling. Would you advise those who go to
sea to deny the winds and waves—or to make a use
of them, and find the means of guarding against
their dangers ? My advice to you is to study the
great writers on political economy, and hold firmly
by whatever in them you find true ; and depend
upon it that if you are not selfish or hardhearted
already political economy will not make you so.
(Applause.) After some observation on the im-
portance of the studies of jurisprudence, inter-
national law, and moral philosophy, the speaker
touched on the position of the University towards
the training of religion. He said—.l shall not
enter into the question which has been debated
with so much vehemence in the last and pre-
sent generation, whether religion ought to be
taught at all in Universities and public schools,
seeing that religion is the subject of all others
on which men's opinions are most widely at
variance. On neither side of this controversy
do the disputants seem to me to have sufficiently
freed their mind' from the old notion of education,
that it consists in the dogmatic inculcation from
authority of what the teacher deems true. Why
should it be impossible that information of the
greatest value on subjects connected with religion
should be brought before the student's mind ; that

[he shoul.l be made acquainted with so important a
' part of the national thought, and of the intellectual
labours of past generations its those relating to
reli-
gion, without being, taught dogmatically the doc-
trines of any Church or sect ? Christianity being a
historical religion, the sort of religious instruction
which seems to me most appropriate to a University
is the study of ecclesiastic history. The teaching
should not be in the spirit of dogmatism, but in that
of inquiry. The pupil should not be addressed as if
religion had been chosen for him, bat as one who will.
have to choose it for himself. The various Churches,
established and unestablished, are quite competent
to the task which is peculiarly theirs—that of teach-
ing its own doctrines, as far as necessary, to its own
rising generation. The proper business of a Uni-
versity is different, not to tell us from authority
what we ought to believe, and wake us accept the
belief as a duty, but to give us information and
training, and help us to form our own belief in a
'manner worthy of intelligent beings, who seek for
truth at all hazards, and demand to know all the
difficulties, in order that, they may be better quali-
fied to find, or recognise, the mostsatisfactory mode
of resolving them. Ido not affirm that a Univer-
sity if it represses free thought and inquiry, must be
altogether a failure, for the freest thinkers have
often been trained in the most slavish seminaries of
learning. The great Christian reformers were
taught in Catholic Universities ; the sceptical philo-
sophers of France were mostly educated by the
Jesuits. The human mind is sometimes impelled
all the more violently in one direction by an over
zealous and demonstrative attempt to drag it in the
opposite. But this is not what Universities are ap-
pointed for—to drive men from them, even unto good,
by excess of evil. A University. ought to be a place of
free speculation. The more dilgently it does its duty in
all other respects, the more certain it is to be that.
The old English Universities, in the present genera-
tion, are doing better work than they have done
within human memory in teaching the ordinary
studies of their curriculum ; and one of the conse-
quences has been that, whereas they formerly seemed
to exist mainly for the repression of independent
thought, and the chaining up of the individual in-
tellect and conscience, they are now the great foci
of free and manly inquiry to the higher and pro-
fessional classes south of the Tweed. The ruling
mind of those ancient seminaries have at last re-
membered that to place themselves iu hostility to
the free use of the understanding is to abdicate their
own best privilege—that of guiding it. A modest
deference, at least provisional, to the united autho-
rity of the specially instructed is becoming in a
youthful and imperfectly formed mind; but when
there is no united authority—when the specially in-
structed are so divided and scattered that almost any
opinion can boast of some high authority, and no
opinion whatever can claim all—when, therefore,
it can never be deemed extremely improbable that
one who uses his mind freely may see reason to
change his opinion—then, whatever you do, keel),
at all risks, your mind open ; do not barter away
your freedom of thought. (Applause.) Those of
you who are destined for the clerical profession are,
no doubt, so far held to a certain number of doc-
trines that if they ceased to believe them they
_ _ .

would not be justified in remaining in a position in

which they would be required to teach insincerely.

But use your influence to make those doctrines as
few as possible. It is not right that men should be

bribed to hold out against conviction—to shut their

ears against objections, or, if the objections pene-
trate, to continue professing full and unfaltering

belief when their confidence is already shaken.
Neither is it right that if men honestly profess to
have changed dome of their religious opinions their
honesty should as a matter of course exclude them
from tlking a part for which they may be admir-

ably qualified in the spiritual instruction to the
nation. The tendency of the age, on both sides
of the ancient border, is towards the relation of
formularies, and a less rigid construction of articles.

This very circumstance, by making the limits of

orthodoxy less definite, and obliging every one to
draw the line for himself, is an embarrassment to
consciences. But I hold entirely with those clergy-
men who elect to remain in the National Church so

Dug as they are able to accept lte Articles and