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

THE SUN, LONDON, MONDAY EVENING, IF UM Ally 4, 1867.

AFTER Covent-garden Theatre—EVANS' to
SUP.
After Drury-lane Theatre FVANS' to SUP.
After Lyceum 'theatre FVANS' to SUP,
Atter Adelphi Theatre FVANS' to SUP.
After Olympic l'licatre . EVANS' to SUP.
After Strand Theatre EVAN:i' to SUP.
Atter New loyalty Theatre EVANS' to SUP.
Alter St. James's Theatre EVANS' to SUP.
Alter rriuce of Wales' Theatre EVANS' to SUP.
London Singing and Supper Club, E VANS', Covent-garden,
Vocal Entertainment at Eight.

THE JAPANESE TROUPE HAVE
ARRIVED.

JAPANESE TROUPE.—GAENSEE.—First
ti Appearance of this novel artiste in Europe, the
unrivalled Top Spinner to the Tycoon, whose extraordi-
nary and unparalleled performances have been pronounced
by all Eastern travellers to be truly marvellous. Full
programme on Thursday next. Gaonsee—Gaonsee—
Gaensee—Monday, February 11, 1867.—Great St. Martin's

JAPANESE TROUPE.—First Appearance in
Europe of .A.SI-KITCHI-SAN, the original per-
former of the groat Japanese Butterfly Trick. Vide all the
daily journals on this extraordinary Company, imported
entire and direct from Japan. MONDAY next, Feb. 11,
1867.—Great St. Martin's Hall.

TAPANESE TROUPE.—First Appearance in
0 Europe of the only Japanese Actresses who over
crossed tho sea. The full programme will be ready on
Thursday next. The first representation will take place
MONDAY next, February 11, 1867.—Asi-Kitchi-San.—
Great St. Martin's Hall.

SHE GREAT JAPANESE TROUPE ;.rel
here. Look out for this novelty.—This extraordi-
nary Company will make their FIRST APPEARANCE
in Europe, at the Great SI. Martin's Hall, on MONDAY
EVENING next, Feb. 11, 1867, for a limited numbor of
representations prior to their appearance in Paris during
the Universal Exhibition. Full programme on Thursday
next. Sofa Stalls, ss. ; balcony (reserved seats), 35.; area,
2s. ; back seats, ls.—which may be obtained at Mr. Mit-
chell's Royal Library, 33, Old Bond street; and at the box
office of the hall. Business communications to be addressed
to their sole agent, Mr. A. klin.amo, 55, Wigutore-street,
London, W.

T H E OXFOR 1),
6, OXFORD-STREET, W.,

THE MUSICAL ESTABLISHMENT OF LONDON.

LES DRAGONS DE VILL ARS (Opera Comique), Music
by A. Maillart, in which Miss RUSSELL will appear, as-
sisted by Misses Barrie and Fitz enry ; Messrs. A. St. Albyn,
Hulls, Fox, Husk, Evans, and Bury, with Itlxtra Band and
Chorus ; produced and conducted by Mr. F. Jonghmans.
" The strength of Mr. Morton lies in his operatic selections,
executed b a small but highly efficient band, and a well-
selected body of vo'alists, under the direction of Mr. F.
Jonghmans."—Times, Jan. 9,1867
COMEDY, by Messrs. HARRY SYDNEY, MILBURN,
G. W. ROSS, and the celebrated American Gymnasts the
BROTHERS HANLON, their first appearance in this
country.
ilr. ROBT. FRASER, Comedian and Vocalist, will make
his appearance TH IS EVE NING with his crop of comicalities
and his new song, "THE BOY AT MUG BY."

ilijr AD AME TUSSAUD'S EXHIBITION,
itt BAKER-STREET.
CHRISTMAS HOLIDAYS.
NEW ADDI —Life-size Models of the KINGS and
QUEENS of KNGL AND, from WILLIAM of NORMANDY
to QUEEN VICTORIA.
Open from 11 a.m. till dusk, and from 7 till 10 p.m.
Admittance, ls. ; children, under ten, half-price ; extra
rooms, 6d.

ARGYLL ROOMS. - GRAND CASINO,
Windmill-street, Piccadilly.
These elegant and popular Rooms, having been entirelyre-
decorated, are now OPEN EVEItY EVENING for Concert
and Dancing. Conductor, Signor Ludt CURTL Manager,
M. GRENET.
Admission to Promenade, One Shilling'.
Reserved Seats, Two Shillings.

WE ST ON'S GRAND MUSIC HALL,
HOLBORN.

Sole Proprietors, SWEASEY and HOLLAND.
Grand Selection from Auber's Opera of " MASA-
NIELLO," by 40 vocalists dressed is costume as at the
opera. Everybody should see the Irish Minstrels, every
evening at 9 o'clock, with songs, dances,
. and Irish anec-
dotes, under the direction of Pat Corn. A now and origi-
nal overture composed and arranged expressly for the
above minstrels by Mr. 11. Baker. Immense success of
Arthur Lloyd's new song " Chillingownllabadorie," every
evening, at 11 o'clock—Jolly Nash, Georgina Smithson,
Paddy Fannin, Patrick Sellers, and Harry and Kattie
King ; and Pio Watkini, the Japanaze Juggler. Band of
30 first-class performers, and large Chorus chosen from her
Majesty's and Covent Garden Opera Houses. Musical
Director, Mr. P. Coma.
Prices of admission—Stalls and Balcony, Is.; Area, 6d. •
Private Boxes, 10s. Gd. Can be secured at the Box Office,
between the hours of 10 and 5 o'clock. Hall opon every
Evening at 7 o'clock.

SEARCH TEN GUINEA PRIZE ESSAY—
"Vox ab filia uxore matreque." FIVE GUINEA
PRIZE —" Suggest." Writers of tho many other admir-
able essays received are requested to communicate speedily
for the sale or return of their MSS.

PROVIDENT CLERKS' MUTUAL LIFE
ASSURANCE ASSOCIATION. Established 1840.
15, Moorgate-street.

TRUSTEES.
I Thos. Baring, Esq., M.P. Thomson ankev, Esq. M.P.
Ff
R. W. Crawford, Esq., M.P. Baron L. N. Do Rothschild,
M.P.
The TWENTY-SIXTH ANNUAL GENERAL
MEETING of this Association will be held. on Wednes-
day, Feb. 6, at the London Tavern, Bishopsgate-street,
at 6 o'clock, p.m.
Jan. 28, 1867.

W. T. LINFORD, Secy.

INDIAN MEDICAL SERVICE.
INDIA OFFICE, SAT,_
10th December, 1866.
NNOTICE IS HEREBY GIVEN, that an
Examination of Candidates for 25 appointments as
Assistant-Surgeons in Her Majesty's Indian Medical Ser-
vice will be held at Chelsea Hospital on the 11th FeDruarY,
1867, at 10 a.m.
Copies of the regulations for the examination of Candi-
dates, together with information regarding the pay and
retiring allowances of India Medical Officers, may bo ob-
tained on application at the Military Department, India
Office, Westminster, S.W.
T. T. PEARS, Major-General,
Military Secretary.

DUNVILLE'S V.R. OLD IRISH WHISKY,
BELFAST,
Is regularly supplied to the House of Lords.

"V.R." IRISH WHISKY.
DUNITILLE and CO.'S " V.R." OLD IRISH
WHISKY. BELFAST.

London Offices and Stores,
4, BEAUFORT-BUILDINGS, STRAND, W.C.
Established 1808. Quotations on application.

JAMES DALY and CO., Distillers, John-street,
Cork.—" The purest spirit and safest drink in the
world."—Loudon Offices, 7, Printing-house-square, E•(3•+
next the " Times."

JAMES DALY and CO., Distillers, John-street,
Cork, beg' to announce that they are able to supply the
trade with their celebrated Whiskies, in casks or cases, and
to take orders in bond ar d for exportation, at their offices, 7,
Printing-house-square, London, E C., the only house in the
square not occupied by the "Times." J. D. and Co.'s whiskies
bring the highest prices in the Australian and other Colonial
markets, as may be observed-by reference to the "Journal of
Commerce of Victoria," by which it will be seen that their
whiskies fetch 6d. per gallon and Is. per case over the next
best, and is. 6d per gallon and 55. 6d. a case over the lowest
quotation. Always on hand a large supply of very old
mellow whisky in the finest condition, matured in sherry
casks, unsurpassable in quality and flavour, supplied on the
moat reasonable terms.

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
Hon. A. N. Hood, tickets may bo obtained for inspecting
the Royal gardens at Frogmoro, the Royal Dairy in the
Homo 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. Dulce 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
rhas graciously directed a similar care to be shown."

Mr. Stuart Mill at St. Andrews
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 Laws. 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. Ile 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 isone of the most inexhaustibleof all topics;
was to its first explorers. and is still as fresh to those who came to it with a
fresh mind as it
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 succeksors,ile order to qualify them
for at least keeping up and if possible, raising the
level of improvement which has been attained,"
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-
cine, 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 ;
and 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
cportinvpataeraitnd
i
veulcn
yefree:t' who are under the strongest
S 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. After some ob-
servations on the duties of the lower schools, 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 need be ignorant of the 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 they desire 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. And why ? Becauie 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 iu these islands until very lately were
written by Scotchmen. Reason, indeed, is begin-
ning to find its way by gradual infiltration even into
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
and reform even of Go-
vernments and Churches is not so slow that of
amendment
ar
e i n a
l mwaanyys slow,
,s ; but reforms worthy of
thename
schools, for there is the great preliminary difficulty of
fashioning the instruments—teaching the teachers.
If all the improvements in the mode of teaching
languages which are already sanctioned by expe-
rience were adopted into our classical schools, we
should soon cease 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 liinit of human
acquirement to know only one thing, bat to combine
a minute knowledge of one or a few things with a
general knowledge of many things. By a general
knowledge I do not mean a few vague impressions.
An eminent man, one of whose writings 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-
lie—a body of cultivated intellects, each taught by

its attairnnents in it 2 own province what real huow-

ledge is, and knowing enough of other subjects to be
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.

Ile thought the living languages should be acquired,
if possible, in the places in which they were spoken,
where a few months, if properly employed, would go
much further than as many years of school les-
sons. 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, be 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 had 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 whore 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."
(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 to 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
precious years of ecarrelynelicefsesabreyurirerhelpsaeriatbalyt
most
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 nitgat 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 phrases ? The
exercise in composition most suitable for the require-
ment of learners is that most valuable one of re-
translating from translated passages of a good author;
and to this might be added, what still exist in many
continental places of education, occasional practice
in talking Latin. There would be something to be
said for the time spent in the manufacture of
liedbe
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