important trusts the greatest ability and integrity, "science and conscience."

In the exercise of this virtue there was not any merit peculiar to Bacon. It was the common sympathy for intellect, which, from consciousness of the imbecility and wretchedness attendant upon ignorance, uses power to promote merit and relieve wrongs. It passes by the particular infirmities of those who contribute any thing to the advancement of general learning: judging it fitter that men of abilities should jointly engage against ignorance and barbarism.

This truth, necessarily attendant upon all knowledge, is not excluded from judicial knowledge. It has influenced all intelligent judges: Sir Thomas More; the Chancellor de l'Hôpital; Lord Somers, to whom he has been compared ; d'Aguesseau; Sir Edward Coke, and Sir Matthew Hale. Bacon's favourite maxim therefore was, "Detur digniori: qui beneficium digno dat omnes obligat;" and in his prayer, worthy of a Chancellor, he daily said, "This vine which my right hand hath planted in this nation I have ever prayed unto thee that it might stretch her branches to the seas and to the floods."

EDUCATION.

How shall our reason be guided that it may be right, that it be not a blind guide, but direct us to the place where the star appears, and point us to the very house where the babe lies?

EDUCATION.

THE objects of education are to form virtuous habits, to impart knowledge, and to generate a desire to know; of which three a desire to know is the most important. It" is the very soul of education, without which she is only as a statue, lovely, indeed, to behold, but dead and motionless."

The attainment of these objects depends upon knowledge by the preceptor of the springs of human action and upon his acting in obedience to his knowledge:-upon his understanding the art of forming habits, by precepts and by example, and the art of communicating his knowledge, the "Mollia tempora fandi,”—and the art of exciting desire, by stimulating it if torpid, and by restraining it if excessive.

This swift business

I must uneasy make, lest too light winning
Make the prize light.

All zeal for improvement must be appalled by the difficulties which impede this part of education. It is not by the exertions, but by the temperament and example of the instructor, that the mind is awakened to be ever alive and ever active. It is seldom effected by direct education; it