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tice, or even hint, of their purpose-when no person was provided to meet it, and when those who were most interested in the fate and character of the institution, were known to be not even present. We have been left to hunt for the heavy charges understood to be brought against the college, as we could, in the public papers; -and, after this, that we should be expected to be accurate,-and that complaints should even be made, as they have been made by the learned gentleman, of the misrepresentations he has sustained on the part of the college, is really rather too much. What is this but first to condemn men in their absence, and then to condemn them for not having been present? I am, however, very willing to admit, that the doctrine of the benefits derivable from flagellation, may not have been maintained in the court of proprietors. This I know, that it has been maintained with the greatest zeal in the public papers. Even letting that pass, what, I ask, is meant by a school? the resolution before the court, all that is said is, "That masters should attend at stated hours, having proper authority for the due enforcement of obedience, learning, and moral conduct." If by this proposition it is meant, that the students are to enter the college when of the same age as at present, but that, while they are there, they shall be subject to the strictness of a scholastic system of discipline, I confess myself astonished that such a plan should be devised for the management of young men bordering on the age of manhood, and some of them already beyond that period. And what is to become of those youths in India, when, fresh from the hands of a schoolmaster, they are placed in a state of complete freedom, are encircled by temptations, and beset by low natives, ready and eager to purvey to all their vices ? The plan appears to me most dangerous. I have ever thought that the great benefit of such an institution as that which we now posssss-a benefit far beyond that of literary improvement-is the opportunity which it affords to the young student for the growth of those habits of self-control and self-reli⚫ ance, which can be adequately attained only under a liberal system of discipline. If it be contended, that it is impossible to form such habits at so early an age, I again demand, what is to become of your young writers, when immediately after wards they are transported to the ordeal of a residence in India? From the same quarters, however, in which a school is recommended, we are asked why parents may not be permitted to educate their children at the universities of Scotland? Are those who put the question aware of the species of discipline that prevails in the universities of Scotland? Lads some

times enter those seminaries, not merely at the age of sixteen, as is the case at the Company's college, but as early as fourteen or fifteen; and from the moment of their entering they are in a state of complete collegiate liberty. I do not speak so much with reference to the university of Edinburgh, where, although there is no sort of discipline whatsoever, yet the younger students generally reside with their families or friends, and are thus under the shelter and control of domestic authority. But go to Aberdeen or St. Andrew's, and you will find young students, and even of the age I have mentioned, living at large in lodgings, or in private apartments within the walls of their college; stimulated indeed to study, but the use of the rod totally unknown-nor, to say the truth, with the exception of a trivial fine, any punishment ever known but expulsion. I am not blaming this system; exactly the reverse. I know that the system succeeds; aud I therefore quote that fact as a strong practical proof against those who contend that, even at the age of eighteen or nineteen, pupils are to be managed only by the severe enginery of school-discipline.

But the proposition for a school may perhaps be intended to imply, what is, I believe, the opinion of some persons, that the Company's writers should be sent out at an earlier age than that at which they go on the present system; and indeed at an age so much earlier as to render a scholastic education exactly appropriate. They are, therefore, to be sent, for the two or three years immediately preceding their departure, to a school where they may be initiated in the oriental languages. The bare statement of such a project sufficient ly condemns it. I say nothing as to its effect in narrowing the range of Indian patronage. I speak only of its inevitable effect on the service. Even as matters are, the time allotted by the young writers to the acquisition of European literature, is sufficiently crippled; and this new contrivance would still further contract that period by two or three years. Is it possible to conceive a more unhappy arrangement? If it be said that the deficiency may be supplied after the arrival of the young student in the East, then I answer, that, even if we could suppose it possible for boys just torn from a school, and thrown loose into the midst of Indian luxuries, to begin a course of European studies, still this is to adopt the most preposterous of all inversions. For what can better deserve that character than a system under which the young writer receives the Indian part of his education in England, and the English in India ;—that is, under which he begins building at the top of the edifice, and builds regularly down to the foundation ?-{Laughter.)

trust. No doubt, in surrendering this power, the directors have made a sacrifice; but the sacrifice was necessary and, so far from being a ground of reproach against them, should be mentioned to their highest honor. My learned friend has been very severe on Mr. Malthus for the tone and language of his pamphlet. That able work is written, it seems, in a style little becoming a person who holds a situation by the gift of the court of directors. The author has presumed, it appears, to intimate that the opinions of the directors are divided on the subject of this institution. He has expressed himself in such terms with respect to the directors, as none of the Company's servants in the east have ever dared to use ;-in such terms, as, if employed by a governor-general, would have caused the instant dismissal even of that high minister. Now, with all respect to my learned friend, I could not, without some degree of surprise, witness his introduction of such a topic, considering the official situation in which he himself, as a member of that learned profession to which I also have the honor of belonging, has been placed by the court of directors, very honorably, I think, for both parties,and then recollecting the line of conduct which he usually adopts (acting, doubtless, from the conviction of his mind) in this court. Surely, say, considering all this, it is a little surprising, on the present occasion, to observe my learned friend's anxious care for the authority of the court of directors-his kind apprehension lest the court of directors should not be treated with the most perfect deference by persons holding offices under them, his watchful jealousy of all at tempts to introduce dissension or disunion into the directorial body. Without meaning, however, at all to dispute the propriety of these feelings, I would beg my learned friend to remember, on behalf of Mr. Malthus, that the freedom with which that gentleman has expressed himself, and which my learned friend so greatly blames, has not been systematic, but was dictated by a painful exigency that it has not been active and spontaneous, but strictly defensive-and that in fact Mr. Malthus has said nothing on this subject, which was not due to himself, and his brother professors, in consequence of the unjustifiable misrepresentations circulated respecting the administration of the college.

But I quit these topics, and advance to the heads of enquiry I have ventured to propośc. And first, with regard to the literature of the institution. Remote as this subject is, from the field of our ordinary discussions,-yet, were there time to treat it fully, and were I at all capable of doing it justice, I should not despair

of exciting a strong interest in the minds of my audience. But I feel that I am on every account bound to limit my demands on the attention of the court; and, having therefore to offer but a few words on this branch of the question, I will take care that those few shall be words of practice, not of theory.

My notion of an institution of this kind, is, that it ought to furnish the young persons who study at it with an appropriate education ;-appropriate, not merely in that wider sense in which the whole course of instruction is shaped with reference to the line of life equally destined for the whole body of the students, but also, individually, appropriate-appropriate in consulting those varieties of taste and talent, by which the minds of men are so markedly distinguished. In a word, it should be an academical institution. The perfection of a collegiate system of instruction I take to be this, that it shall at once provide for peculiarity, and for versatility of genius ;—that it shall at once afford scope to those who choose to concentrate their principal strength on one or two subjects, and to those who expand themselves over a greater number;-to those who are excellent in a few things, and to those who are conversant with many. In the university of Cambridge the candidates for degrees in arts are examined in one branch of knowledge, and in one alone,-that of mathematics; but of mathematics in the widest and most comprehensive sense of the term. Such a plan can hardly be thought to niake sufficient provision for the object which I have just described. In saying this, I shall not, I trust, be understood as speaking disrespectfully of that learned, and noble university, to which I feel the deepest obligations, and shall ever bear the strongest attachment. The truth is, that in its general system, the university of Cambridge, pays great respect, and extends very successful encouragements to the pursuit of other studies as well as of mathematics; but, taking the exami nation for degrees by itself, I cannot but consider the exclusive preference of any one particular department of knowledge, however useful or extensive, (and none can be more so than that of mathema tics,) as a defect. Oxford, who has formed her present system at a period comparatively recent, has had the opportunity of improving on the model afforded by her sister. Here there are two departments of examination, and, corresponding to these, two classes are formed of the candidates who distinguish themselves. The two departments are those of mathematics, and of classical litera ture or humanity; in which latter, a particular attention is paid to the ancient philosophy. Perhaps, we may consider

theology as forming a third department; for, though no separate honors are allotted to those who excel in this branch of knowledge, yet a competent proficiency in it is deemed indispensable to the attainment of a degree. With regard to the two other departments before-mentioned, all the candidates are expected to do something in each of them; but it is at the option of every individual, in which of them he shall shew himself peculiarly strong, if he does not choose to be strong in both. It appears to me that the principle here acted on, is admirable, and the system itself not far from perfection; although there may be room for doubt whether the number of subjects examined in, might not with advantage be increased. On this point, however, I do not presume to offer any opinion, with reference to the university in question. In the EastIndia college, certainly, a wider range of subjects was felt to be necessary; on what grounds I need not state, after the luminous manner in which the education requisite for the civil servants of the Company has been described and deduced by lord Wellesley. Lectures are there..fore given at the India college, on classical literature; in mathematical science; on the principles of law; in the oriental languages; and, I believe, also on the evidences of christianity; and in all these departments, the students, at stated times, undergo examinations. But it is not necessary that the student should divide his attention among these subjects in a ratio of exact equality; nor that every student should distribute his attention among them in exactly the same proportions with the rest. Different minds. nay incline to different objects; and while some are bent on a single object, others may love to embrace a multitude. Now the difficulty was, in contriving rewards for proficiency, to meet all this diversity of mental or intellectual character; and I cannot help thinking that the difficulty has been surmounted in a manner that does credit to the eminent persons by whom the system of instruction at the college was established. For it is a complete mistake to suppose, with the learned mover of the resolution, that the author of that system was the late Dr. Henley-the system was framed, on the maturest consideration, by men of the greatest judgment, ability, and attainments. The difficulty in question, I say, was surmounted at the college, by the adoption of a very simple, and, I will venture to call it,a very beautiful practical rule. It was this:that the same prize should be given to the student who stood first, in one branch of learning-to the second, in two branches-to the third, in three, and onwards in proportion. Thus the same reward is bestowed on the student,

whether he is pre-eminent in one subject -excellent in several, or complete in all. In other words, provision is duly made, both for peculiarity and versatility of genius. But then, the learned gentleman says, that the professors give each but two lectures a week, and represents them as spending the interval in pleasing indolence. Now, sir, there may be points connected with the college, on which my learned friend has not the means of such exact information as if the court had supported the motion for papers on a former day. On such points, therefore, a casual mistake may be unavoidable. But as to the number of lectures given by the professors, this, is in its very nature, a matter of notoriety, and within the reach of every man's investigation. The slightest inquiry, either at the college, or of any intelligent student, would have enabled my learned friend to ascertain the state of the fact with the utmost precision; and he would then have been in a situation to judge, whether in stating that the professors gave but two lectures a week, he should not be making an attack on men of principle and character, founded on utter misinformation. The truth is, that amongst those professors there are gentlemen who give twelve, eleven, ten, nine, and eight lectures a week, respectively. There is only one professor in the college who gives less than five, and even that gentleman gives four. But it is quite a mistake to consider lecturing as the whole of the bu siness and duty of the professors; for they are always accessible to the young men in their own apartments, and are perfectly ready to give any of them advice aud direction on the course of their studies.

Having thus taken, Sir, a rapid view of the system of instruction at the college, it is perhaps, natural to say something with regard to the men by whom that system is conducted. I should, however, consider myself as acting a very presumptious part, in pretending to offer any remark respecting the qualifications of the professors of the college, if the injustice with which those gentlemen have been treated, did not at once confer it as a right, and impose it as a duty, on all those who have had any opportunity of knowing their merits, to give them that commendation which they so well de serve. And, incompetent as I feel myself to form an unassisted judgment on the talents and acquirements of men so eminent, I may at least be allowed to bear a testimony, in which I know I should be supported by a great number of the ablest and most unbiassed opinions. I have, indeed, the honor and the happiness of knowing, personally, some of the professors; I have long known them; but I should not venture to give the result

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of any observations merely my own; what I wish to state in their favour is, that I have long known the reputation which they bear in the eminent university to which they belong; and that, some time before their introduction to the situations they now occupy, I had learned to respect and revere them for their talents, virtues, and attainments. (Hear! hear!) Nor can I help adding it, as a high compliment to the directors as well as to the professors themselves, that they owed their connection with the college (I believe this may be said of all, I know it to be true of most)-not to the influence of favour or interest, but to the irresistible recommendation of an exalted character. ~{Hear! hear!) With respect to the Principal, let me be permitted to observe, that in extent, richness, and accuracy, both of learning and of science, I believe him to have few equals; and, on the authority of most impartial and most competent testimony, I am well satisfied that the lectures he delivers at the college, for every quality that can either bespeak talent in the instructor, or communicate improvement to the pupil, are not surpassed by the very ablest of those delivered at the universities. (Hear! hear!) Mr. Professor Le Bas, also, I may be allowed to say a few words-because it will be admitted that I speak impartially of him, when I declare that my acquaintance with him was entirely formed in the severe field of public examination. I had the honor, more than once, of being one among other competitors, with Mr. Le Bas for academical prizes. It will not be supposed that those contests are of a trivial or indifferent nature, when I state, that in the last of them, one of the examiners was the most accomplished classical scholar of our times-I need scarcely mention the name of Porson. Even yet, indeed, It is impossible to recal the remembrance of those youthful trials without a feeling approaching to alarm. But I venture to introduce these details only with a view of giving to my humble testimony in favour of Mr. Le Bas, the one merit to which, if to no other, it is entitled-that of impartiality. Let me be allowed, therefore, to pronounce him deserving of every distinction which can be employed to adorn moral worth or literary ability. Indeed, I am so sensible, sir, that I must have appeared guilty of great egot ism, in presuming to couple my own name with that of so eminent a person as Mr. Le Bas, that I cannot help adding what I am sure those who hear me will already have guessed-that, on occasion of the examination alluded to, he was the successful competitor.(Hear! heur !) Of Mr. Malthus, who was also of the university of Cambridge, I need not say a single word-in fact, he is of no

university. By his admirable works he bas made every literary society throughout Europe equally his own. (Hear! hear!) Nor need I expapatiate on the uncommou merit of the oriental professors—a subjeet with which the majority of those who hear me must be perfectly familiar, and on which there cannot be more than one sentiment. To say the truth, it has not been without great reluctance that I have touched on this topic of character, though perfectly confident of the ground on which I was about to enter. But I felt that it was incumbent on me. Injured as the persons in question have been, I felt an irresistible impulse to give them all that I was able-the tribute of my sincere and unbiassed attestation. have spoken from no motive but the love of justice ;-from no interest, direct or indirect, except the interest we all have in upholding the cause of truth and vir tue. (Hear! hear!)

Such is the system, sir, of the college; and such the persons by whom that system is managed. But, after all, it may be asked, whether there is any positive evidence of the good fruits of the institution, as shown in the actual proficiency of.. the students. My learned friend, and other gentlemen, have remarked, at great length, on a particular report of the college council to the college committee-a report necessarily confined to a single term, and, on the face of it, conceived in terms of comparison, and containing no substantive information whatever. The report states, that the students had not paid so much attention to European h terature as had been shewn to it at some former periods, but that the Asiatic languages (the great object of the institution, in the opinion of the gentlemen on the other side), had been cultivated with more than usual success. On this statement an argument has been raised, that the young men are left to study what they please, and are subject to no control on the part of their teachers. The short and the decisive answer to all this is, that the report, as I have said, is in its very terms comparative. Those who are acquainted with the universities, know very well that it is, with reference to the results of the annual examination, in common parlance to say, "This is not so good a year as usual;" or " Both our last years have been below par." Now if it were a part of the constitution of the universities, that the leading academical authorities should periodically report to some superior tribunal, the state of literature among the students, their reports must of course no tice such fluctuations in the general level of acquirement as I have noticed. On this supposition, with what ease might mu tilated extracts of the documents in ques➡ tion he dragged forth and commented ou