and Louis used to amuse1 the children with riddles from a collection called the 'Mercure de France.' Cléry put the boy to bed, after he had said his prayers to his mother. At such moments as he could steal, in the evening, when the dauphin was going to bed,3 and when the royal family was supping, Cléry told them such news as he was able to learn. He had contrived to hire a crier, who came every evening, and posting himself under the windows of the Temple, called out the chief events of the day as loud as he could, under the pretence of selling the journals. Cléry stationed himself in the little room in the turret of the third floor, and listened to the crier's report 5 of what was going on in the Convention, in the Commune, and the news of the armies. After supper the king parted from his family and went up to his little room, where he read till midnight. He read Montesquieu, Buffon, Hume's history in English, the Latin and Italian classics, and the Imitation of Jesus Christ, in Latin. It is said that when he left the Temple he had got through a great number of volumes of different works.-(GEORGE LONG, France, and its Revolutions.) 7 PROFESSIONAL EDUCATION. 9 In those who were destined for the church, we would undoubtedly encourage classical learning, more than in any other body 11 10 of men; but if we had to do with a young man going out into 12 public life, we would exhort him 5 6 to contemn, or at least not to affect the reputation of a great scholar,1 but to educate himself for the offices of civil life. He should learn what the constitution of his country really was-2 how it had 3 grown into its present statethe perils that had threatened it—the malignity that had attacked it-the courage that had fought for it, and the wisdom that had made 4 it great. We would bring strongly before his mind the characters of those Englishmen who have been the steady friends of the public happiness; and, by their examples, would breathe into him a pure public taste, which should keep him untainted in all the vicissitudes of political fortune. We would teach him to burst through the well paid, and the pernicious cant of indiscriminate loyalty; and to know his Sovereign only as 7 he discharged those duties, and displayed those qualities, for which the blood and the treasure of his people are confided to his hands. We should deem it 9 of the utmost importance, that attention was 10 directed to the true principles of legislation—what effects laws produce upon opinions, and opinions upon laws-what subjects are fit for legislative interference, and when men may be left to 11 the management of their own interests. The mischief occasioned by bad laws, and the perplexity which arises from numerous laws-the causes of national wealth-12 the relations of foreign trade-13 the encouragement of manufactures and agriculture-the fictitious wealth occasioned by paper credit-14 the laws of population-the management of poverty and mendicity-the use and abuse of monopoly-the theory of taxation-15 the consequences of 8 9 Do not translate it,' in such phrases. 10 Use the subjunctive, here, after the adjective important,' followed by that,' on which adjective was' directly depends; and see page 148, end of note 10. 11 when one may (use pouvoir) leave to men.' 12 wealth of nations.' 4 the public debt. These are some of the subjects, and some of the branches of civil examination,1 to which we would turn the minds of future judges, future senators, and future noblemen. After the first period of life had been given up 2 to the cultivation of the classics, and the reasoning powers were now beginning to evolve themselves, these are some of the propensities in study which we would endeavour to inspire. Great knowledge at such a period of life, we could not convey; 5 but we might fix a decided 6 taste for its acquisition, and a strong disposition to respect it in others. The formation of some great scholars we should certainly prevent, and hinder many from learning what, in a few years, they would necessarily forget; but this loss would be well repaid-if we could show the future rulers of the country that thought and labour which it requires to make a nation happy—or if we could inspire them with 7 that love of public virtue, which, after religion, we most solemnly believe to be the brightest ornament of the mind of man.-(SYDNEY SMITH.) FEMALE EDUCATION.S ONE of the greatest pleasures of life is conversation;-and the pleasures of conversation are of course enhanced by every increase of knowledge: 10 not that we should meet together to talk of alkalis and angles, or to add to our stock of history and philology-though a little of these things is no bad ingredient in conversation; but let the subject be what it may,11 there is always a pro 1 examen pour les emplois civils. 2 'to give up,' here, consacrer. -'had been; use the compound of the conditional. 3 et alors que; and leave out 'now'. 4 les facultés intellectuelles. 8 Education des femmes. page 145, note 8. 9 See page 50, note 8. 10 The plural is used, in French, when the word is taken in its general sense; but we should say la connaissance d'une langue, 'the knowledge of a language,' i. e., of some particular thing. 11whatever the subject may See be (pres. subj. of être).' digious difference between the conversation of those who have been well educated and of those who have not enjoyed this advantage. Education gives fecundity of thought, copiousness of illustration,1 quickness, vigour, fancy, words, images, and illustrations-2 it decorates every common thing, and gives the power of trifling without being undignified 3 and absurd. The subjects themselves may not be wanted upon which the talents of an educated man have been exercised; but there is always a demand for 5 those talents which his education has rendered strong and quick. Now, really, nothing can be further from our intention than to say anything rude and unpleasant ;7 but we must be excused for observing that it is not now a very common thing to be interested by the variety and extent of female knowledge, but it is a very common thing to lament, that the finest faculties in the world have been confined to trifles utterly unworthy of their richness and their strength. sex 10 6 8 12 The pursuit of knowledge is the most innocent and interesting occupation which can 9 be given to the female can there be a better method 11 of checking a nor spirit of dissipation, than by 13 diffusing a taste for 14 literature. The true way to attack vice, is by setting up something else against it. Give to women, in early youth, something to acquire, of sufficient interest and importance to command the application of their mature faculties, and to excite their perseverance in future life; 15 teach them, that happiness is to be derived from the acquisition of knowledge, as well as the gratification of vanity; and you will raise up a much more formidable barrier against dissipation, than a host of invectives and exhortations can supply.16 3 It sometimes happens that an unfortunate man gets drunk with very bad wine-not to gratify his palate but to forget his cares :1 he does not set any value on what he receives, but on account of what it excludes ;- 4 it 5 keeps out something worse than itself. Now, though it were denied that the acquisition of serious knowledge is of itself important to a woman, still it prevents a taste for silly and pernicious works of imagination; it keeps away the horrid trash of novels; and, in lieu of that eagerness for emotion 8 and adventures which books of that sort inspire, promotes a calm and steady temperament of mind. A man who deserves such a piece of good fortune,10 may generally find an excellent companion 11 for all the vicissitudes of his life; but it is not so easy to find a companion for his understanding, who has similar pursuits with himself, or who can comprehend the pleasure he derives from them. We really can see no reason why it should not be 12 otherwise; nor comprehend how the pleasures of domestic life can be promoted by diminishing the number of subjects in 13 which persons who are to spend their lives together take a common interest. thus a much more soucis, here, not soins. We 4 what he receives what it excludes.' Very bad sentence: 'it' relates to the first 'what ('what he receives excludes'); so the sentence comes to this, . 'but on account of what what excludes.' See, for a reflection fully |