great master of the δυναμις ευρετικη (Caledonicà ευρητική! ED. REV.) from whom this objection proceeds, before he composes his next declamation against the University of Cambridge, amuse himself, some evening, with solving the questions contained in one of the papers for the higher classes in the ensuing collection. Let him take, for instance, the paper by *Mr. SOWERBY (page 78); which is particularized to avoid the obvious unpleasantness of selecting from the productions of the living. Or, if this requisition should be thought too troublesome to be acceded to, and the objector be, as report says, a Professor of Natural Philosophy, let him place that paper, for * Μετέβη δἐς ἀμέινονα χῶρον!! The University has had to lament the death of this valuable person, who sunk under a decline in the the prime of life. Many, to whom he was endeared by whatever is amiable in manners, will cherish the remembrance of him with unabating affection. It would be an easy, and, to the writer of this note, a pleasing task, to dwell upon the mildness of his virtues, the rectitude of his principles, the vigour of his faculties, and the extent of his attainments. This is not, however, the proper place for a delineation of his character. For what has been said, no apology will be offered, even should these observations be deemed somewhat out of season." Who will venture to condemn that feeling which arrested the mind at the recollection of a much-respected name, and bade it pause, for a moment, to muse on moral and intellectual excellence prematurely lost? Who would not be mortified by the reflection that a man such as He is known to have been, was permitted to depart without one public tribute to his memory? two hours, before his most favourite pupil, at the close of his studies. Let him examine his investiWe will be very gations and tell us the result. candid: we will take the Professor's word for the number of problems of which the solution may be effected; and his judgment for the legitimacy of the methods and the truth of the results. Let us hope that so fine an opportunity will not be neglected; and that we shall soon witness a grand display of the analytical powers of a mind instructed, of course, according to his own principles, to despise the synthesis of Newton, and to operate with the calculus of the sines. We will, in the mean time, content ourselves with predicting that, whatever calculus may be employed, the student will not have to complain that his inventive powers were left un exerted.† It has been already observed, that a systematic reply to objections is not, on the present occasion, + We would relieve the distress which the objector seems to feel, when describing the fancied labours of our Under-graduates, by assuring him that no "young man studying mechanics is compelled to get by "heart the whole of the heavy and verbose demonstrations contained in "Keil's Introduction." It is highly probable, however, that the objector and the present writer would differ materially as to the books which they might recommend to "a young man studying mechanics." to be expected. The most formidable of our adversaries has, however, been fairly met. Is it too much to presume that the attack has been somewhat more than repelled? Let the enemy look to himself.Were it worth while to become the assailants, is it quite certain that his own entrenchments are absolutely impregnable? A wild and unexampled hostility to established discipline is that harsh characteristic of the times which rendered it highly desirable that whatever was advanced in defence of it should consist of something more substantial than general assertions and metaphysical reasonings. While the advocate for University education can appeal to such FACTS as are presented in this book, we may rationally hope that credulity itself will not be widely misled. In what Academical institution, it may be asked, beside the University of Cambridge, are the Philosophical attainments of the students, of an order high enough to admit of discrimination, by methods such as the subsequent pages exhibit? INVENTION-GENIUS-THE PHILOSOPHICAL SPIRIT these rare and splendid endowments are destined for ascendancy wherever they appear: and wretched indeed would be the policy of that plan of instruction which should fail in vindicating to them their natural superiority. But by far the largest portion of intellect, on which education has to operate, consists of that which is capable of the reception and retention of truths fairly presented to it: which, by diligent observation, acquires moderate notions of the application of which those truths are susceptible, and, by practice, a useful faculty of accomplishing that application. The principles by which a system of truly liberal and effectual education ought to be guided, may, from these considerations, be deduced with sufficient distinctness and certainty. It will be rigorously demanded that truths important in themselves, legitimately deduced, and well-connected with each other, become, by unwearied reflection on their proofs and dependencies, as familiar with the student as the first principles of human knowledge: and opportunities will be afforded, by regular gradations of difficulty, for the employment of these truths in the investigation of new ones. There must be much that industry may secure, and something that genius may grasp after. By inflexibly requiring that knowledge should be thus combined with its application, genius will be taught the wholesome necessity of study, and industry may be stimulated to the exercise of invention. The truths of Natural Philosophy appear to form the best ground-work for Academical education.The information which they convey is of incalculable importance; they are regularly derived from the simplest notions; and the application of which they are capable is boundless as the universe. From the ardour natural to youth, it is greatly. to be feared that the knowledge of facts will be deemed all that is necessary for future enquiries.This knowledge might be obtained from the bare enunciation of propositions, or from a table of contents. A just taste in Philosophy can only be acquired by a profound and scrutinizing attention to the methods adopted by the great Masters of Science. It is not enough that a student has gone through a demonstration, or that he has verified every step.— He must dwell upon it, till the whole can be surveyed, as it were, at one glance. He must stay to estimate the value and tendency of the proposition, and to contemplate the situation which it holds in the general system. It is only by such cautious proceeding that his acquirements can be, at once, solid and permanent, and dignified and effective. All this is true, whether the study of Mathematical Philosophy be pursued for its own sake, or as a discipline by which b |