While this world lasts,

for the felicities of heaven itself. I doubt not but the pleasure and requests of these two entertainments will do so too; and happy those that content themselves with these, or any other so easy and so innocent, and do not trouble the world or other men, because they cannot be quiet themselves, though no body hurts them."

Such movements in the direction of thorough education, once fairly started, we may, in time, reasonably hope to leaven the masses with a genuine and intelligent appreciation of art; while, from the additional thousands subjected to its influence, and thus afforded opportunities of evolving what powers they may possess, will be winnowed the artists, teachers, and professors of the future, and will also spring that general taste which calls for and appreciates excellence in the various departments, from the highest efforts of genius, to a wall paper, or an article of dress.

There will then be fewer complaints from intelligent manufacturers, that they require to furnish articles which will sell in quantity, instead of what they themselves know to be in better taste; and, on the other hand from purchasers, that they are compelled to make their selection from articles submitted, not because of liking them, but from their being the best to be had. Manufacturers and the public thus mutually act and react on each other, neither being entirely to blame. Art education will reach and ultimately benefit both.

Government, recognizing though tardily the vital importance of the fact that a knowledge of design is only to be attained by such means, and desirous that we should maintain our position with other nations, who have long

enjoyed these privileges, has already established Schools of Design throughout the country. Of such means the public ought to avail themselves to the largest extent, so that the number of schools would soon require to be greatly increased, and at the same time elevated in character. No danger of trenching on our Universities, even although these branches were taught, as they ought to be, within their time-hallowed precincts. Let them still keep ahead in all branches of education, and have teaching of a yet higher order for advanced students who have already acquired elementary knowledge, preserving a relative advance on the education of the day; for Universities are, or ought to be, fountain-heads of learning.

Neither art, science, nor literature, however desirable in themselves, we have seen, can civilize a people apart from religion, or in conjunction with degraded forms of Christianity. In recommending these studies, we therefore pre-suppose a moral and religious education, after which the "whatsoever things are lovely," although elsewhere abused, ought not therefore to be passed by. "As to the business of the GRACES," says Bishop Horne, 1 "before the gloss can be given, a substance must be prepared to receive it; and solid bodies take the brightest polish." We understand by education nothing short of the definition of the term given by Milton, in his letter to Master Hartlib. "I call, therefore," says he, "a complete and generous education, that which fits a man to perform, justly, skilfully, and magnanimously, all the offices, both private and public, of peace and war."

Anniversary Sermon preached before the Society of Gentlemen educated in the King's School, August 26th 1784. 4to Ed., p. 19.

"The intent of Education," says Rollin in his Belles Lettres, "is to inculcate Knowledge, Morality, and Religion: To adorn the mind with learning; form the heart by principles of Honour and Probity; and to complete the whole by giving it the last degree of Perfection, in making us good Christians."

In the present day many are becoming alive to the paramount importance of education—a subject in which all are alike interested; numerous schemes are being propounded and discussed; a desire is being manifested for the elevation of our university systems,1 and a deep conviction is at the same time abroad, that the masses must be in some way reached and leavened with sound instruction. Education in the proper sense of the word has been too long neglected, too long left to take care of itself, and too frequently considered as an amount of drudgery to be got through by teacher and pupil in the acquisition of certain rudiments. Such a misconception strikingly contrasts with the large and enlightened views of our Bacon and Milton, men in some respects far in advance of their own, and even of the present age; men who legislated for that future which we would hope is fast approaching, when nothing short of the leading out and training of all the faculties-moral, intellectual, and physical-assigning to each its relative importance and place, towards the formation of the perfect man, will be considered worthy of being called education. Refined taste, calling into exercise the intellectual

1 See Professor Blackie's admirable Letter on this subject.

2 As exhibiting the educational influences of life, outward environments, &c., in training the mind, we would recommend the late Hugh Miller's fascinating work. "My Schools and Schoolmasters."

faculties, with the emotions of the heart, and elevating these to the Great Source of all Beauty, will ever discover new fields of interest.

The ever-varying combinations and effects of light and shade, form and colour, everywhere perceived by the educated eye, afford new and never-failing sources of delight. To render thousands capable of thus more fully enjoying the marvellous works of the Creator, and the efforts of human genius; or, in other words, to enlarge the perception of the beautiful by educating the taste, so that the greatest amount of pleasure may be derived from the greatest number of pure sources, we regard as a matter of the utmost moment, and only second in importance to the vital teachings of Christianity, and those outward decencies which ever follow in its wake.

If the devil be the father, idleness is the mother of sin-let, then, means of wholesome mental occupation and recreation be freely furnished to the people. Preoccupy the mind with what is good, and there will be less room for the bad: the one requires laborious culture, the other is indigenous to fallen humanity. "Thelwall," said Coleridge, "thought it very unfair to influence a child's mind by inculcating any opinions before it should have come to years of discretion, and be able to choose for itself. I showed him my garden, and told him it was my botanical garden. 'How so?' said he, ‘it is covered with weeds.' 'Oh,' I replied, that is only because it has not yet come to its age of discretion and choice. The weeds, you see, have taken the liberty to grow, and I thought it unfair in me to prejudice the soil towards roses and strawberries." Let pure religion and pure art go hand in hand, the latter respectfully

keeping its own place, and we may speedily look for a better state of things throughout the world.

In this Division we have viewed Art with its varied sympathies and analogies, in relation to nature and the soul of man, and endeavoured to point out its "high capabilities." We have spoken of the artist, enumerating some of his requisite qualifications; we have then spoken seriatim of the different arts, endeavouring to present their characteristics, and throw out suggestive hints regarding each. To have written complete systematic treatises, would almost have required as many volumes at command for each, as we have had pages; and mere encyclopædia-article outlines would not have served our

purpose.

We have seen the beauty of Grecian and Gothic architecture produced by an adherence to certain given mathematical ratios.

We have seen the beauty of the Statue regulated by the same positive laws, in strict conformity with which, the marble block, receiving the impress of thought, is wrought till

"The statue's silence is the Sculptor's voice!"

We have also seen the Painter striving to embody the outward beauty of nature, as a means of presenting moral beauty to the mind; every line, hue, &c., employed by him being in accordance with the actual or possible in nature, and subject to the same laws.

We have heard the Poet-in his "singing robes" walking the earth, yet

"Thick as stars,

Around him all the sanctities of heaven,"