The American Quarterly Review Part 2

But few appellatives, in their received acceptation, would be found to correspond with their derivative meaning. The French have their "Bachelors" and "Masters of Sciences," but these terms are not more significant; whilst "Doctor" too often means any thing rather than _doctus_--"Qui dit Docteur ne dit pas un homme docte, mais un homme qui devrait etre docte."

Every well devised system of education should combine an attention to language; to the sciences relating to magnitude and numbers; and to those that embrace the phenomena of mind and of matter.

Little doubt, we think, can exist in the minds of the intelligent, that the ancient languages should form one element. Much has been said, and much will continue to be said, on both sides of this question, into which we do not propose to enter: admitting, however, that the Latin language, for example, is less necessary now than when it was the exclusive language of the learned, and that the modern languages have emerged from their then _Patois_ condition, and risen in relative importance, a certain knowledge of that tongue, as well as of the Greek, ought still to form part of the education of every gentleman. The mind of youth cannot be better engaged, during the early period of their university career, than in becoming acquainted with the cla.s.sic models of antiquity, and practised in the habits of discrimination which the study engenders. Whether it should be prosecuted to the extent inculcated at the English universities, and to the comparative exclusion of other subjects, is another question. In this country, at least, the course would be injudicious and unfeasible, and has been canva.s.sed by Mr. Gallatin with that gentleman's usual felicity of exposition. The ill.u.s.trious founder of the University of Virginia appears, however, to have had different views on this subject from those we have expressed; and views which appear somewhat inconsistent with freedom of graduation in the separate schools.

In the earliest copy of the enactments, (1825,) we find it stated, amongst other matters relating to the attainment of honours, that "the diploma of each shall express the particular school or schools in which the candidate shall have been declared eminent, and shall be subscribed by the particular professors approving it. But no diploma shall be given to any one who has not pa.s.sed such an examination in the Latin language as shall have proved him able to read the highest cla.s.sics in that language with ease, thorough understanding, and just quant.i.ty. And if he be also a proficient in the Greek, let that too be stated in the diploma; the intention being that the reputation of the university shall not be committed but to those, who, to an eminence in some one or more of the sciences taught in it, add a proficiency in those languages which const.i.tute the basis of a good education, and are indispensable to fill up the character of a 'well educated man.'"

Without dwelling on the unreasonableness of denying a diploma to one who has sufficient knowledge of mathematics, or chemistry, or of natural or moral philosophy, because he may not be thoroughly acquainted with Latin, we cannot avoid expressing our surprise that it should not have struck that philosophic individual, and his respectable colleagues, as being a total prohibition to graduation in certain departments. To be able "to read the highest cla.s.sics in the Latin language with ease, thorough understanding, and just quant.i.ty," would, of itself, require as much time as the majority of our youths are capable of devoting to their collegiate instruction. Accordingly, we find, from the printed enactments, that the faculty judiciously suggested a modification of the rule relating to graduation, which was confirmed by the board of visiters. As it now stands, it merely requires that every candidate for graduation, in any of the schools, shall give the faculty satisfactory proof of his ability to write the _English language_ correctly.

For a _university degree_, then, the subject of ancient languages should certainly be one element. This, we believe, is conceded in all colleges: at least, the only exception with which we are acquainted, is that of William and Mary, in Virginia.

As little doubt can there be, with regard to mathematics; which has, in some inst.i.tutions, been esteemed the study of primary importance. The utility of a certain acquaintance with numbers and magnitude, is obvious in every department of life; but the greatest advantage from the study, is the precision and accuracy which it gives to the reasoning powers.

When the student has attained this more elementary instruction, he is capable of undertaking, satisfactorily, the study of physics, and of becoming acquainted with the bodies that surround him, and the laws that govern them, as well as of entering upon the science of moral philosophy, and of comprehending the interesting subject of his own psychology.

These seem to be the only departments that need be acquired for a university degree. They embrace an acquaintance with the ancient cla.s.sics, and the philosophy of language, as well as with mathematical, physical, and metaphysical facts and reasonings; and their acquisition enables the student to enter upon professional or political life with every advantage.

We have said nothing, it will be observed, of the modern languages. The valuable stores to be drawn from these, especially from the French and German, are, of themselves, attractions which render unnecessary collegiate restraint or recommendation. No one can now be esteemed well educated, who is thoroughly ignorant of them.

It has been remarked that the student is permitted, in the University of Virginia, to graduate in the separate schools; and that an evil exists there, in no course of study being advised. The consequence of this is, that few can be expected to remain, for any length of time, at that inst.i.tution. We would by no means interfere with this graduation in the schools; but, in addition to this, there ought, we think, to be some goal of more elevated attainment, which might excite the attention and emulation of those whose opportunities admit of their being well educated. Let it bear the t.i.tle of _Bachelor of Arts_, or _Master of Arts_, or _graduate_, and, if a definite meaning be affixed to it by the college authorities, it cannot fail to be as well understood as the unmeaning terms, soph.o.m.ore, freshman, senior-wrangler, &c. and let the requisites for this higher honour be graduation in, or a sufficient knowledge of ancient languages, mathematics, natural philosophy, and chemistry and moral philosophy. If this plan were universally adopted, a certain degree of uniformity might exist amongst the different colleges: the degree would be received as the test of literary merit, and the possessor be proud of appending the t.i.tle to his name. At present, as Mr. Sparks has correctly observed, the "diplomas of this country, as they are now estimated in the United States, appear to be of little value."

The only other topic on which we shall pause, relates to the mode in which instruction should be conveyed, and to the examinations to be inst.i.tuted, with the view of ascertaining comparative merit, and of exciting emulation. On this subject, as is well known, the English universities of Oxford and Cambridge, and that of Dublin, differ essentially from the Scotch and many others: the latter teaching, solely, by lectures delivered orally. The most successful plan is that which combines both lectures and examinations. It is but rarely, that a text book can be found to suit the views of the professor, and no student pays the same degree of attention to a written composition. Even in the departments of ancient languages and mathematics, where the combination of lectures with examinations would appear most difficult, a praelection, explaining the various points of the subsequent examination, may be, and often is, premised with striking effect. In the ordinary method of teaching the cla.s.sics, little attention is paid, except to the vocabulary; and many a student has thumbed his Horace for the fourth or fifth time, without being aware of the import of the philological, geographical, historical, and other allusions, with which the inimitable productions of the satirist abound. The vocabulary is but the key, that unlocks these various treasures. In a well devised praelection, _things_ can be thought as well as _words_. We do not, indeed, know any department of science or literature, in which a union of praelections and examinations may not be employed with advantage. There is, however, another and a more serious objection to confining a student, in most branches at least, to a text book:--the professor is not stimulated to keep pace with the rapidly improving condition of science. If indolent and devoid of enthusiasm, he confines the youth closely to the text,--takes no pains to advance him farther,--and the student leaves the inst.i.tution with the most insufficient instruction on the subject.

The text books which are used at this time, in some of our colleges, and have been so for the last fifty years, are melancholy evidences of the imperfect mode in which particular studies are taught there, and of the absence of all progress on the part of the teachers.

We believe the very best system of instruction, where it can be adopted, is:--to recapitulate the subject of the preceding lecture, and, after the lecture of the day, to examine the cla.s.s thoroughly on the last lecture but one. In this manner, the facts and theories of a science are impressed three times, upon the memory of the pupil; and if, after this, he is unable to retain them, he must be p.r.o.nounced incorrigible. This plan we conceive to be the superlative; and to this conclusion we are led, not from theory simply, but from practice.

The nature of certain subjects, and the shortness of time appropriated, in some inst.i.tutions, to lecture, may, occasionally, preclude its fulfilment: the nearer it can be accomplished, the better. Under this plan, the text book becomes a matter of comparatively trifling moment,--as the student will, of course, be understood to come prepared for examination on the subject of the lecture, as delivered _ex cathedra_.

With regard to _public examinations_, we need not dwell on the question of their policy. All well-regulated universities in this country and Great Britain, at least, have a system of rewards, as well as of punishments; and this uniformity may be esteemed a fair criterion of the opinions of the wise and reflecting of those countries on this topic.

However desirable it may be, that mankind should do their duty without fear or expectation, every day's experience testifies that the hope of reward, or the dread of punishment, powerfully influences their exertions, not only for temporal, but eternal purposes.

In the German universities, there are neither daily, nor semi-annual, nor annual examinations; and, accordingly, we are not much surprised to find them objected to by some who had received their education in that country. The difference, however, which prevails upon this point in the best colleges of different parts of the globe, ought to have suggested some slight qualification of the sweeping censures that were pa.s.sed upon the system in the Convention. "The semi-annual examinations," says Dr.

J. Leo Wolf, "as recommended by some of the gentlemen of the Convention, lower the student to the rank of a schoolboy, while, being a man, as he ought to be, they are useless, for he will know that it is for his own good, to be a.s.siduous in his studies. Moreover, the result of his studies is proved at the time when he desires to graduate, and to be licensed for the practice of his profession. Then he must pa.s.s a strict rigid and public examination; and this I should warmly recommend. In Prussia, these examinations are particularly severe, but quite impartial and recorded." P. 251. So far as we can judge from the involved and almost unintelligible twaddle contained in the address of Mr. Woodbridge on the subject of discipline, we should conceive him opposed to these as well as to all other means, which would excite the _emulation_ of the student; thus discarding, on faulty metaphysical speculation, one of the most powerful stimuli to all literary and honourable distinction; and which, if rightly directed, can never, in collegiate life, act otherwise than beneficially. Granting, then, that annual, or semi-annual public examinations are of excellent policy in all higher schools, it remains to inquire into the best mode of conducting them. The oral system is that received into most of our colleges. In it the students are necessarily interrogated on different subjects, so that it becomes a matter of difficulty, nay of impracticability, to determine, with any accuracy, their relative standing. Added to this, if the cla.s.s be numerous, it is impossible to put a sufficient number of questions to each individual; and the bold and confident, will ever exhibit a manifest advantage over the timid and retiring. In every respect, the oral, seems to us to be inferior to the written examination, where either is practicable. In the departments of the languages--ancient and modern--an admixture of the two would always be requisite, for the purpose of determining the student's acquaintance with quant.i.ty or accent, etymology, syntax, &c.

The plan universally adopted into the higher schools of England, is that by written answers. The students of a cla.s.s are all furnished with the same questions; and the answers to these are written in the examination room. All communication between the examinants is prevented; and no book allowed to be brought into the apartment. After the expiration of a certain time the answers are collected.

The English method has, so far as we know, been received into one of our universities only--the University of Virginia. It has now been practised there for five years; and, we have reason to believe, the results have been such, as to satisfy the faculty of its pre-eminence over the methods usually practised. The following is its arrangement as published in the _Virginia Literary Museum_.

"1. The chairman of the faculty shall appoint for the examination of each school, a committee consisting of the professor of that school, and of two other professors. 2.

The professor shall prepare, in writing, a series of questions to be proposed to his cla.s.s, at their examination, and to these questions he shall affix numerical values, according to the estimate he shall form of their relative difficulty, the highest number being 100. The list, thus prepared, shall be submitted to the committee for their approbation. In the schools of languages, subjects may also be selected for oral examination. 3. The times of examination for the several schools shall be appointed by the chairman. 4. At the hour appointed, the students of the cla.s.s to be examined shall take their places in the lecture room, provided with pens, ink, and paper. The written questions shall then, for the first time, be presented to them, and they shall be required to give the answers in writing with their names subscribed. 5. A majority of the committee shall always be present during the examination; and they shall see that the students keep perfect silence, do not leave their seats, and have no communication with one another or with other persons. When, in the judgment of the committee, sufficient time has been allowed for preparing the answers, the examination shall be closed, and all the papers handed in. 6. The professor shall then carefully examine and compare all the answers, and shall prepare a report, in which he shall mark, numerically, the value which he attaches to each: the highest number for any answer being that which had been before fixed upon as the value of the corresponding question. For the oral examinations, the values shall be marked at the time by the professor, with the approbation of the committee, but the number attached to any exercise of this kind shall not exceed 20. 7. This report shall be submitted to the committee, and if approved by them, shall be laid before the faculty, together with all the papers connected with it, which are to be preserved in the archives of the university. 8. The students shall be arranged into three separate divisions, according to the merit of their examinations as determined by the following method. The numerical values attached to all the questions are to be added together, and also the values of all the answers given by each student. If this last number exceeds three-fourths of the first, the student shall be ranked in the first division; if it be less than three-fourths, and more than one-fourth, in the second; and if less than one-fourth, in the third."

This scheme combines the advantages of affording both the _positive_ and _relative_ standing of the pupil. And as those in the separate divisions are arranged alphabetically, it does not necessarily expose the lowest in the third division to the degradation and mortification, to which, however, they are often richly ent.i.tled.

The plan of examinations for honours and prizes, in the University of London, resembles the above essentially; differing from it, indeed, in few particulars. It comprises one regulation, however, which might be advantageously appended to the other. We copy it from the printed "Regulations"--Session, 1828-29.

"The paper containing the answers must not be signed with the student's own name, but with a mark or motto; and the name of the student using it, inclosed in a sealed envelope, inscribed with the mark or motto must be left with the professor, to be opened after the merit of the answers shall have been determined." This prevents the possibility of favouritism, in all cla.s.ses, which are so large that the professor does not become acquainted with the autographs of his students. The examinants are there also placed, according to the merits of their answers, in cla.s.ses, denominated the _first_, _second_, and _third_; provided the sum of their answers be equal to a certain amount; all below this point are not cla.s.sed.

We have now touched upon the most important topics presented by the committee for the consideration of the Convention. Several others were propounded, but they seem to have fallen still-born from their authors.

As regards the 11th, 12th, and 14th, "whether any religious service, and, if any, what may with propriety be connected with a university?"--"Whether any course of instruction on the evidences of Christianity will be admissible?"--And, "Is it proper to introduce the Bible as a cla.s.sic in the inst.i.tutions of a Christian country?" We shall gladly follow the example of prudence exhibited by the Convention, and pa.s.s them over. The affirmative view of the last topic, meets with an enthusiastic supporter in the author of one of the works, whose t.i.tles are placed at the head of this article.

One proposition only remains, on which, in conclusion, we may indulge a few remarks:--"The importance of adding a department of English language, in which the studies of rhetoric and English cla.s.sics shall be minutely pursued." This subject, we regret to see, experienced the fate of others, more deserving of neglect, and was not discussed.

We have long felt impressed, that the organization of our colleges is defective in this respect. Into many of them the student is received, after having been employed in sc.r.a.ping together a few Greek and Latin words and phrases; yet lamentably ignorant of the literature, structure, and even of the commonest principles of the orthography of his own tongue. Such a chair ought to be established in all our universities, and a certain degree of proficiency in the subjects embraced by it, should be a preliminary to every collegiate attainment. It would be an instructive and delightful study to trace back, as far as possible, the language of Britain to its aboriginal condition, and to follow up the changes impressed upon it, by the Celtic, Gothic, Roman, Saxon, Belgic, Danish, and Norman invaders; the investigation being accompanied with elucidative references to the literature of the different periods. The poetry, romances, and the drama would const.i.tute inquiries of abundant interest and information. To these might be added didactic and rhetorical exercises for improving the student in the practice of writing--not merely accurately, but elegantly and perspicuously.

Such a professorship has been wisely established in the University of London; and we trust the new University of New-York will follow the good example. If we may judge, indeed, from the ungrammatical and inelegant Journal of the Convention, an attention to this subject is as much needed there as elsewhere; and were the professorship in the hands of an accomplished individual, it could not fail to improve the literary taste and execution of the community.

[Footnote 1: Memoir, Correspondence, &c. Vol. IV. P. 387.]

[Footnote 2: Ueber die verfa.s.sung und verwaltung deutscher universitaten. Gottingen, 1801-2.]

[Footnote 3: Quarterly Review, Vol. x.x.xVI. P. 229.]

ART. II.--_The Life and Times of His Late Majesty, George the Fourth: with Anecdotes of distinguished Persons of the last fifty years._ By the Rev. GEORGE CROLY, A. M. London: 1830.

_C'est un metier que de faire un livre comme de faire une pendule_--it is a trade to make a book just as much as to make a watch--is a remark which was never better exemplified, than by the manner in which the craftsmen of the book-making trade in London, have compressed the Life of His Late Most Sacred Majesty, within the two covers of a volume. That exalted personage may have descended to the tomb unwept and unhonoured, in reality, however numerous the tears shed upon his bier, or gorgeous the ceremonies attending his interment; but he certainly has not gone down to it unsung, as the above work is only one of several, if we are not much mistaken, in which his requiem has been chanted with becoming loyalty. We have seen none of its fellows, though the advertis.e.m.e.nt of them has met our eye. Judging, however, from the reputation of its author, there is not much literary boldness in p.r.o.nouncing it the best which has appeared about its kingly subject.

Mr. Croly is well known as a candidate of considerable pretensions, as well for the honours of Parna.s.sus, as for those which an elevated seat on the prosaic mount, whatever may be its name, can confer. But, in concocting this last production, it is beyond doubt, that the main object he had in view, was one of a more substantial kind than a mere increase of fame. "The Life, &c." is, in fact, a bookseller's job, executed, we allow, by a man of genius. There are evident marks about it of hasty and careless composition,--of a desire to make a book of a certain number of pages, with as little trouble and delay as possible.

The style is often deficient in purity and correctness, and overloaded with glittering tropes and ornaments, not always in good taste; the arrangement wants consecutiveness and perspicuity; and attention is sometimes bestowed upon topics comparatively unimportant, to the detriment of such as are of more moment. But it is, on the whole, a work of undeniable talent, containing much powerful writing, richness and beauty of diction, graphic delineation of character, interesting information, and amusing anecdote. Some of the author's sentiments are obnoxious to censure, and we shall venture to disagree with him, occasionally, as we proceed.

It was on the 8th of September, 1761, that His Majesty, George the Third, espoused Sophia Charlotte, daughter of the Duke of Mecklenburg Strelitz; and, on the twelfth of August, in the following year, she presented him with a son and heir, to his own great delight, and the universal joy of the British empire. Ineffable as is the contempt which is expressed at the present day, for the superst.i.tious trust reposed in omens by the heathen ancients, yet nothing of any consequence occurs, without being attended by signs in which the Christian mult.i.tude discern either fortunate or disastrous predictions. It has thus been carefully recorded and handed down, that the birth of the royal infant happened on the anniversary of the Hanover accession, and that the same day was rendered trebly auspicious, by the arrival at London of wagons containing an immense quant.i.ty of treasure, the fruits of the capture of a Spanish galleon off Cape St. Vincent, by three English frigates. A few days after his appearance in this world, His Royal Highness was created Prince of Wales, by patent, and would have been completely crushed under the load of honours that devolved upon him, had their weight been of a kind to be physically felt; Duke of Cornwall, hereditary Steward of Scotland, Duke of Rothsay, Earl of Carrick, and Baron of Rothsay, were his other t.i.tles,--being those to which the eldest son of the British throne is born. There is no harm in this, perhaps, as things are const.i.tuted in England, but we have never been able to think of one of the t.i.tles to which the second son is heir, without feeling an inclination to smile;--the Duke of York is Bishop of Osnaburgh;--nothing more ridiculous than this, can be discovered even amid the nonsense that is inseparable from regal inst.i.tutions;--born a bishop!

At the time of the Prince of Wales's birth, George the Third was at the height of popularity,--the reasons for which, Mr. Croly has detailed at some length. In depicting the character of this monarch, he certainly has not employed the pencil with which it was darkened, as our readers may recollect, by Mr. c.o.ke of Norfolk, on a recent occasion, who thus brought upon his own head a torrent of abuse. It was shocking, was it said, to disturb the repose of one who had so long been slumbering in the tomb, in the same way as it had been p.r.o.nounced monstrous to say aught in disparagement of His Majesty, when he had just been gathered to his forefathers; as if kings were like private individuals, the effects of whose acts either expire with themselves, or are of contracted influence. It is far, however, from our wish, to dispute the fidelity of Mr. Croly's portrait; and we are perfectly willing to believe, that "no European throne had been ascended for a hundred years before, by a sovereign more qualified by nature and circ.u.mstances, to win golden opinions from his people, than George the Third," though, we must be allowed to think, that circ.u.mstances did not qualify him to win "golden opinions" from us Americans. "Youth, striking appearance, a fondness not less for the gay and peaceful amus.e.m.e.nts of court life, than for those field sports, which make the popular indulgence of the English land-holder, a strong sense of the national value of scientific and literary pursuits, piety unquestionably sincere, and morals on which even satire never dared to throw a stain, were the claims of the king to the approbation of his people;" but all these claims were neutralized, by the appointment of Lord Bute, as his prime minister. The odium that resulted from this measure, was carefully fomented by the arts of demagogues, the most conspicuous of whom was Wilkes. It was ascribed to an unworthy pa.s.sion entertained for the handsome n.o.bleman by the princess dowager, and to arbitrary principles in the monarch; and, such was the effect produced upon the latter, by the opposition and virulence which he encountered, that he is said to have conceived the idea of abandoning England, and retiring to Hanover. At one time, his inclination to take this step was so great, that he communicated it to the Lord Chancellor Thurlow, who honestly told him, that, "though it might be easy to go to Hanover, it might be difficult to return to England."

In December, 1765, when not quite three years of age, the Prince of Wales received a deputation from the Society of Ancient Britons, on St.

David's day, and, in answer to their address, said,--"he thanked them for this mark of duty to the king, and wished prosperity to the charity,"--an early development of that talent for public speaking, which he is said to have possessed! In the same year, he was invested with the order of the garter, along with the Earl of Albemarle, and the hereditary Prince of Brunswick.

When the Prince had attained an age at which it was deemed necessary for his education to commence, it was determined that it should be conducted on a private plan; and Lord Holdernesse, "a n.o.bleman of considerable attainments, but chiefly recommended by dignity of manner and knowledge of the court," was appointed his governor, and Dr. Markham, subsequently archbishop of York, and Cyril Jackson, were named preceptor and sub-preceptor. This measure excited a violent outcry; it was said that the heir to the throne should receive a public education at one of the great schools; and this opinion Mr. Croly strenuously advocates. It did not, however, produce any effect, and the whole course of instruction which the Prince underwent was private, though the preceptorship was twice changed. The Duke of Montague, Hurd, Bishop of Litchfield, and the Rev. Mr. Arnold, formed the last preceptorial trio.

In January, 1781, when the Prince was but a little more than eighteen, he was declared of age, "on the old ground that the heir-apparent knows no minority;" and a separate establishment, on a small scale, having been a.s.signed to him, he now became, in a measure, his own master. In 1783, when about to take his place in the legislature, arrangements were commenced for supplying him with an income, and at the instigation of the king, the parliament voted him an annual revenue of 50,000, besides an outfit of 100,000. The sum of 60,000 for the outfit had been originally proposed by the king, but it was increased in consequence of the demand of the cabinet, known by the name of the Coalition Cabinet, some of the members of which, especially Fox, insisted for a time upon making the grant 100,000 a year. This, however, the king resolutely refused to allow, "for the double reason of avoiding any unnecessary increase to the public burdens, and of discouraging those propensities which he probably conjectured in the Prince." He accordingly demanded "_but_" the sums we have mentioned. Can any one read the sentence just quoted from Mr. Croly, without a smile? The precious fruits of royalty!--they even reduce a man of sense to write what is ludicrous from its absurdity. It is, without doubt, an admirable method of avoiding any unnecessary increase of the public burdens, and discouraging the evil propensities of a young man, to deprive the people of five hundred thousand dollars at once, and half that sum every year, in order to bestow it upon the individual who has no other use for it than to gratify those propensities. But, we shall be told, the heir to a throne must support his dignity. In that phrase is comprised as unanswerable an argument against royal inst.i.tutions, as can be desired.

The people must be heavily burthened, to enable the person by whom they are to be governed, to indulge in all sorts of excesses, and thus disqualify himself for that duty, in order that he may support the dignity of his station! Thank Heaven we live in a land in which there is no such dignity to be supported,--where the time of the great officers of state is never occupied in wrangling about the extent of the facilities which shall be afforded the successor to the administration of affairs, of bringing disgrace upon himself, and the country,--where the people are infinitely better governed, at an infinitely less expense, both of money and honour!

"Now, fully," says Mr. Croly, "began his checkered career,"--which, properly interpreted, means, that now he fully plunged into that reckless course of profligacy and folly, which terminated only with his life, and which should render his name odious to all who are friends of decency and virtue. We were afraid when we saw the announcement of the work we are reviewing, that its author would allow himself to be blinded by the regal blaze which surrounded its subject, and would endeavour to palliate those violations by a king, of the most sacred ordinances of the religion of which he is a minister, which he would have branded with indelible infamy in a private individual. Our fears, unfortunately, have not proved groundless. "There are no faults that we discover with more proverbial rapidity, than the faults of others,--and none that generate a more vindictive spirit of virtue, and are softened down by fewer attempts at palliation, than the faults of princes in the grave. Yet, without justice, history is but a more solemn libel; and no justice can be done to the memory of any public personage, without considering the peculiar circ.u.mstances of his time." Such is the sophistry with which he enters upon the task of extenuation. The first part of the first period in the above extract, is certainly undeniable--"fit nescio quomodo,"

says Cicero, "ut magis in aliis cernamus si quid delinquitur, quam n.o.bismet in ipsis;" but, though the second part may also be indisputable as a general position, it is not at all applicable to this case. The historian or biographer, who is discussing the character of a monarch long since "fixed in the tomb," will doubtless find it an easy matter to make

"His virtues fade, his vices bloom,"

should he be so inclined: no other considerations but those of conscience operate then to influence his pen. But the case is quite different when he is writing about a king scarcely yet cold in the grave, when a species of popular infatuation commands that grave to be strewn with flowers, when it is necessary, as it were, to sail with the stream or sink; and when the brother of the deceased monarch has just ascended the throne, and, for the sake of appearances, may deem himself called upon to consider every thing said concerning his predecessor as touching himself. How many motives combine here to warp the judgment and the conscience, and convert sober history into funeral panegyric! Thus, if Mr. Croly had undertaken the task of delineating the moral features of Richard the III., or of James the II.--we adduce James the II., because our author seems to regard Catholicity as so monstrous a crime that this prince would, we are sure, not be drawn by him in the most flattering colours--he would have found, to use his own words, that there are no faults which generate a more vindictive spirit of virtue, than those of princes in the grave; but in depicting George the IVth., he has proved the reverse of this to be the fact. It is amusing, although at the same time melancholy, to contrast the virtuous indignation with which he pours out his anathemas against those who committed the tremendous crime of advocating and effecting the emanc.i.p.ation of the Catholics, with the gentle terms in which he comments upon the wanderings of the Prince of Wales from the proper path, and the glosses with which he softens their obliquity. One might be induced to suppose that his creed holds religious liberality as the crime of deadly dye, and dissipation of the lowest kind as a vice merely venial in its character.

"Without justice," he continues "history is but a more solemn libel, and no justice can be done to the memory of any public personage, without considering the peculiar circ.u.mstances of his time." This remark is true with regard to those public personages whom he has so severely taken to task for their conduct respecting the Catholic question; had not his mind's eye been covered with a film, he would have perceived that the "peculiar circ.u.mstances of the time" fully warranted that change in the course pursued by Mr. Peel, the Duke of Wellington, and others, with reference to that important question, which has drawn from him such expressions of horror; but it is far from being equally admissible where he has applied it. That less tenderness should be extended towards the vices of princes than to those of subjects is, we think, undeniable, when the weightier (secular) reasons they have for keeping a strict control over their pa.s.sions, are considered,--reasons which should completely counterbalance any greater temptations they may be obliged to undergo.

"A sovereign's great example forms a people; The public breast is n.o.ble or is vile, As he inspires it."

"The man whom Heaven appoints To govern others, should himself first learn To bend his pa.s.sions to the sway of reason."