self is materially affected by it; and thence the happiness of the people. In China, the largest and most populous empire of the world, none but men who have undergone a literary probation are admitted to share its administration; and, notwithstanding its unwieldy greatness, universal tranquillity prevails, for all its measures are mild and paternal.

At the same time, it must be admitted, that the character and manners of the inhabitants of every country depend much on the nature of its government. In Denmark, the means of education are placed within the reach of the poorest classes. Besides numerous private and charitable institutions for this purpose, every parish is provided with one or two schools where children are instructed in the elements of useful knowledge: Yet the peasantry are a poor, mean-spirited, dastardly race, totally degenerated from the warlike, dispositions of their ancestors,-equally addicted to fraud themselves and suspicious of it in others. This unfavourable change in the Danish character is generally ascribed to the revolution which happened in 1660, which converted their free government into a despotic monarchy.

The marked resemblance between the character of the Scots and of the Swiss, arises in a great measure from the similarity of their institutions for the instruction of youth, and from the liberality and mildness of their respective governments. In the Protestant cantons of Switzerland, the peasantry have the advantages of schools similar to the parochial schools in Scotland, though established and endowed in a different manner. This is also the case in some districts in England,—in the northern parts of Yorkshire, in Lancashire, Westmoreland, and Cumberland; where the peasantry approximate, in regard to intelligence and moral propriety, to the national character of the Scots.

The comparative state of comfort in which we behold the great mass of the Scottish peasantry, and their superior tone of character, must be attributed not only to the diffusion of education, but also to the influence of religious principle, which has imparted to them a considerable degree of sincerity with a general refinement and elevation of mind.

Parish schools were first established in Scotland in the reign of James the Sixth, 1616; and their appointment may be justly regarded as the most beneficial and memorable act of his government. This truly patriotic measure originated with the King

and the Privy Council. In 1633, it received the sanction of the Parliament. But the support of these infant establishments was still precarious; as it was left to the benevolence and the voluntary contributions of the heritors and the parishioners. A legal provision was made by the Parliament, in 1646, for the mainten ance of a school in every parish throughout the kingdom, for the express purpose of educating the poor, a law which may challenge comparison with any act of legislation in ancient or modern times, whether we consider the wisdom of the ends in view, the simple but efficient means employed, or the provision made to render these means efficient to their purpose.

The moral influence of this national institution began to be felt about the period of the union; and it has decided experimentally a question of legislation of primary importance,-whether a sys tem of national instruction for the poor be favourable to industry and good government? A short period before the union, it was estimated that there were in Scotland one hundred thousand. va grant mendicants, immersed in vice, and as ignorant as pagans, A singular remedy was then proposed-the revival of domestic slavery, conformably to the practice of the Greeks and Romans, A remedy more consonant to humanity was happily supplied, which has proved effective in the silent lapse of a century : The same Parliament which resisted the imposition of a tax for the maintenance of the poor, conferred upon the country another gift, in establishing a system of instruction to imbue the mind with knowledge, to inspire it with the love of industry, and the desire of an honourable independence. That act was passed in the reign of William and Mary, which ordains that there shall be a school and a schoolmaster in every parish, with an annual salary of from one hundred to two hundred merks Sterling.

The peace and security which succeeded the union, were favourable to the extraordinary change from ignorance and sloth to industry and good morals, which has since characterized so ho. nourably the peasantry of Scotland. In the reign of George the First, the British Legislature enacted, that, of the monies arising from the estates forfeited in 1715, 2000. Sterling should be .converted into a capital stock, the interest of which to be laid out in erecting and maintaining schools in the Highlands.

...The Society for Promoting Christian Knowledge, incorporated soon after the union, has for many years applied a large portion

of its funds to the same benevolent purpose. Though humble in their appearance, the schools of this Society have been extensively useful, by diffusing a taste for knowledge among the lower classes, and teaching them to rank education among the necessaries of life.

Notwithstanding the immediate operation of parish-schools extends but to a small part of the community, their influence reaches the whole: They are the parent stock from which our varied and more extensive institutions for education, and the greater share of our national virtue, have sprung. Since the education of the peasantry is of paramount importance, as the roots of national habits and prejudices are not to be eradicated by the com pulsion of laws, but by the slow operation of education, which bears so strongly on the morals and happiness of society,it is incumbent upon all who are placed in the elevated ranks of life, who possess the means, whose influence is so powerful, and whose example is so attracting, to encourage the diffusion of knowledge, to stimulate and countenance the laborious exertions of public teachers who are engaged in an honourable and useful capacity so honourable, that none should be more highly esteemed, if they are faithful in the discharge of their duty; and so useful, that none effect more good in society than faithful preceptors.

By a recent act of the Legislature,* the salary of parish-schoolmasters, which, from the depreciation of money, was become insufficient for their decent maintenance, is fixed at a sum not less than 16%. 13s. 4d., nor more than 221. 4s. 5d., with a small house and garden; but where there are more schools than one maintained by the legal provision, the salary is not to exceed 331. 6s. 7d.

Almost every Scottish peasant makes some proficiency in reading, writing, and accounts; and it is not uncommon to find numbers, even in country parishes, who have acquired a respectable portion of classical and philosophical learning. Hardy, enterprising, and industrious, Scotsmen are to be found in quest of employment or of fortune in every quarter of the globe; and they generally carry, along with them their steady and sober habits. How the diffusion of knowledge and good morals has elevated the character of the Scots, is not unhappily expressed in the following panegyric. "The once neglected Caledonia the country from whose lakes and rivers and mountains the Romans retired with

43. Geo. III. c. 54.

disgust is at this day a land of less crime, because of more intel ligence, than any in the world. Wherever its name is mentioned, literature hails it; wherever its people trade, temperance and industry attest their presence; peace and plenty meet upon its plains; and the laurels which its genius and heroism have won are entwined with the palm-leaf of virtue and religion."

There are in Scotland four colleges or universities. Those of St Andrew's, Glasgow, and Aberdeen, were founded during the reign of Popery, by the authority of the Roman Pontiff, and designed for the education of churchmen. The university of Edinburgh was founded in 1580, by James the Sixth ; Marischal College, Aberdeen, in 1593. In many of the large towns there are acádemies, where the various branches of mathematics and philo, sophy are taught. There are about 950 parochial schools, attended by 54,200 scholars, with an annual revenue of 20,6001. There are 212 endowed schools not parochial, attended by 10,200 pupils, with a revenue of 13,700%; of unendowed day-schools there are 2479, attended by 112,200 scholars; and of Sunday schools there are 800, attended by 53,000 of both sexes.

*THE

LITERATURE.

HE local circumstances of the Scots, with the inauspicious in*fluence of national poverty; precluded them from an early participation in the advantages of science and literature. The progress of learning is to be traced from the south to the north of Europe. The proximity of England to France, a country in which learning flourished at an early period, was extremely favourable to the former in the cultivation of knowledge. Scotland was then less fortunate. Situate at a great distance from the seat of the Ro-man government, the causes which contributed to secure its freedom tended at the same time to prolong its barbarity.

While Paganism prevailed in Britain, the Druids were the only class of men that were comparatively enlightened. Of the extent of their knowledge it is impossible to form an accurate conception, as no part of their learning was committed to writing.

The first alphabet introduced into common use in Britain was probably the Roman: Its introduction may be referred to the period of the Roman colonization of England, and to the dissemination of Christianity in Scotland.

There is an intimate connexion between the literary and eccle siastical history of the Scots. For many centuries, the Culdees were the teachers of. Christianity, and also of literature in Scot land. When ignorance and barbarism overspread the Continent; of Europe, learning found a sanctuary among the disciples of St Columba, in the island of Iona. By their skill and diligence, the, Scots are said to have made rapid advances in literature; although it is very probable that no small share of the praises given to them is due to the Irish; for Hibernia, for several centuries, was denominated Scotland..

But the celebrated school of the Culdees, which had instructed? the regions of North Britain, gradually disappeared under the ravages of barbarity. The school established at Abernethy but ill. supplied the place of the learning of Iona. The piratical ravages of the Danes, with the consequent barbarity, forbade the culti vation of letters; even the few scholars who appeared were attracted to the seminaries on the Continent. Until the importation of foreign scholars by David the First, learning became stationary; no scholar appeared, memorable for any literary endowment, exeept Turgot, a monk of Durham, who became bishop of St An-, drew's.

Richard, prior of St Victor at Paris, is the most ancient author that can with apparent justice be claimed as a native of Scotland. He flourished about the middle of the twelfth century. He was a profound theologian, as tradition reports; for he was the first writer who maintained that the Virgin Mary was free from original sin. Adam, a canon regular, commonly known by the name·· of Adamus Scotus, was the contemporary of the prior of St Victor. Some of his theological works are still preserved. Early in the thirteenth century, appeared John Holybush, a renowned philosopher and mathematician. During the same century, Michael Scot also flourished; celebrated for his profound and extensive learning: He is said to have studied at Paris and Oxford; where he attained to great proficiency in philology, mathematics, natural philosophy, and theology, besides a respectable portion of clas-> sical learning.

John Duns, the Subtle Doctor, flourished in the early part of the fourteenth century. His works maintained an unrivalled reputation till, the scholastic theology and philosophy were exploded. Next appears. Francis Mayron, known by the appellation of the

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