ns him, the idea,
that no one more than his father can share in his glory or in his
disgrace, will press upon his heart, will rest upon his understanding.
Upon these ideas, upon this common family interest, the real strength
of the connection between a father and his son depends. No public
preceptor can have the same advantages; his connection with his pupil
is not necessarily formed to last.

After having spoken with freedom, but we hope with moderation, of
public schools, we may, perhaps, be asked our opinion of universities.
Are universities the most splendid repositories of learning? We are
not afraid to declare an opinion in the negative. Smith, in his Wealth
of Nations, has stated some objections to them, we think, with
unanswerable force of reasoning. We do not, however, wish to destroy
what we do not entirely approve. Far be that insanity from our minds
which would, like Orlando, tear up the academic groves; the madness of
innovation is as destructive as the bigotry of ancient establishments.
The learning and the views of the rising century must have different
objects from those of the wisdom and benevolence of Alfred, Balsham,
or Wolsey; and, without depreciating or destroying the magnificence or
establishments of universities, may not their institutions be
improved? May not their splendid halls echo with other sounds than the
exploded metaphysics of the schools? And may not other learning be as
much rewarded and esteemed as pure _latinity_?

We must here distinctly point out, that young men designed for the
army or the navy, should not be educated in private families. The
domestic habits, the learned leisure of private education, are
unsuited to them; it would be absurd to waste many years in teaching
them the elegancies of classic literature, which can probably be of no
essential use to them; it would be cruel to give them a nice and
refined choice of right and wrong, when it will be their professional
duty to act under the command of others; when implicit, prompt,
unquestioning obedience must be their first military virtue. Military
academies, where the sciences practically essential to the professions
are taught, must be the best situations for all young sailors and
soldiers; strict institution is the best education for them. We do not
here inquire how far these professions are necessary in society; it is
obvious, that in the present state of European cultivation, soldiers
and sailors are indispensable to