State of Educationin France. From 
Recollections of Paris, in 1802-3- 
4-5. By J. Pinkerton, Vol. I. 
HE state of educa‘ion, in any 
country, is of infinite conse- 
quence to its prosperity and glory. 
At may be doubted whether even the 
form of government have such de- 
cided influence on the talents and 
happiness of the individual. 
In the Roman Catholic countries 
of Europe, education had become 
extremely neglected, before the Je- 
suits lent their attention to this de- 
partment. Their method of educa- 
tion has been highly praised: and it 
is to be supposed that they studied 
the character of the youth entrusted 
to their care, and, by the spur of a 
preduminant besten’ instigated them 
jn the path that was most adapted to 
their capacities. It is, however, to 
be wished, that some patient writer 
would, fom their own publications 
On this Subject, delineate the com- 
plete plan of education practised by 
the Jesuits. 
_ Numerous universities were also 
scattered over the kingdom ; but the 
mode of education there followed, 
was far frm being the best, as, in- 
stead of changing their forms, and 
adapting themselves to the progress 
of national illumination, they re- 
f 1001 
; on 
- MISCELLANEOUS ESSAYS. 
tained a pedantic routine and jar- 
gon, wholly useless in the high road 
of buman affairs. This obstinacy 
led, as usual, to their own destruc= 
tion; as they could not bend they 
must break : while some colleges, as 
that of Louis the Great, still exist, 
because the professors did not 
choose to sacrifice an useful ine 
stitution to their own obstinacy or 
caprice. 
As it often Rappsie’ in human af- 
fairs, that the useiul is sacrificed to 
the splendid, the foundation of uni- 
versities, of very dubious utiliry, 
supplanted that of common schooisy 
which may be regarded as the chief 
pillars of national education. For, 
ifwe except divinity and medicine, 
in which regular degrees are be- 
stowed, it may be questioned whe= 
ther the education at the French 
universities, were of the smallest ade 
vantage to any other class of mane 
kind. As the military schools have 
been found to confer such great ade 
vantages, it would seem to follow 
that similar institutions might be 
allotted to other protessions, after 
the bias of the child has been discoe 
vered, which may generally be done 
about the age of twelve years ; before 
which period the gymnastic exercises 
ought to be the chief part of educa- 
tion, but mixht be interspersed with 
the 
