[31] On the Commission and consequent Duties of the Clergy, preached before the University of Cambridge, in April 1826, and published in 1828.  G.

[32] The title of which is The Priest’s Office difficult and dangerous.  It will be found in vol. i. p. 137. of Dr. Burton’s edition of the bishop’s works.  G.

[33] The State of the Protestant Religion in Germany, a series of discourses preached before the University of Cambridge, by the Rev. Hugh James Rose; Lond. 1825:  and his Letter to the Bishop of London, in reply to Mr. Pusey’s work on that subject; Lond. 1829.  G.

Since our conversation upon the subject of Education, I have found no reason to alter the opinions I then expressed.  Of those who seem to me to be in error, two parties are especially prominent; they, the most conspicuous head of whom is Mr. Brougham, who think that sharpening of intellect and attainment of knowledge are things good in themselves, without reference to the circumstances under which the intellect is sharpened, or to the quality of the knowledge acquired.  ‘Knowledge,’ says Lord Bacon, ‘is power,’ but surely not less for evil than for good.  Lord Bacon spoke like a philosopher; but they who have that maxim in their mouths the oftenest have the least understanding of it.

The other class consists of persons who are aware of the importance of religion and morality above everything; but, from not understanding the constitution of our nature and the composition of society, they are misled and hurried on by zeal in a course which cannot but lead to disappointment.  One instance of this fell under my own eyes the other day in the little town of Ambleside, where a party, the leaders of which are young ladies, are determined to set up a school for girls on the Madras system, confidently expecting that these girls will in consequence be less likely to go astray when they grow up to women.  Alas, alas! they may be taught, I own, more quickly to read and write under the Madras system, and to answer more readily, and perhaps with more intelligence, questions put to them, than they could have done under dame-teaching.  But poetry may, with deference to the philosopher and the religionist, be consulted in these matters; and I will back Shenstone’s school-mistress, by her winter fire and in her summer garden-seat, against all Dr. Bell’s sour-looking teachers in petticoats that I have ever seen.

What is the use of pushing on the education of girls so fast, and mainly by the stimulus of Emulation, who, to say nothing worse of her, is cousin-german to Envy?  What are you to do with these girls? what demand is there for the ability that they may have prematurely acquired?  Will they not be indisposed to bend to any kind of hard labour or drudgery? and yet many of them must submit to it, or do wrong.  The mechanism of the Bell system is not required in small places; praying after the fugleman is