used; or, in their stead, Arabic and Sanscrit ones must be coined. With the highest opinion of Mr. Tytler’s talents, acquirements, and zeal, and the greatest respect for his character, yet must we not be blinded to a certain degree of partisanship, which unconsciously, we doubt not, has apparently warped his otherwise excellent judgment on this question. A discrepancy in his opinions on this subject, however, appears to exist; for he would, to a certain extent, teach the pupils on English principles. If your Lordship will turn to Mr. Tytler’s synopsis, it will there be seen, that he proposes to teach the pupils the Latin and English names of the corporeal organs, and of the articles of the materia medica. For this purpose he would instruct them in the English system of spelling and pronunciation, in the declension of Latin nouns, and their rules of concordance. He would, in a word, lead them to the half-way house of English education, and there stop.
“English” proceeds Mr. Tytler, “is one of the most difficult of all languages, and the most diversified in its origin. It arises from three sources Saxon, Latin, and Norman-French, Its words and idioms vary in accordance with these three. Hence, a correct knowledge of it can be obtained only by a certain degree of knowledge of all the originals.” For the attainment of a hypercritical or highly scholastic knowledge, such as is not possessed by one Englishman out of a hundred, Mr. Tytler’s position may be readily acceded to. How many thousands are there, however, of Englishmen, persons of ability and intelligence in various walks of active usefulness, who know nothing, or next to nothing, of pure Saxon, Latin, and Norman-French? Nay, there is reason to suppose that there are not a few skilful and experienced surgeons not better versed in these languages, but who are valuable men in the profession notwithstanding. Will a native sub-assistant surgeon be the less capable of being taught to amputate a limb, because he can-
