a good example before their pupils, attentive to the particular character of each individual among them, firm to punish obstinate and incorrigible depravity, and even to expel from the society those who may more probably injure the morals of others, than be themselves reclaimed; and at the same time be eager to applaud and encourage amiable and virtuous dispositions wherever they appear under the government of such masters, a public school will not fail to be a school of virtue. There will doubtless be particular individuals among the pupils of such a seminary, whose morals may be corrupt, and their dispositions vicious: but this, in all probability, arises from the manner in which they are managed before entering the school, or from some other circumstances, rather than from their being sent for education to a public seminary of education. Again, at a public school, young people enjoy much greater advantages for preparing them to enter the world, than they can posssibly be favoured with, if brought up in a private and solitary manner. A great school is a miniature representation of the world at large: the objects which engage the attention of boys at school, are different from those which occupy their parents: the views of the boys are less extensive, and they are not yet capable of prosecuting them by so many arts, not always perhaps the most laudable or honorable: but in other respects, the scenes and the sets of actors nearly resemble each other: in both you perceive contending passions, opposite interests, weakness, cunning, folly, vice. He, therefore, who has performed his part on the miniature scene, has, as it were, rehearsed it for the greater: if he has acquitted himself well on the one, he may also be expected to distinguish himself on the other; and even he who has not been remarked at school, will at any rate enter the world with superior advantages, when compared with the youth who has spent his carlier days in the ignorance and

solitude

solitude of a private education. Besides, when boys meet at a public seminary of education, separated from their parents and relations, all nearly of the same age, engaged in the same studies, and fond of the same amusements, they naturally contract friendships one with another, which are more cordial and sincere than any that take place between persons of a more advanced age. A friendship is often formed between two boys at school which continues through life, and is productive of the best consequences to both. While at school, they assist and encourage each -other in their learning; and their mutual affection renders their tasks less burdensome than otherwise they would be. As they advance in life, their friendship still continues to produce the happiest effects on their sentiments and conduct: perhaps they are mutually useful to each other by interest, or by personal assistance, in making their way in the world; or when they are engaged in the cares and bustle of life, their intercourse and correspondence may contribute much to console them, amid the vexations and fatigues to which they may be exposed.

Such are the principal arguments usually adduced in favor of a public education.-When we compare these with those which have been urged to recommend a private education, we shall, as in all cases where advantages are stated in the extreme, find cach system to be eligible according to circumstances, and that some plan combining the good qualities of both, will be the most desirable. A public education is the most favorable to the acquisition of knowledge, to vigour of mind, and to the formation of habits of industry and fortitude. A private education when judiciously conducted, will not fail to be peculiarly favourable to innocence and mildness of disposition; and notwithstanding what has sometimes been advanced by the advocates for a public plan of tuition, it is surely wiser to keep youth at a distance from the seductions of vice, until they be sufficiently armed

against

against them, than to expose them to those seductions at an age when they know not whither these lead, and are wholely unable to make any effectual resistance to their force. Were we to give implicit credit to the specious language of the two parties in this contest, we should expect from either a public or a private education, beings more like to angels, than to the men we ordinarily find in the world: but these partizans speak with the ardour of enthusiasts; they must therefore be cautiously listened to on so important a subject as the education of youth, both as to the facts they state and to the inferences they draw. Were it possible, without exposing children to the contagion of a great town, to procure for them the advantages of both a public and a private education at the same time, we would by this measure probably be most successful in rendering them both respectable scholars, and virtuous and useful men. Upon the whole, therefore, it would be most desirable, (unless when unavoidable necessity of circumstances compels to the contrary), that parents should not banish their offspring from under their roof until they be advanced beyond their boyish years: let the mother nurse her own child, and let her and the father join in superintending the first principles of its education; then may they expect to be rewarded, if they have rightly acted their parts, by securing the gratitude, the affection, and the respect of their child, while he and they continue to live together. matters be so conducted that the boy may reside in his father's house, and at the same time attend a public school; but let the girl be wholly educated under her mother's eye.

Let

Education, in whatever way ordered, must still be imperfect without preparing youth for their appearance on the stage of life. Much has been said concerning the utilty of a knowledge of the world, and the advantage of acquiring this knowledge at an early period: but those who have with the greatest earnestness recommended it, have generally ex

plained

plained themselves in so inaccurate a manner that it is difficult to understand what ideas they affix to the expression. Some seem to wish (but surely it cannot be their serious wish) that, in order to acquire a knowledge of the world, young people should be very early introduced into what is affectedly called fashionable company, carried to all public places, and allowed to follow their headlong career through every haunt of folly and vice. Some knowledge of the world may unquestionably be gained by such means; but it is dearly purchased: nor are the advantages expected to be derived from it so considerabic as to tempt the judicious and affectionate parent to expose his child to the infection of vanity, folly, and vice, for their sake. Carry a boy or a girl into public life at the age of fourteen or fifteen; show them all the splendid scenes of London or Paris; tell them of the importance of dress, and of the ceremonies of good breeding, and the forms of intercourse; teach them that fashionable indifference and assurance which give the ton to the manners of the age. What effects can you expect the scenes into which yon introduce them, and the mysteries you disclose to them, to produce on their tender minds?they must have a direct tendency to inspire the children with a taste, perhaps never to be changed, for vanity, frivolity, and dissipation. If you wish them to be like the foolish, the gay, the dissipated, you can hardly fail to obtain your end: but if on the contrary your views are to prepare them for discharging the duties of life, you could not take a more improper method to instruct them. They will perhaps become well acquainted with all those things on which you set such value; but they will not thereby have gained any accession of useful knowledge. The children are not now a whit more able than before, to judge of the real value of the objects around them: nay they are now more liable than before to form erroneous judgments and erroneous estimates of the worth of these objects, from the ideal value stamped

on

on them by luxury, vanity, and fashion. By mingling at an early age in the scenes where luxury, vanity, and fashion, reign with arbitrary sway, young people must, naturally be impressed with all the prejudices which these have a tendency to inspire: instead of acquiring an useful knowledge of the world, they become incapable of viewing the world with an unprejudiced and discerning eye. If possible, therefore, we should labour to restrain young people from mingling in the scenes of gay and dissipated life, till after they have attained a certain maturity of age and judginent; they will then be more able to view them in a proper light; and perhaps be happy enough to escape their contagion.

But fortunately there is another and a more valuable knowledge of the world; and this we ought most industriously to communicate to them, as soon as they are capable of receiving it. When they are made thoroughly acquainted with the distinctions between right and wrong, between virtue and vice, between piety and impiety, and have become capable of entering into our reasonings; we ought then to inform them concerning the various establishments and institutions existing in society; concerning the opinions, customs, and manners of mankind; concerning the various degrees of strength or weakness of mind, of ingenuity or dulness, of virtuous or vicious qualities, which discriminate those characters which appear in society. We ought also to seize every opportunity, of exemplifying our lessons, by instances in real life. We must point out those circumstances which have led mankind to place an undue value on some objects, while others are appreciated much below their real utility and importance. Thus, let us fortify their judgment against that impression which the dazzling novelty of the scene, and force of passion, will be apt to produce; and thus communicatee to them a knowledge of the world, without exposing them imprudently to the infection of its vices or its follies.

VOL. 1.

G

At