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es from the Roman or other history, or from the parliamentary debates, might be got by heart, and delixered with the proper action, &c. Speeches and scenes in our best tragedies and comedies (avoiding things that could injure the morals of youth) might likewise be got by rote, and the boys exercised in delivering or acting them: great care being taken to form their manner after the truest models.

For their farther improvement, and a little to vary their studies, let them now begin to read history, after having got by heart a short table of the principal epochas in chronology. They may begin with Rollin's ancient and Roman histories, and proceed at proper hours, as they go through the subsequent classes, with the best histories of our own nation and colonies. Let emulation be excited among the boys, by giving, weekly, little prizes, or other small encouragements, to those who are able to give the best account of what they have read, as to times, places, names of persons, &c. This will make them read with attention, and imprint the history well in their memories. In remarking on the his ory, the master will have fine opportunities of instilling instruction of various kinds, and improving the norals, as well as the understandings, of youth.

The natural and mechanic history, contained in the Spectacle de la Nature, might also be begun in this class, and continued through the subsequent classes, by other books of the same kind; for, next to the knowledge of duty, this kind of knowledge is certainly the most useful, as well as the most entertaining.-The merchant may thereby be enabled better to understand commodities in trade; the handicraftman to improve his business by new instruments, mixtures and materials; and frequently hints are given for new maufactures or new mhods of improving land, that may be set on foot grea to the advantage of the country.



To be taught composition. Writing one's own language well, is the next necessary accomplishment after good speaking. It is the writing-master's business to take care that the boys make fair characters, and place them straight and even in the lines: but to

form their style, and even to take care that the stops and capitals are properly disposed, is the part of the English master. The boys should be put on writing letters to each other on any common occurrences, and on various subjects, imaginary business, &c. containing little stories, accounts of their late reading, what parts of authors please them, and why; letters of congratulation, of compliment, of request, of thanks, of recommendation, of admonition, of consolation, expostulation, excuse, &c. In these they should be taught to express themselves clearly, concisely and naturally, without affected words or high-flown phrases. All their letters to pass through the master's hand, who is to point out the faults, advise the corrections, and commend what he finds right. Some of the best letters published in our own language, as Sir W. Temple's, those of Pope and his friends, and some others, might be set before the youth as models, their beauties pointed out and explained by the master, the letters themselves transcribed by the scholar.

Dr. Johnson's Ethices Elementa, or First Principles of Morality, may now be read by the scholars, and explained by the master, to lay a solid foundation of virtue and piety in their minds. And as this class continues the reading of history, let them now, at proper hours, receive some farther instruction in chronology, and in that part of geography (from the mathematical master) which is necessary to understand the maps and globes. They should also be acquainted with the modern names of the places they find mentioned in ancient writers. The exercises of good reading, and proper speaking still continued at suitable times.


To improve the youth in composition, they may now, besides continuing to write letters, begin to write little essays in prose, and sometimes in verse; not to make them poets, but for this reason, that nothing acquaints a lad so speedily with variety of expression, as the necessity of finding such words and phrases as will suit the measure, sound and rhime of verse, and at the same time well express the sentiment. These essays should all pass under the master's eye, who will point

out their faults, and put the writer on correcting them. Where the judgment is not ripe enough for forming new essays, let the sentiments of a Spectator be given, and required to be clothed in the scholar's own words; or the circumstance of some good story; the scholar to find expression. Let them be put sometimes on abridging a paragraph of a diffuse author: sometimes on dilating or amplifying what is wrote more closely. And now let Dr. Johnson's Noetica, or First Principles of Human Knowledge, containing a logic, or art of reasoning, &c. be read by the youth, and the difficulties that may occur to them be explained by the master. The reading of history, and the exercises of good reading and just speaking, still continued.


In the class, besides continuing the studies of the preceding in history, rhetoric, logic, moral and natural philosophy, the best English authors may be read and explained; as Tillotson, Milton, Locke, Addison, Pope, Swift, the higher papers in the Spectator and Guardian, the best translations of Homer, Virgil and Horace, of Telemachus, Travels of Cyrus, &c.

Once a year let there be public exercises in the hall; the trustees and citizens present. Then let fine gilt books be given as prizes to such boys as distinguish themselves, and excel the others in any branch of learning, making three degrees of comparison: giving the best prize to him that performs best; a less valuable one to him that comes up next to the best; and another to the third. Commendation, encouragement, and advice to the rest; keeping up their hopes, that, by industry, they may excel another time. The names of those that obtain the prize, to be yearly printed in a list.

The hours of each day are to be divided and disposed in such a manner as that some classes may be with the writing-master improving their hands; others with the mathematical-master, learning arithmetic, accounts, geography, use of the globes, drawing, mechanics, &c. while the rest are in the English school, under the English master's care.

Thus instructed, youth will come out of this school fitted for learning any business, calling, or profession,

except such wherein languages are required; and though unacquainted with any ancient or foreign tongue, they will be masters of their own, which is of more immediate and general use; and withal will have attained many other valuable accomplishments: the time usually spent in acquiring those languages, often without success, being here employed in laying such a foundation of knowledge and ability, as, properly im proved, may qualify them to pass through and execute the several offices of civil life, with advantage and repu tation to themselves and country.



Q. WHAT is your name, and place of abode?
A. Franklin, of Philadelphia.

Q. Do the Americans pay any considerable taxes among themselves?

A. Certainly many, and every heavy taxes.

Q. What are the present taxes in Pennsylvania, laid by the laws of the Colony?

A. There are taxes on all estates real and personal, a poll tax, a tax on all offices, professions, trades and businesses, according to their profits; an excise on all wine, rum, and other spirits; and a duty of ten pounds per head on all Negroes imported, with some other du ties.

Q. For what purposes are those taxes laid?

A. For the support of the civil and military establishmerts of the country, and to discharge the heavy debt contracted in the last war.

Q. How long are those taxes to continue?

A. Those for discharging the debt are to continue till

1772, and longer, if the debt should not then be all discharged. The others must always continue..

Q. Was it not expected that the debt would have been sooner discharged?

A. It was, when the peace was made with France and Spain-But a fresh war breaking out with the Indians, a fresh load of debt was incurred, and the taxes, of course, continued longer by a new law.

Q. Are not all the people very able to pay those taxes? A. No. The frontier counties, all along the continent, having been frequently ravaged by the enemy, and greatly impoverished, are able to pay very little tax. And therefore, in consideration of their distresses, our late tax laws do expressly favour those counties, excusing the sufferers; and I suppose the same is done in other governments.

Q. Are not you concerned in the management of the Post-Office in America?

A. Yes. I am deputy post-master general of North America.

Q. Don't you think the distribution of stamps, by post, to all the inhabitants very practicable, if there was no opposition?

A. The posts only go along the sea coasts; they do not, except in a few instances, go back into the country; and if they did, sending for stamps by post would occasion an expence of postage, amounting in many cases, to much more than that of the stamps themselves. Q. Are you acquainted with Newfoundland?

A. I never was there.

Q. Do you know whether there are any post roads on that island?

A. I have heard that there are no roads at all; but that the communication between one settlement and another is by sea only.

Q. Can you disperse the stamps by post in Canada? A. There is only a post between Montreal and Quebec. The inhabitants live so scattered and remote from each other in that vast country, that posts cannot be supported among them, and therefore they can

t get stamps per post. The English Colonies too, Long the frontiers, are very thinly settled.

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