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ing limes, cultivated their own tongues. We know how much study both the French and Italians have bestowed upon theirs. Whatever knowledge may be acquired by the study of other languages, it can never be communicated with advantage, except by such as can write and speak their own language well. Let the matter of an author be ever so good and useful, his compositions will always suffer in the public esteem, if his expression be deficient in purity and propriety.

4. At the same time the attainment of a correct and elegant style is an object which demands application and labour. If any imagine that they can catch it merely by the ear, or acquire it by a slight perusal of some of our good authors, they will find themselves much disappointed. The many errours, even in point of grammar, the many offences against purity of language, which are committed by writers who are far from being contemptible, demonstrate that a careful study of the language is previously requisite, in all who aim at writing it properly.

5. These observations appear to determine conclusively, the subject which we have been discussing. They will suffice therefore, to prov- that the application of a child to a dead language, before he is acquainted with his own, is a lamentable Waste of time, and highly detrimental to the improvement of his mind.

6. The general principles of grammar are common to all languages; a noun is the same in English, French, Latin, Greek, $c. The variety of languages is easily acquired by observation and practice, when a preliminary knowledge of our own grammar is obtained. But the comprehension of our native tongue is not the only good preparative for the study of other languages. Some previous acquaintance with the general na- , ture of things, is necessary to the accomplishment of this end, that words may be the only obstruction in our literary progress, for, although it be useful to leave some difficulties in the way of a child, that he may exercise his mind in overcoming them, yet he must not be disgusted by too many or too great impediments. Our whole attention should consist in proportioning the difficulties to his powers, and in offering them to his consideration individually.

7- If Latin were made the primary object of a child's lessons he Would lose a vast portion of time in the study of grammar; he would be incapable of perceiving the beauties of that language, because he would not have acquired any previous knowledge. No benefit, therefore, could possibly accrue from reading, ih the Latin tongue, subjects which he couldoot understand in his own. But by becoming well acquainted with our best poets and prose-writers, he will easily learn, independently of the number of ideas, which he will gain thereby, the general rules of grammar; several examples will unfold them, and a proper application of others may be soon made without difficulty. Besides, he will acquire taste and judgment, and be well prepared to feel the beauties of a foreign tongue, when he begins to feel the beauties of his own. His knowledge being also extended and diversified, it will be found that the sole difficulty attendant on the study of Latin consists in learning words; so that to obtain a just knowledge of things, he must apply himself to such Latin authors only as are within the reach of his capacity, and whose writings he can comprehend with the same facility as if they were written in his native language.

8. By this plan he will easily acquire the Latin tongue, treasure up fresh knowledge as he advances, and experience no disgust in the study of it. Nothing can be more useless than to fatigue a child, by filling his memory with the rules of a language which he does not yet understand. For, of what advantage is the knowledge of all its rules, if he be unable to apply them? We should wait, therefore, till reading has gradually enlightened his mind, and then the task becomes less irksome to him. When he has studied his own language, we should anticipate the principal differences between the Latin and English syntax. His surprise in perceiving an unexpected difference will excite his curiosity, and effectually remove all distaste. After this, and not before, he may devote a part of each day to Latin; but it ought never to be the principal object of his studies.

9. Such is the outline of this plan of education, which has nature for its basis, and reason for its superstructure; but such a plan, it must be granted, is not to be found in any of our seminaries of learning. Their system inverts knowledge; this proposes to make it orderly and progressive. Theirs is founded on precedent and long established usage; this is recommended by its obvious utility and economy of time.

Female Education. 1. If education, in general, lies at the foundation of individual, domestic, and national happiness, this is especially the case with female education. It is a concern in which the highest interests of mankind are at stake. It involves the vital principles of social welfare. And according as it is attended to, or neglected; according as it is wisely or erroneously pursued,

will public or private happiness be nourished or poisoned at its root. Upon the education of woman it depends, under Divine Providence, whether she shall be the most useful, or the most mischievous of mortals; whether she shall be the most valuable blessing of human society, or the most dreadful scourge of Almighty visitation. Solemn thought! How deeply ought the subject to engage the attention, to interest the heart, to excite the prayers, and to animate the diligence of every parent. 2. We are, perhaps, wiser than our fathers, in having learned to appreciate more justly than they did, the talents of women, and in devising plans of education better fitted to develope and improve these talents. But it is feared we fall below our venerable predecessors, in cultivating the moral and religious character of females, and in fitting them for some of the more useful and important duties of their sex. When we learn, generally to correct this errour; when we teach our daughters properly to estimate their true dignity, and diligently to pursue their real happiness, when we persuade them to reflect, that education consists not in the acquisition of dazzling and meretricious arts, but in preparing themselves to be respectable and useful wives, mothers, members of society, and christians, then, and not till then, may we hope to see the moral character of society raised, and the real importance of the female sex more justly estimated, and more duly honoured.

.' Monition to Children.

1. It is to little effect that moral instruction is conveyed to you, if you will neither listen to, nor observe the precepts which are recommended. You can give no better proofs of a docile temper, than by paying proper respect to those lessons which are calculated for the improvement, either of the faculties of the mind, or affections of the heart.

2. Think not that the business of education is a hardship to which you are subject. It is intended solely for your benefit, and to instruct you in those virtues and accomplishments which will tend to make you good and happy, useful and agreeable. Consider, likewise, that your parents, by their conduct in this instance, are discharging that office which is incumbent on them. Your interest, therefore, and their duty, are sufficient inducements for. the one to furnish the means of improvement, and for the others to be docile and obedient to their teachers.

3. Should you at any time receive reproof, though you may think yourselves then aggrieved, yet in ihe serious moments of reflection, when you will be more capable of judging from what motive, and to what purpose it was given, you will be affected by very different emotions, and will be thankful to your monitor. > Reproof,' says the wise man, 'gives wisdom, but a child left to himself, bringeth his mother to shame;' because in the early stage of life, children are chiefly under maternal care and tuition. To make them wise and good, they must not only be instructed in their duty, but be reproved and admonished, when they do wrong. If left to their own wills, or suffered to follow their, own inclinations, they will prove, as experience too evidently demonstrates, a disgrace to those by whose indulgence they were unrestrained.

4. You, therefore, who are blessed with good and pious parents, I would address in the words of Solomon—' Children, keep the commandments of your father; and forsake not the law of your mother. Bind them continually upon your hearts, and tie them about your necks. Whithersoever you go, they shall lead yon; when you sleep, they shall keep you; and when you awake, they shall talk with you.

6. Having thus considered the advantages of a docile temper, I shall conclude with a few observations on the best means of acquiring or improving it.'

6. The first thing necessary is, Attention. Without this, the most useful lessons of instruction will have but little effect on your minds. You can neither retain in memory that which has been communicated to you, nor digest it afterwards. Your inattention will also be disrespectful to those who are delivering any discourse, or conveying any information which is intended for your improvement. If you aspire after knowledge, you will listen to her voice; otherwise you will be 'even like the deaf adder that stoppeth her ears.' But whatever may be the mode of instruction or the object of it, without attention you can profit but little. No proficiency can be made in any course of study or learning, without application. Sufficient time is allowed you to relax your minds; but when you are employed on serious subjects, let not your thoughts be dissipated. Indulge not in careless indifference, because the business of education is a matter of great importance, and, therefore, requires the most constant assiduity.

7. The next thing I would recommend to you is, a seasonable taciturnity: without this, it is impossible you can give that degree of attention which is necessary. To be loquacious or talkative whilst you are receiving instruction, denotes a frivolous mind. Silence is the first step to wisdom. It was heldi" sneh great esteem amongst the ancients, that they deified it, that is, they worshipped it as a god. By the Romans it was represented under a female form, holding up a finger to its mouth. Solomon has left an observation upon this subject. 'There is a time,' says he, 'to speak, and a time to hold one's peace.' This being the case, you will do wrong to suppose that a restraint of this kind, at proper intervals, is an instance of rigour. They are your best friends who lay this injunction upon you; to which you will strictly conform, if you have a wish or an inclination to be improved. It is only by knowledge that we raise the dignity of human nature; without this we should rank with the untutored savage. And there cannot be a greater disgrace to a rational being, than to be ignorant, in so enlightened a period as the present, where so many op,. portunities offer for cultivating the understanding.

Parental Example.

1. In the management of children in school, the parents' example commonly has more weight than a teacher's precepts. It is of the utmost consequence that parents co-operate with the teacher, both by precept and example, and that they contribute all in their power to inspire their children with a regard and veneration for their instructers. They ought, indeed, first to find one who is worthy of esteem and veneration; for it is difficult, and indeed unnatural, to compel children to esteem and love him, who possesses not amiable and. estimable qualities. When such an instructer is found, great confidence should be placed in him. He should be considered as the companion of the parents, and the friend of their children.

2. Children, from a want of judgment, of experience of principle, however well treated, will often complain to their parents of ill usage. If there is no reason for complaint, they will not hesitate to»invent one. If the parents listen to them, they will observe no bounds, and hesitate not to propagate the most shocking calumnies against their instructers. The love of novelty induces them to wish to be removed to some other place of education; revenge for some proper correction inflicted upon them, urges them to spare no pains in injuring their teacher's character or interest. The most flagrant acts of injustice, in this particular, have been committed by parents at the instigation of their children. They have been known to attack worthy, benevolent, and generous instructers in the most virulent and insulting manner, and throw out the most malicious, false, and black aspersions, on their character, because

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