come to school-and to the general diffipation

of the age, to which even fchools themfelves, which ought to be the nurseries of better principles and better manners, too frequently accommodate themselves.

If the fact be granted, that morals are in greater danger in a public, than a private school, this will be, with many parents, a conclufive argument. Boys too foon, too easily receive the alarming contagion. And, when it is once received, it contaminates the whole mafs of the foul, and fpreads its deadly poison through every future ftage of life.

It is however, contended, "That boys, immured within the precincts of a private family, are often but ill prepared to ftand the fhock of future temptation; that they frequently rufh, from the extreme of confinement, to the extreme of diffipation, or diffoluteness; and thus, atone for former restraint, by future extravagance."

This may have been the cafe, where the confinement has been impolitic, or exceffive. But, as this is not neceffarily attendant upon the private plan, it cannot be admitted as an univerfal argument against it.

It is to be regretted, that fchools, in general, of almost every defcription, pay fo little attention to the culture of the heart; though this is, in comparison with all others, an object, fo infinitely fuperior, that no embellishments

of

of science, no advantages whatever, of any other kind, deserve a moment's regard, without it

And it is, perhaps, equally to be regretted, that fo few parents are proper to have the fole direction and management of their own children.*

It is far more easy to form the theoretic idea of a school, which you might call "THE SCHOOL OF VIRTUE AND OF SCIENCE," than to realize it in action. And yet, I fear, that many parents would not approve of even this fchool, if it were not likewise, "THE SCHOOL OF SHEWY ACCOMPLISHMENTS," which, with many, are of far greater moment, than virtuous excellence.

The MIDDLE PLAN, which we have already mentioned, feems calculated to blend, in fome degree, the advantages, and to divide the dif advantages, of both the others. By enlarging a private school, fo as more nearly to approach a public one, you fecure every defirable advantage for emulation. And, by having no more, than can be under the continual inspection and management of the mafter, you provide for that particular and conftant attention to every in

The faying of Philip upon the birth of his fon Alexander, pays a high compliment to the philofopher; but Ariftotle himself could not command fuccefs. His pupil does not feem to have fully anfwered to his tutor's care. "Non tam gaudeo, quod natus eft mihi filius, quam quod tempore Ariftotelis natus eft, cui tradatur erudiendus." dividual,

dividual, which is abfolutely neceffary to his best improvement.

But upon every plan, the whole will depend upon the ability, the industry, and I may add, particularly, upon the manner of the master. The advantages of the best plan may be loft, by incapacity and negligence. And even the worst may have a temporary brilliancy, from the fuperior talents and attention of him who conducts it.

The nobleft authority is that of love, mingled with reverence. Let us imagine, connected with real abilities, that indefcribably happy manner, which we have already mentioned, but cannot explain. There will probably be an eafy and willing empire, over pleafed and unfufpicious. fubjects. It will be an empire over the heart. Their fubjection will be chearfully paid to one in whom they fee, powers in their eye fo amazing, connected with a temper fo amiable, with manners fo awfully engaging, with affections fo fincere, and with a treatment fo generous, manly, and confiftent.

But, if we recollect a moment the exceedingly difficult points, to which education fhould be directed, we fhall perhaps rather wifh, than expect, to fee any fcheme, in which they may be all accomplished. To keep up the continual impreffion of reverence, without intimidatingto refrain the fpirits, without depreffing them

to

to inspire courage, without turbulence-vivacity, without forwardnefs and diffidence, without dejection-to adminifter praise, without puffing up-correction, without exafperating-and fteady difcipline, without enfeebling the mind in its best energies.-These are some of the grand objects of education.

Who, that confiders the difficulties of this work, the various difpofitions, capacities, and nurseryeducations of boys; and the different tempers, views, and talents of parents and mafters, will not be ready to make every candid allowance for imperfection? And yet, who, that confiders ITS INFINITE IMPORTANCE, will not wish every poffible imperfection to be done away?

And who will not be ready to exclaim, with the philofopher,

Quid munus reipublicæ MAJUS MELIUSVE afferre poffamus, quam fi docemus atque erudimus Juventutem ?"

Cicero.

A PLAN

A PLAN for the IMPROVEMENT and EXTENSION of LIBERAL EDUCATION in MANCHESTER. By THOMAS BARNES, D. D. Read April 9, 1783.

T is to the honour of the present age, that it

IT

has extended the empire of SCIENCE, and of the Arts, fo far beyond its antient boundary. The fpirit of Literary enterprize has gone forth, and has already won large domains from the regions of dark nefs. It would be matter of wonder, and of lamentation, if, in a period for distinguished, education, which holds fo high a rank both as a fcience, and an art, fhould not have received fome fhare of the general improvement. But who will deny, that much has been already done, to render the benefits of liberal culture more diffusive, and more fuccefsful? Much as we lament, that the object and aim of many parents should be fo low; much as we defpife many of those frivolous embellishments, which are esteemed the grace and finifhing of modernmodifh-education, ftill we must acknowledge with pleasure, that confiderable advances have been made, and that young perfons now enjoy many affistances in mental cultivation, unknown to their progenitors. The general fentiment,

of