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tain 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 samé 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. Ir 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 fourished 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 develop 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 error,-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 ac-. quisition 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 esti mated, 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 be nefit, 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 the 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 thank

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ful 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 unre

strained.

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 you; when you sleep, they shall keep you; and when you awake, they shall talk with you." 5. 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.

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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 infor mation, 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 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.

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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, de

notes a frivolous mind. Silence is the first step to wisdom. It was held in so 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 opportunities offer for cultivating the understanding.

Parental Example.

1. In the management of children in school, the parent,' example commonly has more weight than a teacher's precepts. It is of the utmost consequence that parents cooperate 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 judgement, 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 instruct

ers.

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 sparc no pains in injuring their teacher's character or interest. The most

flagrant acts of injustice, in this particular, have been com mitted 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 a wayward child had told a falsehood concerning the rules, regulations, and discipline of the school. The fact alleged, has been proved to be a falsehood, but pride or ignorance kept the parents from retracting, and even stimulated them to add new virulence to their merciless invectives. So thankless is this useful office, when parents are destitute of judgement, humanity, and gratitude! 3. This unfortunate conduct of ill-judging parents, is very common. There is scarcely a school in America that could not produce instances of it. It has been complained of by many sensible and judicious instructers. It has broken the peace of many ingenuous and respectable persons, who have been engaged in the care and instruction of youth, and paved the way to the ruin of hopeful children.

Vision of Mirza.

1. On the fifth day of the moon, which according to the custom of my forefathers I always keep holy, after having washed myself, and offered up my morning devotions, i ascended the high hills of Bagdad, in order to pass the rest of the day in meditation and prayer. As I was here airing myself on the top of the mountains, I fell into a profound contemplation on the vanity of human life; and passing from one thought to another, Surely, said I, man is but a shadow, and life a dream. Whilst I was thus musing, I cast my eyes towards the summit of a rock that was not far from me, where I discovered one in the habit of a shepherd, but who was in reality a being of superior nature. I drew near with profound reverence, and fell down at his feet. The genius smiled upon me with a look of compassion and affability, that familiarized him to my imagination, and at once dispelled all the fears and apprehensions with which I approached him. He lifted me from the ground, and taking me by the hand, "Mirza," said he, "I have heard thee in thy soliloquys: follow me.

2. He then led me to the highest pinnacle of the rock, and placing me on the top of it," Cast thy eyes eastward,

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