measure, the moral and intellectual improvement of the human character. For, as Professor Stewart somewhere writes" In the case of individuals, who have no other guide to direct them in their inquiries than their own natural sagacity, much time and ingenuity must inevitably be thrown away, in every exertion of the inventive powers."

V. Taste, how improved.

In this method of instruction the taste of the scholar will be improved. For, writes the learned Dr. Beattie, "Whatever tends to enlarge, to correct, or methodize our knowledge, either of men or of things, is to be considered, as the means of improving judgment, consequently taste. Taste is also improved by reading the best books of criticism." He mentions, among others, Addison's papers on "Paradise Lost," as very proper for the study of those, who would cultivate and refine their taste.

VI. Conversation.

If the conversation of the company wherein the scholar is a cohabitant, be defective, and his intercourse in such company be more, than with the thoughts of a good writer, his progress towards elegance of diction will be but slow.

So, with regard to proper sentiments, or morality, the master may give lessons daily to his scholars of the pleasure and advantages of a moral life; but, if their parents hold immoral discourse before them at home in a greater degree, than the master moral at school, it profiteth them nothing. This, however, is a general rule, and stands in relation to some, untrue. We should always aim as much at correctness in conversation as in composition-for then,

one tends to promote and substantiate the other. But when we strive to become perfect in the one, and at the same time neglect the other, we do but root up weeds to let others grow.

VII. Reading.

It is much as Locke says, that "those who have read every thing, are thought to understand every thing too; but it is not always so." Some read indiscriminately every book that comes in their way, to be accounted readers; others cursorily run over whole libraries to cull out novelty and amusing matter—while there is another class who pick upon books only, to find sentiments that may coincide with their own; and there are other classes differing from these, but none so much in need of reformation. It should always be remembered, that reading does nothing more than furnish the mind with the materials of knowledge, and that it is thinking alone, which turns what we read to profit. Undigested materials of knowledge in the mind, are much like undigested food in the stomach, they rather injure than benefit the possessor.

"We are of the ruminating kind," says a learned writer, " and it is not enough to cram ourselves with a great load of collections; unless we chew them over again, they will not give us strength and nourishment. There are, indeed, in some writers visible instances of deep thought, close and acute reasoning, and ideas well pursued. The light these would give would be of great use, if their reader would observe and imitate them; all the rest at best are but particulars fit to be turned into knowledge; but that can be done only by meditation, and examining the reach, force, and coherence of what is said; and then, as far as we apprehend and see the connexion of ideas, so far it is ours; without that, it is but so much loose matter

floating in our brain. The memory may be stored, but the judgment is little better, and the stock of knowledge not increased, by being able to repeat what others have said, or produce the arguments we have found in them."

When we consider our dependence on the knowledge derived by reading for intellectual improvement, and that no reading can be profitable, unless accompanied with due deliberation, we cannot be regardless of the importance of not only teaching the young how to read words and sentences, but to study and understand them. And nothing seems more calculated to engage the attention of the young mind, and get it into the habit of considering when reading, than the exercise of this system.

VIII. Grammar and Rhetoric.

If it be asked, when Grammar and Rhetoric should be taught, we answer: When the scholar is old enough to know and require the facility and use of them, and not before.

I would have parents and instructors always bear in mind, when they are about to give new lessons to their children, the sentiment of Dr Johnson, who says, "To oblige children to commit to memory what they do not understand, perverts their faculties, and gives them a dislike to learning."

To prevent any misconception with regard to my views in relation to the study of Grammar and Rhetoric, I will add, to use the words of a distinguished individual on the same subject to the author, "that this method of instruction should be recommended, not in opposition to others,not exclusive of others, but as an excellent aid in connexion with them."

LESSONS.

8*

SYSTEM.

In the first place,

Let every scholar attentively read his Lesson, requiring his particular attention, to the punctuation, orthography, choice of words, structure of sentence, &c.

In the second,

Require a transcription of the sentiments contained in the lesson, in the scholar's own words.

Exercise the memory of the scholar, by requiring him to restore the chapter to its original form.