THE EDUCATION OF YOUTH, has in all Ages, and in all Nations, formed a Grand Theme for Contemplation; and Emperors, Kings, Princes, Nobles, Commons, and the Public, both in Savage and Civilized Countries, have bent their best Attention to this important and highly momentous Subject.

It would not be difficult to prove, that nearly all Nations have advanced in Power and Prosperity, in the same Proportion that they advanced in Civilization and in general Knowledge; and the Decline and Fall of most Kingdoms and Empires, may be traced to the Decline, Relaxation, and Carelessness manifested in the Education of the different rising Generations.

It has been well said that, "Knowledge is Power;" for this holds good, in all the Departments of Life; and may be seen, not only in the different Mechanical Powers, as applied to the Construction of various useful Machines; but also in every Trade, Occupation, and Pursuit that engage the Time, Talents, and Attention of MAN.

SOLOMON says, "Wisdom is the principal Thing; therefore, get Wisdom; and with all thy getting, get Understanding." And again he says, "Get Wisdom, get Understanding; and forget it not."-Wisdom, Knowledge, and Learning are undoubtedly of intrinsic, and of inestimable Value; but these high, lofty, and excellent Attainments can only be acquired by diligent and persevering Study, by great and unremitting Attention, by the careful Perusal of Moral, Religious, Scientific, and other proper Books, on particular and general Subjects, by Experience in the practical Affairs of the World, by obtaining Information, and learning Prudence from the passing Events of Life; and, above all, by receiving Instructions under the Direction of able, judicious, diligent, and experienced Teachers. It is only from the Combination of all these Means, that Young Persons can ever expect to obtain an extensive Fund of General, Scientific, Useful, and Practical KNOWLEDGE.

MUCH has been written, and much has been spoken, relating to the Natural Talents, Abilities, and Capacities of Children; and after the Experience of Forty Years, we certainly do aver, that we never had one Child placed

under our Care, who was not capable of learning Something useful to himself, and beneficial to the Community.-In fact, we mean to say, that with proper Care, Management, and Cultivation, Nine Hundred and Ninety-Nine Boys out of every Thousand, might be brought to learn every Thing that is necessary to make them useful and honourable Members of Society.

That the Abilities of Young Persons differ considerably cannot be disputed; and the Great Author of our Being has given us another wonderful Proof of his Infinite Wisdom in the diversified Talents and Dispositions which he has bestowed upon the Children of Men.

If all Persons had been created with the same Inclinations, and with equal Powers of Mind, how would the different Occupations, Pursuits, ard Businesses of Life have been carried forward? One Boy feels an Inclination for some particular Calling; another Boy chooses some other Trade or Profession; and a third fancies that his Talents will enable him to succeed in various Undertakings; and thus are carried on the numerous Avocations of this diversified World.

Parents generally observe and carefully watch over the Openings of the Minds of their Children, endeavour to discover their various Inclinations, and consult with them in choosing suitable Trades or Professions; and it is the Duty of every Teacher to study the Tempers and Dispositions of his Pupils, to notice their different Capacities, to find out the natural Bent of their Genius; and to cultivate all their Talents to the utmost of his Power.

It is also the Duty of every Teacher to prove to his Pupils, that he is, and wishes to be their real Friend, not by Words only, in giving them Instructions, Advice, and Encouragement; but by kind and affectionate Treatment; by giving them due Assistance in all their Studies; by elucidating and explaining every Science, in such a Manner as to bring it within their Comprehension; and by evincing in all his Actions, that he is desirous of promoting their real Improvement, Welfare, and Happiness.

Minor Faults, Omissions, or Oversights should by no means be excused; but they should be treated with a gentle and an indulgent Hand.-Severe Admonitions, Reprimands, or Chastisements should be reserved for greater Offences;-Harshness and Severity should never be used,

until all gentler Means have proved ineffectual in rectifying or reclaiming the Pupil.

Many of the Follies, Inadvertencies, and Mistakes of Young Persons, arise not from real Carelessness, or from a Perverseness of Disposition, but from want of proper Admonition, Advice and Instruction; and, if these were duly administered in a judicious Manner, they would seldom fail in producing the desired Effect.-Of all the Numbers whose Education we have superintended, we do not recollect one Boy in whom these Means did not produce some Improvement that merited Praise and Commendation; either in his Temper, Talents, Generosity, Ingenuity, or Behaviour; or in his General Conduct, and his Advancement in Learning and Knowledge.

Besides, it should be remembered that Young Persons labour under great Disadvantages for want of Experience, which is the Great and Grand Teacher of all Mankind; and we must certainly say, that those Persons must be very stupid and headstrong indeed, who will not learn at the SCHOOL OF EXPERIENCE.-Dr. Franklin says, "Experience keeps a dear School, but Fools will learn at no other, and scarcely at that."-This Observation is too often proved to be literally true, by the Actions and Conduct of many Persons who have had Time and Opportunities of acquiring Practical Knowledge; but who have neglected to profit by the Instructions conveyed in the passing Occurrences and Events of Life.

If the Methods of Tuition which we have recommended, and which we have long practised, with great Success, were judiciously pursued by Teachers, we should hear very little more of careless, dull, idle, disobedient, and refractory Children; but unfortunately for Learners, these Methods and Considerations are generally either entirely neglected, or very little regarded by many of the Instructors of Youth.

The consequences of this unpardonable Neglect, present themselves in the little Progress that Boys generally make in their Learning; in their Disregard of proper and scientific Books, and Self Improvement; in the careless and supine Manner which they display in the Pursuit of their Studies; in the Aversion and Dislike which they often manifest towards Schools and Schoolmasters; and in the Complaints. that Teachers are continually making against their Pupils.

We boldly maintain that there are very few Boys indeed, however limited may be their capacities, that are not

capable of receiving a good and a useful Education; if they be treated and managed according to the Methods which we have laid down, and recommended. But this cannot

be expected from Teachers who have not a sufficient Knowledge of the various Departments of Learning; or who are destitute of a pleasing and happy Mode of conveying Instruction; or who, for want of Experience, are ignorant of the best and most judicious Methods of Conducting and Managing a SCHOOL.

It is well known that a Person may have great Talents and Acquirements; and may yet want that Facility and Address, in communicating Knowledge to his Pupils, that are so desirable and necessary in a Schoolmaster.-William Emerson, the great Mathematician, and Dr. Samuel Johnson, the great Linguist, both failed in their Attempts to establish Schools; not for want of Knowledge, but from a want of Experience, Patience, and Perseverance; and, from the lack of a happy and judicious Method of giving or conveying their Instructions to their PUPILS.

The Duties of Teachers embrace such a Variety of Objects, and involve such a Multiplicity of Considerations, that it is impossible to notice them all in a short Essay like the present; and much will always depend upon their own Wisdom, Prudence, and Vigilance in adapting their Advice, Instructions, and Admonitions to the Tempers, Inclinations, and Dispositions of their Pupils; and to the Nature and Importance of such Circumstances as may arise, in conducting their Schools.-Besides, what we have already advanced, on the Duties and Responsibilities of Teachers, we may, however, still be permitted to make the following brief, general, but comprehensive Summary: Every Instructor of Youth, should labour to render every Science as easy, as familiar, and as pleasant as possible to his Pupils; he should endeavour to make them comprehend every Operation, and to perform it with Accuracy and Dexterity; he should encourage them to persevere in their Studies, by assuring them that Diligence and Assiduity, with due Assistance, will make Doubt and Difficulty give way before them; he should exhort them to Habits of Cheerfulness, Carefulness, and Industry; he should endeavour to place their Duty and their Interest before them, in the most conspicuous Light; he should point out to them the great Advantages resulting from Sci

entific and General Knowledge; he should admonish them for wasting their valuable Time in trivial Pursuits; and he should chide and reprove them for Remissness, Inattention, Stubbornness, and Disobedience.

Every Teacher should impress upon his Pupils, the Necessity and Advantage of cultivating and improving their Tempers; he should urge them to practise Gentleness and Affability of Manners; he should enjoin them to love, honour, and obey their Parents, and to be courteous and kind to their Friends; he should inculcate Principles of Rectitude and Probity, and expatiate on the Odiousness of Dissimulation and Insincerity; he should caution them against the Danger of reading Novels and other Pernicious Books, and inform them of the exalted Sentiments and the correct Ideas that may be obtained from the Perusal of Good and Proper Books; he should point out the various Times and Occasions, when harmless and innocent Mirth and Amusement may he allowed and encouraged; also, the proper Seasons when a sedate, serious, and solemn Demeanour is expected and required.-He should tell them that Exercise and Temperance are the best Preservatives of Health, and inform them that too much Sleep relaxes and debilitates the Animal System; he should hold up to their View, the Example of those, who by their Knowledge, Integrity, and Benevolence, have done Credit to the Christian Name; he should excite them to be thankful for the Civil and Religious Liberty which we enjoy, in this Country, when compared with other Nations; he should inspire them with Sentiments of Gratitude for the numerous Blessings that we are all continually receiving from the Bountiful Hand of the Almighty; he should direct their Thoughts to the Contemplation of the Power, the Wisdom, and the Goodness of God, as displayed in the Works of Creation; he should enjoin them to love and reverence the Scriptures of Divine Truth, and keep holy and sacred the Sabbaths of the Lord; and he should use every Means in his Power to fire their youthful Bosoms with a Love for Learning, Virtue, Religion, and every other Thing that does Honour to HUMAN NATURE.

SCHOOLMASTERS should always endeavour to gain the Confidence, and secure the Assistance, Support, and Co-operation of PARENTS; for we have always found them