the author proceeds to a higher object which education has in view; and our readers will be pleased with the manly and pious sentiments of Dr. B. on this head:

of

For the support of virtue, education has a yet more solemn task to perform,-to instruct the student in the doctrines and precepts the Christian religion. Some fanciful or malignant theorists of modern times have, indeed, maintained, that every man should be left to form his own notions of the great Creator from the contemplation of his works, and to regulate his faith and worship by his own discoveries and his own conclusions. But it is found by experience that sentiments of piety seldom take firm possession of the mind, unless they are impressed upon it by the instruction and habits of early youth and religion is to be considered, not only as forming the reĺation between man and his God, as creator and creature, as governour and subject; but as the support of the relation between man and man; as the foundation and principle of moral and social duties. It is the only rule that is universal in its application; the only obligation that is intelligible and unanswerable; the only law that is sanctioned by adequate authority. In support of these sentiments we have the concurrent testimony of all ages and nations. Antient as well as modern legislators have united a religious establishment with their political institutions; and whether acquainted only with the doctrines of heathen superstition, or enlightened by the pure theology of the gospel, they have equally prescribed the instruction of youth in the faith and worship, as well as in the arts and sciences, of their country. Here then is the most momentous duty of education; for here is, of all that is truly amiable and useful, the foundation and the completion; the beginning and the end. Religion is equally the basis of private virtue, and public faith; of the happiness of the individual and the prosperity of the nation.'

In chap. 2d, Dr. Barrow combats the modern doctrine of the evils which result from the Prejudices of Education. It is here properly shewn that such is the nature of man, that what is called prejudice or prepossession must unavoidably be the ground-work of human principles and conduct; that few among the bulk of mankind can ever think and reason wholly for themselves; and that even those who do exercise those faculties will all be influenced, more or less, by early habits and impressions. This idea brings to our recollection an observation of a great writer, that "man is a bundle of habits."--Some remarks in this chapter, however, on the danger of enlightening the people,' and on modern philosophism,' led us to suspect that the author is by no means an unprejudiced advocate for prejudice. It is the fashion of the times to employ the arts of declamation on these subjects; and while declaimers accuse the philosopher as the "audax omnia perpeti," they themselves "ruunt per fas nefasque" to shield established usage. At the close of

the

the chapter, indeed, the Doctor with much modesty and candour disclaims all bigotry, and every wish to check the freedom of disquisition.

Chapter 3d treats of the Discipline and Instruction of Infants. On this subject, the author differs from some 'modern theorists,' who propose to govern children by reason, and to convey instruction under the form of pleasure. It is here maintained, on the contrary, that authority must be exerted, and pleasure be made the reward of obedience. In several points, however, we observe that Dr. B. coincides with modern theorists ;' with Miss Hamilton, and others, respecting the proper treatment of children. He steers a just and middle course between the extremes of antient custom and modern reform.

In chapter 4, the subject so repeatedly canvassed is again renewed, On the comparative Advantages of public and private Education. The evils which certainly attend the private method, and even the present fashionable plan of a limited number of pupils, are here forcibly recounted; and the beneficial effects of a public school are placed in a favourable point of view. Concessions in the mean time are made by the author, which evince much candour and good sense, as will appear by the conclusion of the chapter:

In the observations that have been made upon the comparative advantages of publick and private education, it is not to be supposed that the result will always be precisely what has been stated. A thousand circumstances continually intervene to vary the effect of every system, and disappoint the conclusions of every calculation. Whatever mode be adopted, a wide difference will be made in the success by the various degrees of ability and diligence exerted by different teachers, and still more by the varieties of capacity and temper in their different pupils. Private tuition has sometimes produced men of the most brilliant talents; and dulness and stupidity have often issued from our publick schools. But supposing the different students equally endowed by nature, and the same judgment and exertions in the respective preceptors, the effects that have been stated from the different modes of instruction may most reasonably and usually be expected. The natural fertility of the soil cannot even by mismanagement be wholly suppressed; nor can its sterility by any skill and care be so successfully cultivated, as to yield a rich and luxuriant produce.

Nor is it to be supposed that any system of education can be adopted, which shall comprehend every possible benefit, and exclude every possible inconvenience. In almost every thing human a compromise must be made. As we approach one advantage, we generally recede from another; and a greater evil can sometimes be avoided only by submitting to a less. Though in the important business of education we must relinquish speculative perfection for attainable excellence, yet happily something like an union between

private

private and public instruction may be formed. While the student attends his school during the day, he may in the evening receive the assistance of a private teacher; not, certainly, to save him the labour of performing his own exercise; not to prevent, but stimulate, the exertion of his own powers; to explain to him the subject proposed; to illustrate the principles of composition; to relieve him from any -difficulty, that may impede his progress; to enable him to proceed aright, or to correct what is amiss; to supply, in short, whatever the regulations of the school may not admit, or the thoughtlessness of the youth may have neglected. Even this scheme is not without its difficulties and objections. And while some of our publick schools continue it, from their experience of its utility; others have rejected it, from a knowledge of its abuses. his, however, is the plan which I can venture to recommend with the greatest confidence ; because I have seen it attended with the most beneficial effects. No system, however it may deserve success, can always command it. No future event, depending on human wisdom and human passions, can be considered as certain.'

The 5th chapter treats on the Choice of a School.-With respect to the great endowed schools of this country, Dr. B. considers them as nearly equal, and all of them worthy of a parent's choice. In academies, he recommends the parent to attend to the moral character and known accomplishments of the master, to prefer a clergyman of the established church, and a situation in the country.

Chapter 6th, On consulting the Genius in order to determine the Profession, is well worthy the attention of parents; and we particularly recommend the advice given in the following passages:

If there be any strong and unequivocal marks of aptitude and inclination for a particular pursuit; whether given by nature or the nursery, whether the result of instinct or of accident; they may generally be very early and very easily discovered; and ought certainly to have their weight in the choice of a profession. But the existence of this natural genius is so doubtful, or its effects so feeble, that it rarely can be depended on; and need not be much regarded. In fixing a youth's future occupation in the world, our attention will be claimed by objects of much greater importance; because of much more influence upon his prosperity and his virtue.

Let the parent's situation in life be first maturely considered; his rank and his property, his interest, his connections and his prospects. These will best determine the destination of the son as it is within the circle of these, that his father can most effectually assist and support him. Ambitions efforts to push him beyond these more frequently bring ridicule and repentance, than wealth, honour, or enjoyment. His own desire of distinction will probably require restraint, rather than encouragement; the curb, rather than the spur. To indulge a youth in the various luxuries of his apparel and his table, of company, expence, and dissipation, beyond the just measure of his

birth and fortune, in order to procure for him a more elevated station in society, has, indeed, been occasionally successful, and is therefore frequently attempted. But the more usual result has been loss and disappointment to the parent; and to the son, mortification and misery; to feel with additional poignancy the want of what he had long enjoyed; and those hardships of his humble state, for which no previous discipline had prepared him.

Too many parents seem to forget the observation of Rochefoucault, that we may appear great in an employment below our merit; bus that we shall generally appear little in one that is above it. Titles themselves only disgrace those, whose actions disgrace their titles. No supposition, indeed, is more erroneous or mischievous, than that he best discharges his duty to his offspring, who raises them the most above his own level in the world. Neither happiness nor virtue are proportioned to rank or riches. And if any man really enjoys more satisfaction than falls to the lot of men in general, it is he who has risen by his own efforts from a humbler to a higher situation of life; and who can compare his present affluence and elevation with his former want and obscurity. In opposition to classical authority, that an estate obtained not by labour, but by inheritance, is a necessary ingredient in human happiness; it has always appeared to me to be a less kindness to a son, to bequeath him a fortune, than to give him an opportunity to obtain it for himself; to place him in a situation, where his progressive advancement may depend upon his own exertions. Nothing, indeed, can justify the attempt to give him a distinguished place in society, but his possessing such talents as will enable him to discharge its duties with honour to himself, and advantage to the publick; and to ascertain whether he really possesses those talents is supposed to be hardly less difficult to the parent, than it is in itself important.'

The Estimation, Treatment, and Grievances of the Masters of our Academies, form the subject of chapter 7. The vexations which the master has to endure from the officious interference of parents and friends, and from various other causes, are here feelingly described.

Chapter 8th, On Grammars. Dr. B. declines a minute examination of the respective merits of our different grammars, but he laments the want of uniformity of these rudiments in different schools; and he thinks that the law of Henry VIII. prescribing an uniform method of teaching Latin might be again enforced with advantage.

The remaining chapters of Volume I. are; On the Study of the English Language.-On Writing, Arithmetic, and the Mathematics.-On the Study of the Classics.-We much approve the author's advice that the English tongue should be more assiduously cultivated in our schools than it generally is. Mathematics, as they are taught in our academies, we fear, are of little benefit to the pupil. The vindication of the study of

the classics is worthy of one whose accomplishments bear tes timony to their value and importance, as an essential part of a liberal education.

Chapter 12th, the first of the ad volume, considers the Art of Teaching, and particularly as it applies to the classics. the useful rules here prescribed will be more interesting to teachers than to readers in general, we shall quote only the judicious summing up of this chapter:

Before the teacher dismisses any class of his scholars to their places, it will become him to consider, whether they return from him wiser than they came; whether the sense of any word or sentence, whether any rule of grammar or construction, whether any truth of science, of history, or of morals, has been rendered more clear to their understandings, or more deeply fixed in their recollection. And if nothing of this kind has been effected, he may be assured, he has not performed what his station and his duty require. The time that can be allotted to the business of education does not allow it to continue for a moment at a stand. No lesson should pass without its proportion of

benefit to the student.

In teaching the classicks, the preceptor should not fail perpetually to illustrate antient laws and customs, characters and transactions, by their corresponding objects in modern times: and to compare and contrast the brilliant passages in the writers of antiquity with the beauties of our national authors. This will often recommend the latter to notice, and make both more fully understood. It will attract and fix the attention of the student, by exhibiting his labour in the colours of pleasure. Just observations, elucidated and enforced by apposite anecdotes, will always engage the most thoughtless and volatile; and while the latter are remembered, the former will not be wholly forgotten. It is by these occasional and incidental remarks, that the taste for literature is often implanted and matured, and that the principles of judgment and criticism are successfully taught, without the repelling formality of a lecture. It is thus that the important subjects of politicks, of ethicks, and of religion itselt, may be introduced with the greatest advantage; and the soundest principles immoveably established in the mind."

In treating on the Use of Translations by the pupil (chap. 13.), Dr. B. condemns them in general, excepting a poetical version of a poet. The ordo, interpretatio, and much of the notes in usum Delphini, are also rejected; and we agree with Dr. B. that these aids contribute eventually to retard rather than to accelerate the pupil's progress. Some notes are certainly beneficial; and so is occasional assistance: but the latter should proceed from the master, and not from a translation.-Several auxiliary books are recommended in this chapter.

Chapter 14. discusses the utility of introducing the pupil to some acquaintance with Mythology, Geography, Chronology, and History. We are inclined to question the propriety of begin