FIG. 1. AA The Cafk in which the Wort is to be impregnated. (dd) The Strings by which the Veffel is to be let down. (ee) The Pegs to which the Strings are to be faftened. FIG. 2. DD The Air Veffel, fimilar to the bottom Part of Dr. Nooth's Glafs Machine, to be made of Glafs or Earthen Ware. (cc) A Glafs Stopper, ground in to fit the Mouth of the Veffel, having a Number of Capillary Tubes running from bottom to top in a diverging Direction, fo as to spread the Air in its Paffage through the Liquor. FIG. 3. The Stopper viewed feparately to fhew its Capillary Tubes. MEMOIRS MEMOIRS OF THE LITERARY AND PHILOSOPHICAL SOCIETY OF MANCHESTER. A brief COMPARISON of fome of the principal ARGUMENTS in Favour of PUBLIC and PRIVATE EDUCATION. By THOMAS BARNES, D. D. Read May 7, 1783. T HERE are few questions more important, when confidered in every point of view, than thofe which relate to EDUCATION. Allowing the original differences ftamped upon human minds to be great, yet education marks far greater and ftronger lines of diftinction, between one mind and another. It was education, which formed the polished and lettered fage, in the æra of the highest Grecian splendour. And it is education, which moulds the favage Indian for the defert. Vol. II. B "Dii "Dii Immortales! Homini Homo quid præftat! Stulto intelligens! Quid interest ! * It is generally faid, in praife of the prefent age, that it is more fenfible, than any which have preceded, of the immense importance of education. I mean not to detract from the real merit of my cotemporaries, by hinting a fufpicion, that fomething must be abated of this high compliment. The object and end, upon which modern education is often employed, will not, I fear, do the greatest honour to our dif cernment, or our piety. Among the various plans of education, each of which has had its warm admirers, and fanguine advocates, the parent, anxiously interefted for the best welfare of his son, (for I wish to confine the present fubject to BOYS,) is often greatly at a lofs which to prefer. There are, probably, advantages and difadvantages peculiar to every system. The point to be wifhed for, is, to balance thefe fo juftly, one against another, as to form the proper conclufion. There are not a few, both in antient and modern times, who contend earneftly for a PUBLIC scheme of education. There are others, perhaps an equal number, who object as earnestly against it. We must imagine the general views of thofe, who embrace the oppofite fides of Terence Eun. A&t. II. Sec. 2. |