of science, no advantages whatever, of any other kind, deserve a moment's regard, without it

And it is, perhaps, equally to be regretted, that fo few parents are proper to have the fole direction and management of their own children.*

It is far more easy to form the theoretic idea of a school, which you might call "THE SCHOOL OF VIRTUE AND OF SCIENCE," than to realize it in action. And yet, I fear, that many parents would not approve of even this fchool, if it were not likewise, "THE SCHOOL OF SHEWY ACCOMPLISHMENTS," which, with many, are of far greater moment, than virtuous excellence.

The MIDDLE PLAN, which we have already mentioned, seems calculated to blend, in fome degree, the advantages, and to divide the dif advantages, of both the others. By enlarging a private school, fo as more nearly to approach a public one, you fecure every defirable advantage for emulation. And, by having no more, than can be under the continual inspection and management of the mafter, you provide for that particular and conftant attention to every in-.

• The faying of Philip upon the birth of his fon Alexander, pays a high compliment to the philofopher; but Ariftotle himself could not command fuccefs. His pupil does not feem to have fully answered to his tutor's care. "Non tam gaudeo, quod natus eft mihi filius, quam quod tempore Ariftotelis natus eft, cui tradatur erudiendus." dividual,

dividual, which is abfolutely neceffary to his best improvement.

But upon every plan, the whole will depend upon the ability, the induftry, and I may add, particularly, upon the manner of the mafter. The advantages of the best plan may be loft, by incapacity and negligence. And even the worst may have a temporary brilliancy, from the fuperior talents and attention of him who conducts it.

The nobleft authority is that of love, mingled with reverence. Let us imagine, connected with real abilities, that indefcribably happy manner, which we have already mentioned, but cannot explain. There will probably be an eafy and willing empire, over pleafed and unfufpicious fubjects. It will be an empire over the heart. Their fubjection will be chearfully paid to one in whom they fee, powers in their eye so amazing, connected with a temper fo amiable, with manners fo awfully engaging, with affections fo fincere, and with a treatment fo generous, manly, and confiftent.

But, if we recollect a moment the exceedingly difficult points, to which education fhould be directed, we fhall perhaps rather wifh, than expect, to fee any fcheme, in which they may be all accomplished. To keep up the continual impreffion of reverence, without intimidatingto reftrain the fpirits, without depreffing them

to

to inspire courage, without turbulence-vivacity, without forwardnefs and diffidence, without dejection to adminifter praife, without puffing up-correction, without exafperating-and fteady difcipline, without enfeebling the mind in its best energies.-These are some of the grand objects of education.

Who, that confiders the difficulties of this work, the various difpofitions, capacities, and nurseryeducations of boys; and the different tempers, views, and talents of parents and masters, will not be ready to make every candid allowance for imperfection? And yet, who, that confiders ITS INFINITE IMPORTANCE, will not wish every poffible imperfection to be done away?

And who will not be ready to exclaim, with the philofopher,

Quid munus reipublicæ MAJUS MELIUSVE afferre poffumus, quam fi docemus atque erudimus Juventutem ?"

Cicero.

A PLAN

A PLAN for the IMPROVEMENT and EXTENSION of LIBERAL EDUCATION in MANCHESTER. By THOMAS BARNES, D. D. Read April 9, 1783.

T is to the honour of the prefent age, that it

has extended the empire of SCIENCE, and of the Arts, fo far beyond its antient boundary. The spirit of Literary enterprize has gone forth, and has already won large domains from the regions of darkness. It would be matter of wonder, and of lamentation, if, in a period fo diftinguished, education, which holds fo high a rank both as a fcience, and an art, fhould not have received fome share of the general improvement. But who will deny, that much has been already done, to render the benefits of liberal culture more diffufive, and more fuccefsful? Much as we lament, that the object and aim of many parents should be fo low; much as we despise many of those frivolous embellishments, which are esteemed the grace and finishing of modernmodifh-education, ftill we must acknowledge with pleasure, that confiderable advances have been made, and that young perfons now enjoy many affiftances in mental cultivation, unknown to their progenitors. The general fentiment,

of

of the influence and moment of fuperior education, is now almost universally adopted. And nothing, we are confident, is neceffary, but to produce a well-conceived and ufeful fcheme, in order to fecure the most honourable patronage, and the moft liberal encouragement.

There yet remains ONE DESIDERATUM in Education, which many parents would be happy to fee fupplied, upon an unexceptionable plan. The stage which paffes between a SCHOOL, and BUSINESS, is often a very diftreffing one to a parent, and an ufelefs, if not a dangerous one, to a young man. He has paffed through the common forms of Claffical Inftitution. He is rather too old, to continue to pace round the beaten track of a grammar fchool; and yet he is too young, to be trufted abroad in the world, as his own master. Add to this, that his education, thus far, has been too confined and imperfect, to answer its nobleft ends, of giving a true enlargement and direction to his ideas, and of producing a proper tafte for general and important fcience.

What shall be done to fill up this awkward, and yet unfpeakably interefting, chafm of life? -It is beyond measure defirable, that it might be filled up with the purfuit of knowledge, in fome line, fo as to affift and adorn all his future progrefs.

Every respectable tradefman must have in his view the idea, of fometime retiring from, or at VOL. II.

C

leaft