arithmetic, they might be instructed in geography, history, politics, commerce, natural philosophy, mathematics, and other objects too frequently neglected in the education of boys. Where proper schools cannot be met with, several families might join in the same plan, and send their sons to some clergyman or gentleman out of business, who might direct their studies; and if he lived in the neighbourhood, the young men might board at home, provided they were kept to regular hours. Perhaps it may be said, that few parents could afford this expense, but it appears to me so highly useful for young men to have their minds cultivated previously to their being established in a counting-house, that it would be far better for them to have two or three hundred pounds less at their father's death, than be deprived of this advantage.

I believe some parents think, that if they give their sons a superior education, and keep them to their studies till they are seventeen or eighteen, they will be so conceited of their acquirements, that they will not afterwards condescend to apply to business, and thus will be incapacitated for making their way in the world. That this may sometimes be the case is perhaps too true, which is greatly owing to its not being customary for young men intended for trade to learn any thing more than languages, writing, and arithmetic; but if it were the general practice to teach them the elements of universal knowledge, previously to their entering into business, this objection would be entirely removed. Thus in those parts of England, where the common people receive little or no instruction, those who know how to read and write are apt

to pride themselves on being scholars, and to imagine that on that account they should be dispensed from hard labour; whereas in Scotland, where the education of the lower orders is provided for by the state, the good effects resulting from the improvement of their minds are extremely evident, no people being more frugal and industrious.

When a young man's studies have been chiefly confined to the classics and mathematics, it is perfectly natural he should take a dislike to a line of life where he will find this sort of knowledge almost entirely useless; but the plan of a general instruction above recommended, must surely be desirable for every member of society.-Editor.

ADDENDA TO CHAPTER XIII.

"IN order to render the mind superior to prejudice, it has "been proposed by some philosophers to omit every species of "religious instruction, till the powers of the understanding are "sufficiently ripe for comprehending all its mysteries. Reli

gion is then to be learned as a science, a mere matter of spe"culation; it is to be propounded to the unbiassed judgment

as an object of curiosity, almost as worthy of investigation "as the laws of electricity and magnetism. But will the "pupil come to the investigation with a mind equally well "prepared? Has not the preceptor, through the whole course "of his pupil's education, been labouring to implant the love "of science in his mind? Has he not endeavored to excite a "desire for knowledge by the stimulus of reward and punish❝ment, praise and disapprobation, and to associate it with the "ideas of honour and esteem? If this unceasing attention, "this unremitted assiduity, be necessary to direct the intel"lectual faculties to the pursuit of learning and science, is it "to be supposed that religious sentiment, unconnected with "all early association, unaided by any previous disposition, can "all at once find admission to the mind?

"Before we reject religious instruction we should do well "to consider, whether the happiness of our pupils is more "likely to be injured or promoted by imbibing a portion of "the spirit which pervades the tenor of the gospel; a spirit "which teaches love to God and good-will towards men.

"The propriety of cultivating feelings of benevolence to"wards our fellow-creatures is seldom denied in theory, how"ever frequently the duty may be omitted in practice. It "has been recommended by the eloquence of heathen philo“ sophers, and enforced by some extraordinary examples of "heathen philanthropy: but as the foundations on which "they built their beautiful theories of virtue were narrow and

"confined, the superstructure was frail and perishable; and 16 never was the true foundation discovered, till brought to "light by Jesus Christ. He first taught how the obstacles to "benevolence were to be removed by conquering that pride, "self-love, and vain glory, which had, till then, constituted a "part of the catalogue of human virtues. He first taught "the universality of its extent, by connecting it with the love "of the common Father and Benefactor of all, and made the "love of our fellow-creatures the test and criterion of our "love to the Creator, while from true devotion to the Su" preme Being, he taught that benevolence to man must ne"cessarily flow. He likewise taught, that upon all, who 66 were convinced of these truths, and were anxious to fulfil "the divine commandments, divine assistance would be be"stowed. He alone ennobled virtue by the assurance of an "eternal reward, and gave dignity to this probationary scene, "by representing it as introductory to a glorious and ever"during state of felicity.

"Is there aught in these doctrines that can render the "mind gloomy and unsocial? Will the habitual gratitude of "the heart to the Supreme Benefactor detract from the en"joyment of his gifts? Will the idea of the constant pre"sence and protection, the love and favour of such a Being "tend to depress the mind? Or will the wish for the ap-. "probation of this heavenly Father, friend, protector, and "judge, and the fear of his displeasure, impair the energy of "virtue? Why then do we reject the salutary assistance which "religion offers us for subduing the worst, and cultivating the "best passions and affections of the human heart? Alas! be

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cause that, by the public and the splendid scenes of this vain " and transitory life, we are so completely engrossed, that in "the education of our children we lose every other view, but "that of qualifying them to attract the applause and admira❝tion of the world. For this in our boys we cultivate the "understanding, while we neglect the heart; in our girls we "leave both heart and understanding to the care of chance, "while we assiduously endeavour to make them excel in a

1

"few superficial and useless accomplishments. But while we "thus strive to build the fabric of their fame, it is to be feared, "that in laying the foundation, we sometimes undermine their "happiness.

"We have already observed the effects of strong and pain"ful sensations in producing associations of terror and aver❝sion. These effects are often too little attended to in the "religious education of the nursery. By pious, but ill-judg"ing parents, the idea of the Deity is introduced to the ima"gination of infants, accompanied by exactly similar impres❝sions to those, which were conjured up by the name of raw"head and bloody-bones. Their kind and heavenly Father is "made to appear to them in the light of an invisible but "avenging tyrant, whose service is perfect bondage. That "hatred of sin, which springs from the perfection of the "moral attributes of the Deity, is prematurely presented to "their minds at a period when they are yet incapable of per"ceiving abstract truth. The impression that is by these is however sufficiently strong

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means made upon their senses,

"to remain permanent; but whether the associations thus produced will be those of pleasure or aversion, I leave it for you to judge. Would good people permit their zeal to be “under the dominion of their judgment, would they pay some "attention to the progress of mind, and observe the slow and "gradual process of nature, in the developement of the facul"ties, they would not idly attempt to explain to children subjects "of abstract speculation, at a period when at best it can have no "other effect than to leave upon their minds impressions of "weariness and wonder.

"What wild and incoherent notions children sometimes form "from these futile and ill-directed attempts to imbue them with "religious principle, we must all have had occasion to observe. "I shall give a few instances sufficiently illustrative of my ar gument.

"A little girl, after a very tiresome and incomprehensible harangue on the divinity of our Saviour, stopped her preceptress by asking, whether he was really God. Being