ning geography by the use of the globes on the ground that such a method is calculated to teach the pupil certain mechanical skill, without enlarging his comprehension of the

science.

On Composition in Prose and Verse, chap. 15.-The method adopted in cur public schools, on these points, coincides in general with the plan of Dr. B.

The 16th chapter relates to the Study of the French Language. The author disapproves the prevalent custom of teaching French at an early age at school; and he objects to the number of accomplishments, which academies vainly attempt to crowd on their pupils. Among other reasons for checking the general study of French, the following are urged:

Could the language, (says Dr. B.) be perfectly obtained, without prejudice even to other studies, still there are very serious objections to its being made a general object of the earlier part of British education. Many of the modern publications in it abound in sentiments and opinions hostile to every thing which we have been taught to esteem and cultivate; to the precepts of good morals; to the principles of our civil government; and to the doctrines of our national religion. Nor are these dangerous and noxious tenets found only, where they might in some degree be expected, in the theories of the politician, and the disquisitions of the philosopher. But by the dexterity of literary chemistry they are infused into wri tings of every description; they are brought to unite with principles the most opposite and heterogeneous. The historian interrupts his narrative and relaxes his gravity to sneer at the priesthood and the privileged orders of society; and the traveller pauses in his journey to complain of the restraints and the wretchedness of civilization, in comparison with the freedom and felicity of savage life. The naturalist in his researches can find a confirmation of his infidelity, instead of new proofs of revelation; the mechanism of nature, instead of the wisdom of her Creator: and the novelist, when his licentious sentiments and descriptions have inflamed the passions of his reader, will generally furnish him with a principle, on which they may be indulged without restraint and without remorse. Even the compiler of a dictionary will contrive, in the midst of verbal definitions, to teach practical cruelty under the title of universal philanthropy; atheism in the disguise of devotion; and rebellion and revolution in the form and colour of the natural rights of man. These surely are not the authors which our children ought to peruse; nor will these, if they learn the language, be easily kept out of their hands. In the school and with the teacher a proper selection of books may without difficulty be made. But in their hours of privacy and leisure who shall restrain them? who shall prevent their reading, according to the usual perverseness of our nature, the works most likely to mislead their understandings, and corrupt their morals; and that too with the greatest eagerness, because they have been the most strictly for

bidden?

It ought to be another reason against this epidemical love of the French language; or at least against making it a general object of study in our schools; that the system is zealously encouraged by the French themselves; and this evidently from views and motives, against which Englishmen ought to be on their guard.'

These arguments would apply against the cultivation of the classical languages; and even against the art of reading it

self.

Chapter 17. On Compulsion and Correction. Dr. Barrow by no means assents to the fashionable lenity of the present day, but recommends the rigid discipline of the rod; with proper cautions, however; and, we trust, not with greater severity than distinguished the celebrated Dr. Busby. The petty corrections of pinching, caning, &c. are wholly condemned.

The 18th chapter points out the proper limits of Diversions and Holidays; and Dr. Barrow sees no reason why the saints of the calendar should be honoured with a day's loss of instruction: unless it were compensated, according to the origi nal design, by an attendance on religious services.

The important duty of Religious Instruction forms the subject of chapter 19; and the sentiments here delivered are those of a sensible and judicious friend to the cause of religious truth. With respect to the education of youth in this point, Dr. B. thus observes:

The truth and excellence of christianity, supported by the commands of its author, constitute the obligation to teach it to those entrusted to our care: and one circumstance, which peculiarly brings the obligation home to the schoolmaster is, that instruction on this subject, above all others, must be early begun and constantly continued. In this point, as in almost every other, man is the creature as much of custom as of conviction; and it is generally confessed, that if sentiments of religion are not impressed upon the mind in infancy or in early youth, they will seldom be impressed with sufficient force and effect. The heart will soon be occupied with other thoughts and other habits; and will not without reluctance receive such novel opinions, as tend to impose additional restraints upon its appetites and propensities. A vacant mind may, indeed, be seized at any period with the terrors of superstition, or the reveries of enthusiasm; but in youth only can be taught such a steady and rational system of faith, as shall form the principle of duty, and the comfort of affliction, through all the vicissitudes of life. Where the workings of the human heart and the motives of human action are concerned, an appeal to facts can never be wholly unequivocal and decisive. But the superior morality of the people at large, in the northern districts of the kingdom, has always been ascribed, as one principal cause, to the numbers and the conduct of their schools. In them the doctrines and duties of religion form the most prominent feature in the system of education. Infant Libraries, filled with natural philosophy and

French

French philanthropy, have not yet superseded the catechism and the bible.'

With respect to the mode of teaching religion to youth, I know not that any great improvement can be made upon the course usually pursued. One general caution may be given; of which the advantages will be considerable, if it be judiciously observed. To reason with our children upon every subject and every occasion is too much the fashion of the present day. Let them be taught religion at least, in the first instance, rather by authority, than by argument. Let the objections of the infidel and the subtleties of the metaphysician be kept, as much as possible, out of their sight; and the fundamental doctrines of Christianity inculcated, as truths too simple to be misunderstood, and too certain to be disputed. When the schoolboy reads in his bible, that in the beginning God created the heaven and the earth, he believes the fact related, without any difficulty respecting the existence or the power of the Creator, the properties and the distinctions of matter and of spirit. But if you attempt to shew him by logical deduction, that no effect can be produced without an adequate cause; that the world could not make itself, and was therefore made by an incomprehensible being, whom we call God; you will probably perplex rather than convince him; you will teach him to question what he would otherwise have steadily believed; or you will at best procure only that feeble and indecisive assent, which will neither secure his mind from scepticism, nor his conduct from depravity. When, again, he peruses the injunction of the Apostle, Let every soul be subject to the higher powers; for the powers that be are ordained of God; he makes no question but that divine, as well as human, authority has commanded his obedience to the established laws of his country; and he considers sedition and insurrection as offences, not less against the precepts of religion, than against patriotism and good morals. But if you undertake to prove that subordination is necessary to the well-being of society; that the smaller number must always govern, and the greater obey; and that it is more advantageous to himself to submit to restraint in his own person, than that others should be allowed to act without controul; in all probability he either will not understand what you have endeavoured to teach; or he will conclude that what it requires so much argument to support may possibly be erroneous or false. He may be led to adopt the dangerous and ruinous notions, that he is not bound to believe more than can be scientifically proved; and that civil policy has principles and objects of its own, independent of the authority of the Deity, and without reference to the precepts of his revelation. It is equally known and lamented that too early an introduction to controversy has often made in theology a sceptick, in morals a latitudinarian, and in politicks a republican Let the youthful student be kept far from it, then, till the exercise of his faculties on other subjects has enabled him to comprehend, not only the true force of the arguments, which the several disputants may have respectively employed, but the various causes from which it happens that differences of opinion may always exist amongst mankind, without any diminution of the certainty of truth, or of the obligations of moral duty.'

REV. AUG. 1803.

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This is a delicate point; and Dr. B. must not expect that all his positions will be approved by every reader. His general argument, however, is impregnable, when not weakened by alliance with the inferior considerations of parties and sects; and certainly no advocate for the cause of truth can object to the caution, that a maturity of judgment should be allowed to take place, before the powers of the mind are called to discriminate in questions of difficulty and doubt which arise out of momentous subjects.

Ch. 20th, On the Virtues and Vices of Boys.-The excessive indulgence of parents is here pointed out as the fatal source of the vices which afterward require correction; and the vigilance of the master is directed to the proper restraint of them.

The 21st chapter relates to Ornamental Accomplishments, Fencing, Drawing, &c. &c.-A number of sensible observations occur on these topics.

Ch. 22. On an early Knowlege of the World.-Without wishing to depreciate the value of a knowlege of the world, Dr. B. condemns a very early introduction to it, as familiarizing youth to the vices of men, retarding their improvement in real knowlege, injuring their health, and exposing them to trial and temptation of every kind, while they are unfurnished with principles to distinguish what is innocent from what is criminal. Where is the sensible parent who will deny the weight of these salutary cautions?

The last chapter treats on the Effects of the late Revolution in France on Opinions and Manners in this Kingdom.-To guard against that host of evils, which Dr. B. states as originating in the Revolution of France, viz.; dissaffection in the populace, disobedience to parents, contempt of religion, contempt of the female sex and the rites of marriage, with a disposition to perfidy and cruelty, is surely the duty of all, whatever be the source from which they proceed: but it appears to us that Dr. B. has caught the influence of alarm on this topic, and is led by a laudable zeal for the public good to declaim against imaginary evils: for we still see, in our countrymen, fidelity and loyalty both to the government and to the fair, filial affection, and hearts "open as day to melting charity."- We hope that neither the abuses of the French revolution, nor any other example, will ever seduce our countrymen from their respect and attachment to these amiable virtues.

In terminating this article, we shall only repeat our general opinion that Dr. Barlow's work, forms a valuable guide to parents, in a variety of points respecting their offspring, and an useful monitor to those who are about to undertake the arduous and important office of superintending the education of youth.

AST.

ART. III. A Tour throughout South Wales and Monmouthshire. Comprehending a general Survey of the Picturesque Scenery, Remains of Antiquity, Historical Events, peculiar Manners, and commercial Situations, of that interesting Portion of the British Empire. By J. T. Barber, F S.A. Illustrated with a Map and Twenty Views, engraved from Drawings by the Author. 8vo. pp. 359. 11. 5s. Boards. Cadell and Davies. 1803.

THE lovers of travels are here presented with a very pleasing volume, descriptive of a most beautiful country, which has frequently employed the talents of its admiring visitants, but which still offers the most attractive materials. From the comprehensive nature of the title-page, the reader might perhaps expect more ample information than this tour will afford: but he will be gratified with its quality, if not with its quantity. The author's representations of picturesque scenery are conveyed in appropriate composition; and in many respects we must approve Mr. Barber's condensation as a laudable brevity, and one of the best qualities which can belong to works of this nature. Indeed it may truly be said that he is not a tedious guide, and never wearies us with too much of minute detail; generally contenting himself with pointing out the prominent features to our notice, and carrying us over a large space of ground in a short time.-Mr. B.'s concise advertisement explains his design and plan:

The intention of this Work is, to point out and describe such objects as command general interest throughout the country.-The usual plan of Tours only comprising a particular route, unless that precise line be retraced, a Tourist is obliged to encumber himself with several books, to enable him to gain all the information that he requires. The author has felt this inconvenience in several excur sions through Great Britain; and has therefore selected from the best authorities an account of those few parts which he had not an opportunity of visiting; in order that this Work may exhibit a general survey of Southern Cambria.'

Most of the plates which adorn this book are intitled to particular commendation; the subjects having much interest, and the execution being very pleasing.

To enable the reader to form a judgment of the author's powers of describing picturesque scenery, we shall furnish him with a few extracts.

We were detained at Aberystwith by the continuance of a vio lent rain which had deluged the neighbourhood for several days. At length a cessation of the storm allowed us to resume our journey, though not to perform a projected excursion to the summit of Plin. limmon, which is only free from clouds in very fair weather. Returning up the hilly confines of the valley, we again admired the meandering

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