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LETTIIL Odeporicbe di Angelo Gualan. Nichols's Biographical Anecdotes of
Families of Europe,
- between Capacelli and Zacchie Nouvžav Conias Turcs a Arabes, 461
468 NovvrAUX Memoirs de l'Acad. Royale
ib. Nuix, Abbé, bis Reflections on the
392 Nuove Sperienze Idrauliche, &c. jro
LINNAUS, View of his Writings, 374
BSERVATIONS on the Bill for the
Relief of Debtors,
_ relative to the Sugar Co.
N AACAULAY Graham's History of OLUVRES de M. Etienne Falconer, jui
V England, Vols. VI. and VII.'401 Olave the Black,
MEDICINÆ Praxeos Syfiema, Tom. III. OPERE di Antonio Raffaele Mengs, 143
ORIGIN and Narrative of the Maraita
Baguette Divinatoire, . 497 ORTHODOXY and Charity unised,
ences at Batavia,
, bis Life,
P PALMER'S Examination of The.
PARMENTIERS's Inquiriçs concerning
Penn'o Remarks on Thelyphthora,
PERSIAN Epifle to Madan,
NERVOUS Syhem, Differtation on, iss PHILOSOPHICAL Necessicy briefly inva-
Exay on the Weight of
hewboris condiphonia 20%
PHYSIKALISCR - Metallurgischen Abe Royal Families of Europe,
467 ROZIER's Diet. of Agriculture,
Epiftle to Dr. Robertson, 234 SAUSSURL, M. de, his Travels in the
POLYGAMY. See HILL.
SENTIMENTAL Excursions to Wind.
Pbenomenes Electriques, &c. 381 SERMON in French on Decency in exter-
Serm. at Birmingham, 475
- Collection of, from the most
-, Single, 320, 395, 477
182 SERVANTS. See APPEALS.
78 Shaw's Inquiry into the Authenticity of
RIGISTER of the Going of Mudge's
in6 STORIA della Letteratura Italiana, 308
RIMARKS on Johnstone's Account of his ing a remarkable Genius in Mechanics,
Engagement with the French, 186
Aufnowdon, the pennant
į Prett's Sympathy, a poem, 220.
THELYPHTHORA, Publications relat, to, WATSON's Chemical Essays,
158, 232, 293, 296, 453, 473, 474 WEBSTER--Medicinæ Praxeos Syflema, THEMMEN, Dr. his Inaugural Differta Tom. III.
560 WESKET's Digest of Insurances, &c. 205 THOUGHTS on Hunting,
zu West's Miscellaneous Poems, 155 THOUVENEL'S Philosophical Refem WHISPERS for the Ear of the Author of blance of the Phenomena of the Virgula Thelyphthora,
474 Divina, and those of Magnetism and WILMER's Observations on Poisonous Electricity,
157 TICKELL'S Alteration of Ramsay's Wilson's Observations relative to the Gentle Shepherd,
Influence of Climate on Vegetable and TIRA BOSCHI's Hilt, of Italian Litera. Animal Bodies,
308 WORCESTERSHIRE, History of, 257 TRANSACTIONS of the Acad. of Sci. WORD to Madan,
ences ar Sienna, Vol VI. Trip to Scarborough,
379 TRIUMPH of Dulness, a Poem, 313 TRIUMPHS O: Temper. See HAYLEY. TUCKER on Government,
271 I TBER die Reformation, 465
concluded, 321 VILLENCOUR's Discourse on Lane TWENTYMAN's Faft Sermon, 478 guages,
462 Two Actions between Howe and Dive, VILLOISON's Grecian Anecdotes, 530 395 VINDICIÆ Flavianæ,
VOYAGES dans les Alpes,
419 Walker's Elements of Elocution, '81 VIMENES, Abbé, his Hydraulic Exe
concluded, 195 A periments, WATER. Sec HENRY.
Turkish Toled, how 461
Art. I. Liberal Educatiox : or, a Practical Treatise on the Methods
of acquiring useful and polite Learning. By the Rev. Vicesimus Knox, A. M. Late Fellow of St. John's College, Oxford, and now Master of Tunbridge-School. 8vo. 3s. 6 d. Boards. Dilly,
1781. O N E of the first ideas which will occur to a reada
er of this Treatise will be, as Mr. Knox rightly obferves, the multitude of books which has appeared on the subject of education. Numerous, however, as have been the authors who have written on this enteresting topic, it is still far from being exhaufted ; as, indeed, is evident from the present performance, in which much is to be met with that is well worthy of remark and observation.
If Mr. K. amuse us not by fingularity of opinion, he, at least, gratifes us by his good sense, and the juftness of his sentiments. Novelty, indeed, is not be expected from a Writer on Education who means not to recommend speculation, but practice; not to innovate, but to restore: his design, in fhørt,
is to speak in favour of that ancient system of education which consists in a classical discipline, and which has produced in our nation many ornaments of human nature.' By classical discia pline is meant, we presume, the discipline which prevails in puba lic schools. In discussing the question, whether we should prefer public or private education, he is a warm advocate for the former.
• From the time of Quintilian to the present day, it has remained a doubt, whether public or private education is the more conducive to valuable improvement. Quintilian approved of public education, and has supported his opinion, as indeed he always does, with reasons which carry with them irrelittible convidion. From the arguments Vol. LÁV.
which he has used, and from the di&tates of observation, I am feď nde only to prefer public, but entirely to disapprove private education, unless under the particular circumstances which I fall presently enu. merate.
• Though, upon the whole, I prefer the education of schools, yet I know that much licentiousness has often been found in them. The prevailing manners of the age, and of the world at large, are apt to infinuate themselves into those seminaries of learning, which, by their feclufion from the world, migbe be supposed to be exempted from its corruptions. The scholars bring the infection from home; and per. haps the masters theinselves at length acquire a tinge from the predominant colour of the times. From whatever cause it proceeds, it is certain that schools often degenerate with the community, and con. tribuce greatly to increase, by diffufing, at the most sufceptible periods of life, the general depravity. The old scholastic discipline re[axes, habits of idleness and intemperance are contracted, and the fcholar often comes from them with the acquifition of effrontery alone to compensate for his ignorance. When I recommend public schools, therefore, I must be understood to mean places of education where the intention of the founder is not quite forgotten, and where a degree of the more practical part of the original discipline is still retained. Such, I truft, may be found; and such will increase in number, when the general diffipation, which, it is confeffed, has remarkably prevailed of late, fhall be corrected, by public distress, or by some other dispenfation of Providence.
.. The danger which the morals are said to incur in schools, is a weighty objection. I most cordially agree with Quintilian, and with other writers on this subject, that it is an ill exchange to give up innocence for learning. But, perhaps, it is not true, that in a well-disciplined school (and it is only such an one which I recommend), there is more danger of a corruption of morals than at home. I am not unacquainted with the early propensity of the human heart to vice, and I am well aware that boys contribute greatly to each others corrup tion. But I know, that the pupil who is kept at home cannot be at all hours under the immediate eye of his parent or his instructor; it muft happen, by chance, necessity, or neglect, that he will often as. fociate with menial servants, from whose example, especially in great and opulent families, he will not only learn meanness, but vice. But fupposing him to be restrained from fuch communication, the examples he will see in the world, and the temptations he will meet with in an intercourse with various company at an early age, will affect his heart, and cause it to beat with impatience for his emancipation from that retraint which muft be taken off at the approach of manbood. Then will his paffions break forth with additional violence, as the waters of a fream which have been long confined. In the courfe of my own experience, I have known young men nearly rained at the university, who attributed their wrong conduct to the immoderate reftraint of a domestic education. The fweets of liberty never before tasted, and the allurements of vice never before with tood, become toe powerful for registance at an age when the passions are all arong, rcason immature, and experience entirely deficient.