EDUCATION OF YOUTH. Accomplishments have taken virtue's place, Though busy, trifling; empty, though refin'd. In contemplating the importance of education, and its influence on the present and future happiness of man, the mind is warmed with philanthropic enthusiasm. We behold the docile youth pass in review, with lively minds, which, like germinating plants, require the skill of the experienced to prune their luxuriance, and direct their growth. We behold their passions ready to rebel against the authority of their sovereign reason, which is yet in its infancy, unable to restrain them, and looking to us for aid. Their untaught and unsophisticated minds are like simple water, equally susceptible of the rich tincture of virtue, or the rank infusion of vice. They seem to look up to us with an eye of supplication, and to cry emphatically-Who will shew us any good?-Who will direct us how we may become the ornaments, and not the disgrace, of our nature and our nation? The youth of all the higher and middle classes in society have a manifest advantage over those in a lower station, yet it will be found that, in consequence of injudicious management, they derive little benefit from contingent circumstances. The indulgence of infantine caprice, so prevalent in this metropolis, is one great source of folly and vice. From a ridiculous affectation of tenderness, many mothers lay the foundation of the future obstinacy of their sons, by gratifying their child-ish passions. Such falsely good-natured beings will exclaim, "I cannot bear to make my child unhappy, even for a moment; poor fellow, he will have trouble enough when he grows up-sorrow will come too soon.” This absurd idea is very common among parents, who imagine their children will be taught the regulation of their passions by experience. Boys are indulged, lest severe restrictions should break their spirit, and render them timid: hence they become assuming and impudent, and on their entrance into life are like a luxuriant tree, whose superabundance of branches and foliage prevents it from producing any good fruit, till the severe hand of experience lops its redundancies. How irrational are those parents who permit their sons to attain maturity, with only a few fashionable accomplishments! They step into life with all their passions and desires in full vigour; where, impatient of contradiction, and unaccustomed to control, they are often involved in embarrassments and quarrels. Inchanted by the smile of pleasure, the giddy youth revels in her illicit enjoyments. Fascinated by public amusements, and misled by dissolute companions, he pursues the phantom of happiness without reflection. The stews, the gaming-table, and the tavern, consume his health and fortune; till ruined, emaciated, and forsaken, the wretch is left to pine in hopeless despondency; or, unable to meet his naked heart alone, he terminates his vain-glorious career by suicide! Such, alas! are too often the fruits of an improper or imper-fect education. Under the head "Manners of the Great," we have taken a cursory view of what is called a liberal education: let us now investigate the mode of instruction usually pursued with children of the lower classes. The sons of tradesmen are generally taught a smattering of Latin, which they seldom find of any real utility during their progress through life, while their morals are overlooked, and the mind, "Like a neglected forester, runs wild." Still more objectionable is the present education of the children of mechanics. It being the principal object of the school-master to increase the number of his pupils, at the same time that he is disqualified for the important charge, both from his ignorance of human nature, and his imperfect knowledge of the elements of science. We often hear parents complain that their children in a few months forget all that they had learned at school; the fact is, they had learned nothing except a smattering of grammar and arithmetic; and the principles of these useful sciences had been impressed so feebly on their memories, that, like the visions of the night, they were forgotten with the return of more vivid objects.— Many school-masters are shamefully negligent in the inculcation of the first principles of religion and morality, and commonly leave that most important branch of instruction to the management of a vain and irreligious usher. Such are the most obvious defects in some of our seminaries; let us now suggest a few improvements. The law formerly made to prevent the growth of popery, which required that every teacher of youth should be authorised by a licence from the bishop of the diocese, might be revived as a check to the alarming spread of immorality and infidelity. By a revision of this law, every pastor might not only be empowered, but obliged to grant such licence, after having previously scrutinised the abilities and character of every schoolmaster and schoolmistress in his parish. No prohibition, however, ought to be issued against Christian teachers of any denomination. We have so many avowed enemies in those deists and atheists who arrogate to themselves the name of philosophers, that we should cooperate in the general promulgation of the great truths of the gospel. To limit either religion or science within the pale of any particular sect, is derogatory to that sublime brotherly love enjoined by Christ. Let the future competition among Christians be, who shall do most to promote the universal happiness of mankind. This simple, benign, and godlike principle of charity will more effectually suppress immorality, and counteract the insidious paradoxes of infidels, than the pen of satire, or the sword of justice. Young clergymen would be the most proper instructors of youth. Being well-taught themselves, and coming fresh from classic ground, with their faculties invigorated by polite learning, they are fully competent to the task of inculcating knowledge; and from their prepara |