267 Reply to a Query on Study and Learning. 268 In the mean time, if he wishes to read | tin and Greek. I would recommend a little, I would recommend Phædrus's Yeates' Grammar. At first let him Fables; and for exercise, Clarke's Intro- learn the alphabet, vowels, the vowel duction to the making of Latin. This points, and the nouns, without learning much of the Latin, E. will find to be suf- the prose the first time over; this will ficient for three months; and when he give him some idea of the language, can do the above exercises with fa- and teach him a little of the pronuncility, and still keeps his grammar in ciation. Let him then turn again to his hand, he may begin to read a little the beginning, and go through as with of Virgil and Cicero. These I would the others. recommend E. to read with a translation, because at present he merely wants to get acquainted with the Latin words, and not to study the language with any critical niceness. "Why not (says an elegant classic) let a young beginner go over the ground already smoothed for him, rather than impede his progress by suffering him to stumble along in the stony and rocky path." | E. will find sufficient to do with these, and labouring at his grammar, without any thing else;-a good foundation must be laid in grammatical knowledge. With respect to mathematics, it is necessary he should study a little of them, and I think he will find the six first books of Euclid sufficient for him. Let E. be careful to retain the solution of each problem as he goes on, in his memory; and I would recommend him to review every week what he has been studying this he may do by noting down in a book, which he should keep for that purpose. It is also very important he should take into his studies, logic. I would recommend Jamieson's Grammar to be studied before he begins Watts.-Note. Jamieson's Grammar of rhetoric, E. will find a very useful book to keep by him, to peruse at his leisure; there are good instructions in it, to attain a good style of writing and speaking. Price six shillings each. Concerning pulpit eloquence, let me observe, it is not at all inconsistent with the spirit of the gospel. In the study of this, let E. be careful he does not mistake the meaning of the word. Let his eloquence consist of beauty and sublimity of idea, conveyed in striking and forcible words. As an example of In a short time, I think E. may begin a little with the Greek, for by diligence and laborious application, he may soon acquire sufficient of Latin to introduce him to this. I would recommend the Westminster Grammar as superior to the Eton, or to Valpy's. After having learnt the alphabet and vowels &c.; he may proceed to the nouns, and next to the active, passive, and middle voice of the verbs. I would recommend, the first time going through, to go over the prose, and learn by heart the nouns, verbs, &c. first. After having been over the grammar once in this super-genius and real eloquence, let E. read ficial manner, and become able to read the words in the Greek character, he should begin the grammar again, and read the prose over well and attentively, till he gets it well stored in his memory. Robert Hall's Sermons; these he will find the best pieces of composition in existence. Let E. endeavour to get a fluency of words to express his thoughts, and labour hard in exercising his mind, to supply it with new and original ideas. When E. is well acquainted with the nouns and verbs, while he is going The frequent practice of composing, through the grammar a second time, E. will find absolutely necessary, in he should by all means read a little of order to form a good style. And the the language, and he will find nothing frequent practice of speaking extemeasier than the Gospel by John. Daw-pore may be attended with two advanson's Lexicon he will find necessary at first, till he gets a little acquainted with the language. And let him, above all, lay a good foundation, by becoming well acquainted with his grammar. He may read also the Odes of Anacreon, &c. see col. 512. The second year E. will probably enter on the Hebrew. This he will find to be somewhat easier than La tages: first, the gaining a facility in speaking; secondly, it will exercise his genius in producing a variety of matter. The books he may peruse, to acquire a good style, or rather that are works of taste, (for he must form his style after the impulse of his own genius and taste,) are such as the above mentioned sermons, Dr. Chalmers' works, Watts' and Doddridge's Sermons, &c. 269 On Education. 270 He will find the style of Zimmerman | great is attained without personal exervery good. The poetical works of Pope, Milton, Shakspeare, Cowper, and Montgomery, will supply him with thoughts, and a variety of words. Let E. be careful of burdening his memory too much with particular phrases, expressions, and select paragraphs from different writers; but let him remember that he reads merely to gain knowledge of the different subjects which should occupy and exercise his mind. For the cultivation of his reasoning powers, he may read to advantage, Paley's Works, Butler's Analogy, Locke on the Understanding, Mason on Selfknowledge; and for relaxation from other studies, Raffles' Life of Spencer, Orton's Life of Doddridge, Fuller's Life of Pearce, Maurice and Ryland's Life of Fuller, and Southey's Life of Kirke White. These he will find highly interesting and instructing. I would not recommend E. to begin his studies before six in the morning; four he will find too early. From six till ten, with two hours' relaxation in the day, he will find sufficient time to study. Let him employ his thoughts about something profitable at all times. I would not recommend him to engage in other studies, such as algebra, astronomy, anatomy, &c.; he will find enough to do with the study of the three languages, mathematics, logic, and the cultivation of a good style of preaching. For other books to read, I refer him to col. 58, Imperial Magazine, where he will find a judicious selection. ON EDUCATION. A. B. D. HAVING obtained a copy of the following Letter, addressed to the Master of a Grammar School in Ireland, we think it may perhaps be useful to others of like occupation here. tion of either body or mind; and commonly there is need of the combined efforts of both. A general or leader should be duly skilled in military tactics; but he must also have a cool, firm, and collected mind. He must use proper discipline; but not merely to indulge passion, wantonness, or caprice. It is scarcely needful to remind you, that these ideas peculiarly apply to your situation; and you have already been initiated in the theory. To understand fully the rudiments of language, and to have a tolerable knowledge of the principal classic authors, is, indeed, necessary: but it constitutes only a small portion of what belongs to the master of a classical school. Much depends on the mode to be adopted in conveying instruction, for many men of learning and good sense are deficient in imparting their knowledge with facility to others; or perhaps they adopt an improper method of doing it. Therefore the teacher should study how he may be most useful; and he may learn more and more himself every day by practice; and by closely observ ing the various tempers, and different degrees of intellect, in those who are committed to his care. Though much has been said and written on the subject of Education, yet much still remains in respect to the practical part. There will be a constant need of discernment and discrimination; and of treating boys somewhat differently, according to their capacity, disposition, and age. Man was made to be a social being: and as he is endowed with faculties and intellect for that end, he should use them, both to receive and communicate to the rest of his species whatever may tend to the mutual good of both. The faculty of speech is of the first importance in this case; by which the thoughts are conveyed from the mind of one to that of another, in a mysterious manner. The mode of this opera To the Rev. Mr. ****, Master of the tion is, indeed, a mystery, which no Free Grammar School at REV. SIR, I CONGRATULATE you on your appointment to superintend the school at and I trust you are ambitious to possess every qualification for such a post. Indeed, the office of an instructor is arduous and laborious: but it is honourable and important too. Nothing philosopher has yet been able to deve lope or comprehend: for, who can comprehend how the sound of the voice is made a channel of conveyance of what is internal, from one person to another? It is, however, the business of the teacher to convey such instruction into the mind of his pupil, as may render him a useful member of the community in some station of life, 271 On Education. 272 In reading the Greek and Roman | hearers go away unedified, or with little Classics, it is necessary to understand solemnity on their mind. If an hour the heathen mythology; because there or two were allotted for this purpose on is frequent reference to ancient fable, Saturday in each week, it would have or things which were couched under a happy effect, not only to inform the that mode of instruction in early times. mind, but to improve the pronunciaBut the teacher should endeavour to tion of youth, which would probably develope these fables, and shew his accompany them to a more advanced pupil from whence they originated; age. and that some moral truth was generally at the foundation; which being conveyed in allegory, or in figurative language, gradually became obscure, or was misunderstood by the vulgar. This especially was the case, by means of poetic fiction, or the glosses and conjectures of the Greeks: for even their wisest men, who travelled into Egypt | and other eastern parts in quest of knowledge, had not sufficient time to investigate or understand those hints which they got there; and when they returned home, they dressed them up (as Plato expressed it) in a better or more elegant form. But this dress served only to disguise what was at first both simple and beautiful. And when Plato met with things sometimes, which he did not understand; he calls them aporretoi, that is, ineffable; or muthoi, fables. And when the Greeks were at a loss, or could not clearly trace up things, they referred them to the gods; i, e. their most early ancestors, whom they had deified. It would, therefore, be of the utmost service to classical schools, if, on a new edition of mythology, notes were added, by way of illustration, shewing that many of the most eminent fables of antiquity had an affinity with, or were derived from, the divine writings. This would not only tend to illustrate the Classics, but would likewise be subservient to true religion; and would make the boys more conversant with the Bible, which has been too much neglected in most classical schools. Indeed, the reading of the English Bible (at least select portions of it) is highly necessary, not only to make young persons acquainted with its contents, but to accustom them to read it with due decorum, and to pronounce the words with such a modulation of the voice as may be harmonious to the ear. A neglect in this point has been one cause, why many, who officiate in public, read the Scriptures in a most disgusting manner. If the Bible be read like a paragraph in the News, or some trifling paper, no wonder if the A judicious instructor will point out to his pupils the beauties and excellent sentiments which occur in various passages of the authors which they read; and will also add a few words by way of comment, (vivâ voce,) to enforce the sentiment, and improve their taste. But, if a procedure of this kind be truly laudable in reading the heathen authors; surely a mode somewhat similar is still more necessary in reading the Bible, or other writings derived therefrom. It would, therefore, be well, if a part of the Sunday evening were appropriated to this business. The Col lect for the day, being concise yet full, will afford excellent materials for this end; and a few words may be used, to enlarge upon each sentence, incul cating the doctrine and the import of the prayer that is offered up. It will likewise be always necessary to impress upon the minds of each rising genera, tion, the doctrine contained in the Ninth Article of our Established Church; that man is now in a fallen state, and must undergo a change before he can be truly or permanently happy. This may be done in a few plain, simple words, suitable to the capacity of children; which may be afterwards gradually enlarged upon, Should this be done, it will be useful to them during the remainder of their life. The neglect of instruction in this kind, has been one great cause why men of good natural abilities, who had got what is called a classical education, are grossly ignorant of what is most important, a knowledge of the fundamental principles of the Christian religion, and even of the church of which they profess themselves to be members. Too many instances of this accur from day to day: and, what is worthy of remark, some gentlemen of late years have made very florid speeches in favour of the plan for diffusing the Bible among the ignorant and unenlightened part of mankind; and yet it appears that they themselves are but little acquainted with its contents. They think it very fit to send such a book among the vulgar herd, which teaches them subordination, and a proper and decent deportment: but they forget that it was intended for their own edification, as well as for that of the meanest and most illiterate peasant. They are solicitous to promote the morality of the lower orders; whilst their own souls are in danger of being eternally lost! And what appears likewise inconsistent, whilst they profess themselves to be members of the Established Church, they deny her fundamental doctrines, both by their practice, and in their conversation, Thus they become the dupes or tools of crafty infidels, who are secretly laying a mine to blow up our constitution, both in Church and State, The magistrates and kings among the ancient Jews were commanded to have the Mosaic code of laws in their possession, to meditate in them, not only for their private edification, but to understand and execute them. Let lawyers and lawgivers, as well as the clergy, attend to this, and practise the same. Let them study and understand what is necessary for all to know; and endeavour to promote, according to their power, the good of their fellow men. Though these things belong principally to those who are somewhat advanced in years, yet the rudiments and principles may be inculcated in early youth; and the good seed which is sown and watered with a little care, may grow up to maturity, and produce a plentiful and useful crop. Surely a boy of fourteen years of age, or even younger, may be informed of the nature and design of laws; and that they are, or should be, founded on, or derived from, the will of the supreme and universal LAWGIVER. He likewise may be instructed, that whoever is about to minister in divine things, should be sure that he is commissioned by HIM who alone has a right to send; and, that human learning, however useful in its place, is by no means the chief qualification of an ambassador of the KING of kings. A physician should first examine and well understand the nature of a disease, before he ventures to prescribe a medicine and the mode of cure; for an error in this case may prove fatal to the patient, and in the same proportion must ultimately injure if not destroy his own reputation. 274 I know, Sir, that you in your place may do much to promote the good end recommended in this paper, respecting the youth committed to your care; to make them useful members of the community, and an ornament to their native land. I know they are not destitute of natural genius; but let it be well cultivated, and it will produce fragrant flowers, and the most beneficial fruits. You know who hath said, "Doctrina vim promovet insitam, Rectiq: cultus pectora roborant.” dom which I have taken upon this ocI trust, Sir, you will pardon the freethat I can have no other motive than to casion; and you must be convinced stir up a spirit of laudable emulation, to promote the good of individuals, the welfare of our country, and the true felicity of the human race. I am, Sir, With due deference and esteem, AN OLD STUDENT, OF TRIN. Aug. 30, 1819. MORTALITY. THE tenure of man upon his present existence is uncertain as that of the autumnal leaf upon its stem. The leaf may hang for many days, while thousands around it fall successively to the earth; but the blast, or the silent progress of decay, loosens it in its turn, and its "place knows it no more." How similar is the condition of humanity! Yet, how inconsiderate we are of an event, which we know will certainly come upon us, though we are wholly uncertain when! I have met with the following calculation, which makes my meditations solemn: The aggregate population on the surface of the known habitable globe, is estimated at 895,300,000 persons. If we reckon, with the ancients, that a generation lasts 30 years, then, in that space, 895,300,000 human beings will be born and die: consequently 81,760 must, on an average, be dropping into eternity every day; 3,407, every hour; or about 56 every minute! Our untonch'd hearts? what miracle turns off "And yet we will not hear! what mail defends The pointed sting; which from a thousand qui 275 Memoirs of Leonardo Aretino. MEMOIRS OF THE LIFE AND TIMES OF AMONGST the accomplished scholars who flourished in Italy during the fourteenth and fifteenth centuries, no one holds a higher rank than Leonardo Bruni, who is more commonly distinguished by the surname of Aretino, which he derived from Arezzo, the place of his nativity. The time of his birth has not been exactly ascertained. Matteo Palmerio, and Sozomen presbyter of Pistoia, referring that event to the year 1370, whilst Gianozzo Manetti, in his funeral oration on the death of Leonardo, asserts that he was born in 1369. His father, Francesco Bruni, appears to have lived in good circumstances, and to have attained to eminence in civic honours. Francesco did not, however, enjoy the satisfaction of witnessing the rising reputation of his son, as he died whilst Leonardo was yet a youth. 276 no sooner were the civil dissensions of his countrymen appeased by the cession of their territory into the hands of the Florentines, than he repaired to the Tuscan capital, which was at that time the favoured residence of the liberal arts. Here he diligently applied himself to his studies, under the guidance of the celebrated Giovanni Malpaghino, or John of Ravenna. Great as were his obligations to this able preceptor, he was not less indebted to Colucio Salutati, chancellor of the Florentine Republic, who was so deeply impressed with a sense of his brilliant talents and of his virtues, that he not only honoured him with his esteem, but regarded him with the affection of a father.|| Notwithstanding the disparity of their years, these two illustrious scholars pursued their studies in common, and, to adopt the words of Colucio," they mutually encouraged each other to literary exertions, as steel gives an edge to steel." When Leonardo had finished his rhetorical studies, he applied himself for two years to the study of the Aristotelian philosophy, in which he made such progress, that he qualified himself to maintain public disputations upon the subtile topics, which present themselves in the shadowy regions of logic and metaphysics. Had he been enabled to follow the bent of his inclinations, he would, in all probability, have exclusively devoted himself to the cultivation of polite literature. But the poverty of his circumstances compelling him to enter upon some pursuit which might be eventually rendered a source of emolument, he sedulously directed his attention to the civil law, a knowledge of which was indispensably necessary to qualify him for an honourable situation in the pontifical court, or for a place of trust and profit in any of the Italian states. He had de Arezzo, like most of the other cities of Italy, was at this period distracted by civil discord, in consequence of which the chiefs of the weaker party were compelled to flee for refuge into the neigh- | bouring districts. These exiles naturally taking advantage of every circumstance likely to enable them to retrieve their fortune, induced the commander of a body of French troops, who were marching to support the pretensions of the Duke of Anjou to the crown of Naples, to make an attack on Arezzo. In the tumult which ensued upon this unexpected act of hostility, Francesco and his son were taken prisoners by different parties of the adverse faction, and conducted to separate places of confinement. The imprisonment of the former was long and rigorous; but the tender years of Leonardo exciting the compassion of those to whose custody he was consigned, the hardships of his cap-dicated four years to the Pandects, tivity were alleviated by his being permitted to reside in a spacious and comfortable chamber. On the wall of this apartment there happened to be delineated a portrait of Petrarca, by the daily contemplation of which, Leonardo was inflamed with a most ardent ambition of distinguishing himself by literary attain when the celebrated Manuel Chrysoloras was induced, by the offer of a large stipend, to read lectures on the Greek language, in the Florentine university**(A. D. 1399.) On this occasion Leonardo experienced no small degree of hesitation with regard to the future direction of his studies. On the one hand, he was apprehensive that a dereliction of the civil law would involve him in disgrace, and ob Jannotii Manetti Oratio Funebris, apud Mehi Vita Leon. Bruni, p. 25. || Ibid. p. 26. Ibid. Jannotii Manetti Oratio, p. 93. |