was printed, and afterwards annexed to Mr. Peters' Sermon, preached at the opening of the Academy. This paper was said to be for the consideration of the trustees; and the expectation of the public, that

universally neglected, nor no care taken anywhere to improve young men in their own language, that they may thoroughly understand and be masters of it. If any one among us have a facility or purity more than ordinary in his mother tongue, it is owing to chance, or his genius, or any thing, rather than to his education or any care of his teacher. To mind what English his pupil speaks or writes, is below the dignity of one bred up among Greek and Latin, though he have but little of them himself. These are the learned languages, fit only for learned men to meddle with and teach; English is the language of the illiterate vulgar. Though the great men among the Romans were daily exercising themselves in their own language; and we find yet upon the record the names of orators who taught some of their Emperors Latin, though it were their mother tongue. "T is plain the Greeks were yet more nice in theirs. All other speech was barbarous to them but their own, and no foreign language appears to have been studied or valued amongst that learned and acute people; though it be past doubt that they borrowed their learning and philosophy from abroad."

To the same purpose writes a person of eminent learning in a letter to Dr. Turnbull. "Nothing, certainly," says he, " can be of more service to mankind than a right method of educating the youth, and I should be glad to hear to give an example of the great advantage it would be to the rising age, and to our nation. When our public schools were first established, the knowledge of Latin was thought learning; and he that had a tolerable skill in two or three languages, though his mind was not enlightened by any real knowledge, was a profound scholar. But it is not so at present; and people confess, that men may have obtained a perfection in these, and yet continue deeply ignorant. The Greek education was of another kind," (which he describes in several particulars, and adds,) "they studied to write their own tongue more accurately than we do Latin and Greek. But where is English taught at present? Who thinks it of use to study correctly that language which he is to use every day in his life, be his station ever so high, or ever so insignificant. It is in this the nobility and gentry defend their country, and serve their prince in parliament; in this the lawyers plead, the divines instruct, and all ranks of people write their letters, and transact all their affairs; and yet who thinks it worth his learning to write this even accurately, not to say politely? Every one is suffered to form his style by chance; to imitate the first wretched model which falls in his way, before he knows what is faulty, or can relish the beauties of a just simplicity. Few think their children qualified for a trade till they have been whipt at a Latin school for five or six years, to learn a little of that which they are

the idea might in a great measure be carried into execution, contributed to render the subscriptions more liberal as well as more general. I mention my concern in these transactions, to show the opportunity I had of being well informed in the points I am relating.

These constitutions are upon record in your minutes; and, although the Latin and Greek are by them to be taught, the original idea of a complete English education was not forgotten, as will appear by the following

extracts.

Page 1. "The English tongue is to be taught grammatically, and as a language."

Page 4. In reciting the qualification of the person to be appointed rector, it is said, "that great regard is to be had to his polite speaking, writing, and understanding the English tongue."

"The rector was to have two hundred pounds a year, for which he was to be obliged to teach twenty boys, without any assistance, (and twenty-five more for every usher provided for him,) the Latin and Greek languages; and at the same time instruct them in history, geography, chronology, logic, rhetoric, and the English tongue."

"The rector was also, on all occasions consistent

obliged to forget; when in those years right education would have improved their minds, and taught them to acquire habits of writing their own language easily under right direction; and this would have been useful to them as long as they lived."— Introd. pp. 3-5.

To form their pronunciation, they may be put on making declamations, repeating speeches, delivering orations, &c.; the tutor assisting at the rehearsals, teaching, advising, correcting their accent, &c. By pronunciation is here meant, the proper modulation of the voice, to suit the subject with due emphasis, action, &c. In delivering a discourse in public, designed to persuade, the manner, perhaps, contributes more to success, than either the matter or method. Yet the two latter seem to engross the attention of most preachers and other public speakers, and the former to be almost totally neglected.

with his duty in the Latin school, to assist the English master in improving the youth under his care."

Page 5. "The trustees shall, with all convenient speed, contract with any person that offers, whom they shall judge most capable of teaching the English tongue grammatically and as a language, history, geography, chronology, logic, and oratory; which person shall be styled the English master."

The English master was to have one hundred pounds a year, for which he was to teach, without any assistance, forty scholars the English tongue grammatically; and at the same time instruct them in history, geography, chronology, logic, and oratory; and sixty scholars more for every usher provided for him.

It is to be observed in this place, that here are two distinct courses in the same study, that is, of the same branches of science, viz. history, geography, chronology, logic, and oratory, to be carried on at the same time, but not by the same tutor or master. The English master is to teach his scholars all those branches of science, and also the English tongue grammatically, as a language. The Latin master is to teach the same sciences to his boys, besides the Greek and Latin. He was also to assist the English master occasionally, without which, and his general care in the government of the schools, the giving him double salary seems not well accounted for. But here are plainly two distinct schools or courses of education provided for. The Latin master was not to teach the English scholars logic, rhetoric, &c.; that was the duty of the English master; but he was to teach those sciences to the Latin scholars. We shall see, hereafter, how easily this original plan was defeated and departed from.

When the constitutions were first drawn, blanks

sign, and the blanks

were left for the salaries, and for the number of boys the Latin master was to teach. The first instance of partiality, in favor of the Latin part of the institution, was in giving the title of rector to the Latin master, and no title to the English one. But the most striking instance was, when we met to were first to be filled up, the votes of a majority carried it to give twice as much salary to the Latin master as to the English, and yet require twice as much duty from the English master as from the Latin, viz. 2001. to the Latin master to teach twenty boys; 100%. to the English master to teach forty! However, the trustees who voted these salaries being themselves by far the greatest subscribers, though not the most numerous, it was thought they had a kind of right to predominate in money matters; and those, who had wished an equal regard might have been shown to both schools, submitted, though not without regret, and at times some little complaining, which, with their not being able in nine months to find a proper person for English master, who would undertake the office for so low a salary, induced the trustees at length, viz. in July, 1750, to offer 50%. more.

Another instance of the partiality above mentioned was in the March preceding, when 100%. sterling was voted to buy Latin and Greek books, maps, drafts, and instruments for the use of the Academy, and nothing for the English books.

The great part of the subscribers, who had the English education chiefly in view, were however soothed into a submission to these partialities, chiefly by the expectation given them by the constitution, viz. that the trustees would make it their pleasure, and in some degree their business, to visit the Academy often, to encourage and countenance the youth, look on the

students as in some measure their own children, treat them with familiarity and affection; and, when they have behaved well, gone through their studies, and are to enter the world, the trustees shall zealously unite, and make all the interest that can be made, to promote and establish them, whether in business, offices, marriages, or any other thing for their advantage, preferable to all other persons whatsoever, even of equal merit.

These splendid promises dazzled the eyes of the public. The trustees were most of them the principal gentlemen of the province. Children taught in other schools had no reason to expect such powerful patronage. The subscribers had placed such entire confidence in them as to leave themselves no power of changing them, if their conduct of the plan should be disapproved; and so, in hopes of the best, all these partialities were submitted to.

Near a year passed before a proper person was found to take charge of the English school. At length Mr. Dove, who had been many years master of a school in England, and had come hither with an apparatus for giving lectures in experimental philosophy, was prevailed with by me, after his lectures were finished, to accept that employment for the salary offered, though he thought it too scanty. He had a good voice, read perfectly well, with proper accent and just pronunciation, and his method of communicating habits of the same kind to his pupils was this. When he gave a lesson to one of them, he always first read it to him aloud, with all the different modulations of voice, that the subject and sense required. These the scholars, in studying and repeating the lesson, naturally endeavoured to imitate; and it was really surprising to see how soon they caught his manner, which convinced