"The fecond clafs does the fame whilst they are in Eutropius; afterwards their part is in the irregular nouns and verbs, and in the rules for making and scanning verfes. They are examined as the firft.

"Clafs III. Ovid's Metamorphofes in the morning, and Cæfar's Commentaries in the af

ternoon.

"Practise in the Latin rules till they are perfect in them; afterwards in Mr. Leeds's Greek Grammar. Examined as before.

"Afterwards they proceed to Virgil, beginning at the fame time to write themes and verses and to learn Greek; from thence paffing on to Horace, &c. as fhall feem moft proper.

"I know not well what books to direct you to, because you have not informed me what study you will apply yourself to. I believe it will be most for your advantage to apply yourfelf wholly to the languages, till you go to the Univerfity. The Greek authors I think it beft for you to read are these :

"Thus you will be tolerably skilled in all the dialects, beginning with the Attick, to which the reft must be referred.

"In the fludy of Latin, it is proper not to read the latter authors, till you are well versed in thofe of the pureft ages; as Terence, Tully, Cæfar, Salluft, Nepos, Velleius Paterculus, Virgil, Horace, Phædrus.

"The greatest and most neceffary task still remains, to attain a habit of expreffion, without which knowledge is of little ufe. This is neceffary in Latin, and more neceflary in English; and can only be acquired by a daily imitation of the beft and correctest authors.

"SAM. JOHNSON."

"Dr. Johnfon and I (fays Mr. B.) one day took a fculler at the Temple-ftairs, and set out for Greenwich. I afked him if he really thought a knowledge of the Greek and Latin languages an effèntial requifite to a good education.JOHNSON. "Moft certainly, Sir; for those who know them have a very great advantage over those who do not. Nay, Sir, it is wonderful what a difference learning makes upon people even in the common intercourfe of life, which does not appear to be much connected with it."-" And yet (faid Mr. B.) people go through the world very well, and carry on the bufinefs

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bufinefs of life to good advantage, without learning.-J. Why, Sir, that may be true in cafes where learning cannot poffibly be of any ufe; for inftance, this boy rows us as well without learning, as if he could fing the fong of Orpheus to the Argonauts, who were the first failors." He then called to the boy, "What would you give, my lad, to know about the Argonauts?"—"Sir (faid the boy), I would give what I have." Johnfon was much pleafed with his answer, and we gave him a double fare. The Doctor then turning to Mr. B. said, "Sir, a defire of knowledge is the natural feeling of mankind; and every human being, whose mind is not debauched, will be willing to give all that he has to get knowledge."

To Mr. Langton when about to establish a fchool upon his eftate, it had been fuggested, that it might have a tendency to make the people lefs induftrious. "No, Sir (faid Johnfon). While learning to read and write is a dif tinction, the few who have that diftinction may be the lefs inclined to work; but when every body learns to read and write, it is no longer a diftinction. A man who has a laced waistcoat is too fine a man to work; but if every body bad laced waistcoats, we fhould have people working in laced waistcoats. There are no people whatever more induftrious, none who work more

than our manufacturers; yet they have all learnt to read and write. Sir, you must not neglect doing a thing immediately good, from fear of remote evil, from fear of its being abused. A man who has candles may fit up too late, which he would not do if he had not candles; but nobody will deny that the art of making candles, by which light is continued to us beyond the time that the fun gives us light, is a valuable art, and ought to be preferved."-BosWELL. "But, Sir, would it not be better to follow Nature, and go to bed and rise just as Nature gives us light or withholds it?"-JOHN

SON.

"No, Sir; for then we fhould have no kind of cquality in the partition of our time between fleeping and waking. It would be very different in different seasons and in different places. In fome of the northern parts of Scotland how little light is there in the depth of winter!

Of education at great fchools, Johnson difplayed the advantages and disadvantages in a luminous manner; but his arguments preponderated much in favour of the benefit which a boy of good parts might receive at one of them.

At another time he faid, "There is now lefs flogging in our great schools than formerly, but then lefs is learned there; fo that what the boys get at one end they lofe at the other."

Yet

Endea

Yet more, he observed, was learned in publick than in private fchools, from emulation; "there is (faid he) the collifion of mind with mind, or the radiation of many minds pointing to one centre. Though few boys make their own exercifes, yet if a good exercife is given up, out of a great number of boys, it is made by fomebody. I hate by-roads in education, Education is as well known, and has long been as well known, as ever it can be. vouring to make children prematurely wife is useless labour. Suppofe they have more knowledge at five or fix years than other children, what use can be made of it? It will be loft before it is wanted, and the waste of fo much time and labour of the teacher can never be repaid. Too much is expected from precocity, and too little performed. Mifs was an inftance of early cultivation; but in what did it terminate? In marrying a little Presbyterian farfon, who keeps an infant boarding-school, fo that all her employment now is,

To fuckle fools, and chronicle small beer.'

She tells the children, this is a cat, and that is a dog with four legs and a tail;' fee there! you are much better than a cat or a dog, for you can fpeak. I am always for getting a boy forward in