ment of correction is more proper than another, but as it is better adapted to produce present pain without lasting mischief. Whatever were his instruments, no lasting mischief has ensued; and therefore, however unusual, in hands so cautious they were proper. It has been objected, that the respondent admits the charge of cruelty, by producing no evidence to confute it. Let it be considered, that his scholars are either dispersed at large in the world, or continue to inhabit the place in which they were bred. Those who are dispersed cannot be found; those who remain are the sons of his prosecutors, and are not likely to support a man to whom their fathers are enemies. If it be supposed that the enmity of their fathers proves the justness of the charge, it must be considered how often experience shows us that men who are angry on one ground will accuse on another; with how little kindness, in a town of low trade, a man who lives by learning is regarded; and how implicitly, where the inhabitants are not very rich, a rich man is hearkened to and followed. In a place like Campbelltown, it is easy for one of the principal inhabitants to make a party. It is easy for that party to heat themselves with imaginary grievances. It is easy for them to oppress a man poorer than themselves; and natural to assert the dignity of riches, by persisting in oppression. The argument which attempts to prove the impropriety of restoring him to the school, by alleging that he has lost the confidence of the people, is not the subject of juridical consideration; for he is to suffer, if he must suffer, not for their judgment, but for his own actions. It may be convenient for them to have another ma

ster; but it is a convenience of their own making. It would be likewise convenient for him to find another school; but this convenience he cannot obtain. The question is not what is now convenient, but what is generally right. If the people of Campbelltown be distressed by the restoration of the respondent, they are distressed only by their own fault; by turbulent passions and unreasonable desires; by tyranny, which law has defeated, and by malice, which virtue has surmounted.

"This, sir, you are to turn in your mind, and make the best use of it you can in your speech."

The decree of the court of session however was reversed in the house of lords, after a very eloquent speech by lord Mansfield, who showed himself an adept in school discipline.

Johnson was partial to public schools and old modes. He observed, "more is learned in public than in private schools, from emulation: there is the collision of mind with mind, or the radiation of many minds pointing to one centre. Though few boys make their own exercises, yet if a good exercise is given up, out of a great number of boys, it is made by somebody."

"I hate by-roads in education. Education is as well known, and has long been as well known, as ever it can be. Endeavouring to make children prematurely wise is useless labour. Suppose they have more knowledge at five or six years old than other children, what use can be made of it? It will be lost before it is wanted, and the waste of so much time and labour of the teacher can never be repaid. Too much is expected from precocity, and too little performed. Miss * * * was an instance of

early cultivation; but in what did it terminate? In marrying a little Presbyterian parson who keeps an infant boarding-school; so that all her employment now is

To suckle fools, and chronicle small-beer.'

She tells the children, This is a cat, and that is a dog, with four legs and a tail; see there! you are much better than a cat or a dog, for you can speak. If I had bestowed such an education on a daughter, and had discovered that she thought of marrying such a fellow, I would have sent her to the Congress."

He advised not to refine in the education of children. "Life," said he, " will not bear refinement; you must do as other people do."

He allowed very great influence to education. "I do not deny, sir, but there is some original difference in minds; but it is nothing in comparison of what is formed by education. We may instance the science of numbers, which all minds are equally capable of attaining: 'yet we find a prodigious difference in the powers of different men, in that respect, after they are grown up, because their minds have been more or less exercised in it and I think the same cause will explain the difference of excellence in other things, gradations admitting always some difference in the first principles."

Mr. Langton said, he was about to establish a school upon his estate, but it had been suggested to him, that it might have a tendency to make the people less industrious. JOHNSON. "No, sir:

while learning to read and write is a distinction, the few who have that distinction may be the less inclined to work; but when every body learns to read and write, it is no longer a distinction. A man who has a laced waistcoat is too fine a man to work; but if every body had laced waistcoats, we should have people working in laced waistcoats. There are no people whatever more industrious, none who work more, than our manufacturers; yet they have all learned 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 sit 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 sun gives us light, is a valuable art, and ought to be preserved." 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?" JOHNSON. "No, sir; for then we should have no kind of equality in the partition of our time between sleeping and waking. It would be very different in different seasons and in different places. In some of the northern parts of Scotland how little light is there in the depth of winter!"

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No. II.

KNOWLEDGE.

JOHNSON said: "Mankind have a great aversion to intellectual labour; but even supposing knowledge to be easily attainable, more people would be content to be ignorant than would take even a little trouble to acquire it."

Goldsmith attempting to maintain, from an affectation of paradox," that knowledge was not desirable on its own account, for it was often a source of unhappiness." JOHNSON. 66 Why, sir, that knowledge may, in some cases, produce unhappiness, I allow. But, upon the whole, knowledge, per se, is certainly an object which every man would wish to attain, although, perhaps, he may not take the trouble necessary for attaining it."

Talking of a young man who was uneasy from thinking that he was very deficient in learning and knowledge, he said, "A man has no reason to complain who holds a middle place, and has many below him ; and perhaps he has not six of his years above him; perhaps not one. Though he may not know any thing perfectly, the general mass of knowledge he has acquired is considerable. Time will do for him all that is wanting."

Dr. Johnson said one evening to Boswell: "You have now lived five-and-twenty years, and you have employed them well." BOSWELL. Alas, sir," said he, “ I fear not. Do I know history? Do I know mathematics? Do I know law?" JOHN