8.

St Jerome's advice was, let a child begin to be instructed as soon as he begins to blush. As soon as they are capable of shame, they are capable of discipline. From the time that they shew the marks of their conscience upon their countenance, it ought to be believed, that remorse has taken the place of innocence, since they already know how to put a difference between good and evil.-Dr T. Fuller.

9.

Education in the most extensive sense of the word, may comprehend every preparation that is made in our youth for the sequel of our lives; and in this sense I use it. Some such preparation is necessary for all conditions, because without it they must be miserable, and probably will be vicious, when they grow up, either from the want of the means of subsistence, or from want of rational and inoffensive occupation. In civilized life, every thing is effected by art and skill. Whence, a person who is provided with neither (and neither can be acquired without exercise and instruction) will be useless; and he that is useless, will generally be at the same time mischievous to the community. So that to send an uneducated child into the world, is injurious to the rest of mankind; it is little better than to turn out a mad dog or a wild beast into the streets. -Paley.

10.

The object of a liberal education is to develope the whole mental system of man;-to make his speculative inferences coincide with his practical convictions;-to enable him to render a reason for the belief that is in him, and not to leave him in the condition of Solomon's sluggard, who is wiser in his own conceit than seven men that can render a reason.-Dr Whewell.

11.

The influence of physical causes, in the formation of intellectual and moral character, has never been sufficiently regarded in any system of education. Organic structure, temperament, things affecting the senses or bodily functions, are as closely linked with a right play of the faculties, as the material and condition of an instrument of music with that wonderful result called melody.-W. B. Clulow.

12.

Because Education is a dynamical, not a mechanical process, and the more powerful and vigorous the mind of the teacher, the more clearly and readily he can grasp things, the better fitted he is to cultivate the mind of another. And to this find myself coming more and more; I care less and less for information, more and more for the true exercise of the mind; for answering questions concisely and comprehensively, for shewing a command of language, a delicacy of taste, and a comprehensiveness of thought, and a power of combination.-Dr Arnold. 13.

Why should my son be a scholar, when it is not intended that he should live by his learning? By this rule, if what is commonly said be true, that 'money answereth all things;' why should my son be honest, temperate, just, or charitable, since he hath no intention to depend upon any of these qualities for a maintenance?-Dean Swift.

14.

It is an ill-judged thrift, in some rich parents, to bring up their sons to mean employments, for the sake of saving the charge of a more expensive education; for these sons, when they become masters of their liberty and fortune, will hardly continue in occupations by which they think themselves degraded, and are seldom qualified for anything better.-Paley.

15.

The better that a child is by birth, the better ought he in his youth to be instructed.

16.

Diligente and holy bringing up, is the founteyne of al vertue: as to folye and myschief, the fyrst, seconde, and thirde poynte is undiligence and corrupte educacion.-Erasmus.

17.

The culture of the affections and the fancy is a most important branch of Education, though in general it is entirely neglected.-W. B. Clulow.

18.

By learning, the sons of the common people become public ministers; without learning, the sons of public ministers become mingled with the mass of the people.-Chinese maxim.

19.

Tell me not what thou hast heard and read, and only so; but what (after thy hearing and reading) thou hast taken into thy meditation, found to be truth, settled in thy judgment, fixed in thy memory, embraced in thy affections, and then a long time practised, and so made it to be truly thine own. This, and only this, is rightly called learning.—Dr T. Fuller.

20.

The end of learning is to repair the ruins of our first parents, by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest, by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection.-John Milton.

21.

Let every thing you see represent to your spirit the presence, the excellency, and the power of God, and let your conversation with the creatures lead

you unto the Creator, for so shall your actions be done more frequently with an actual eye to God's presence, by your often seeing him in the glass of the creation.-Bp Jeremy Taylor.

22.

You have been bred in a land abounding with men, able in arts, learning, and knowledge, manifold, this man in one, that in another, few in many, none in all. But there is one art of which every man should be master, the art of reflection. If you are not a thinking man, to what purpose are you a man at all? In like manner, there is one knowledge, which it is every man's interest and duty to acquire, namely, self-knowledge: or to what end was man alone, of all animals, endued by the Creator with the faculty of self-consciousness? Truly, said the Pagan Moralist,

e coelo descendit, Γνῶθι σεαυτόν.

But you are likewise born in a Christian land: and Revelation has provided for you new subjects for reflection, and new treasures of knowledge, never to be unlocked by him who remains self-ignorant. Self-knowledge is the key to this casket, and by reflection alone can it be attained. Reflect on your own thoughts, actions, circumstances, and-which will be of especial aid to you in forming a habit of reflection, accustom yourself to reflect on the words you use, hear, or read, their birth, derivation and history. For if words are not things, they are living powers, by which the things of most importance to mankind are actuated, combined, and humanized.— S. T. Coleridge.

23.

All knowledge, of whatsoever kind, must have a twofold groundwork of faith,-one subjectively, in our own faculties, and the laws which govern them : -the other objectively, in the matter submitted to our observations. We must believe in the being

who knows, and in that which is known: knowledge is the copula of these two acts. Even scepticism must have the former. Its misfortune and blunder is, that it will keep standing on one leg; and so can never get a firm footing. We must stand on both before we can walk, although the former act is often the more difficult.-Guesses at Truth.

24.

Real knowledge, like every thing else of the highest value, is not to be obtained easily. It must be worked for,-studied for,-thought for,-and more than all, it must be prayed for. And that is Education, which lays the foundation of such habits, -and gives them, so far as a boy's early age will allow, their proper exercise.-Dr Arnold.

25.

I call by the name of wisdom,-knowledge, rich and varied, digested and combined, and pervaded through and through by the light of the Spirit of God.-Dr Arnold.

26.

Wisdom of itself is delectable and satisfactory, as it implies a revelation of truth and a detection of error to us. "Tis like light, pleasant to behold, casting a sprightly lustre, and diffusing a benign influence all about; presenting a goodly prospect of things to the eyes of our mind; displaying objects in their due shapes, postures, magnitudes, and colours; quickening our spirits with a comfortable warmth, and disposing our minds to a cheerful activity; dispelling the darkness of ignorance, scattering the mists of doubt, driving away the spectres of delusive fancy; mitigating the cold of sullen melancholy; discovering obstacles, securing progress, and making the passages of life clear, open, and pleasant. We are all naturally endowed with a strong appetite to know, to see, to pursue truth; and with a bashful abhorrency from being deceived and entangled in