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Thus, at about fifteen jean of age, the mechanic's education is finished; and he comes out well qualified to make a good figure in every profession, wherein languages are not required. The Miranians value themselves highly on the institution of this school; and often tell strangers, that, as a trading people, it is of as great importance to them, as the college for breeding men for the learned professions; of which I proceed now to speak. But, preparatory thereto, I must give some account of
THE LATIN SCHOOL.
This school is divided into five great forms, or classes, corresponding to the five years the youth continue in it; which, in a general way, is found to be long enough. Suchof the youth as are intended for thelearned professions, are moved into this school from the third form of the academy, or the English school mentioned above, provided they be nine years of age, can write tolerably, and can read and articulate the English tongue. The first four years are wholly given to the Latin tongue, and improving the youth in English and writing at leisure hours. The fifth year, the highest class divides the day between Latin and Greek; proceeding through the Greek declensions and conjugations, St. Luke's gospel, Lucian's dialogues, &c. Thus, at fourteen years of age, well versed in the Latin tongue, with some foundation in the Greek, the youth are entered into
THE FIRST CLASS OF THE COLLEGE.
This is called the Greek Class; in which, as in every other class, the youth remain one year. In the forenoon they read Theocritus' Idyllia, with some select pieces of Hesiod, Homer and Xenophon. In the afternoon they learn arithmetic, vulgar and decimal; merchant's accounts, some parts of algebra, and some of the first books of Euclid.
THE SECOND CLASS.
The next year is spent in this class; the master of which is styled Professor of Mathematics. He carries the youth forward in algebra, teaches the remainder of the first six books of Euclid, together with the eleventh and twelfth, and also the elements of geometry, astronomy, chronology, navigation, and other most useful branches of the mathematics. So much of logic and metaphysics as is useful, is joined with mathematics; but a small space of time serves for these studies, logic in particular, as commonly understood, being in some disrepute among them. They, therefore, bend their chief attention this year, to the more advantageous stud}- of mathematics, which, by the bye, they esteem the best system of logic that can be given to youth. The evolution of mathematical truths, through a chain of propositions, contributes more, in one year, say they, to expand the faculties of the mind, and accustom it, by a just attention to intricate subjects, to reason closely and in train, than a life spent in the usual school-logic. At proper seasons, when the weather permits, this class is exercised in practical geometry; in surveying lands and waters; and in plotting and ornamenting the maps of such surreys. There is a weekly exercise fdr their further improvement in Greek and Latin.
THE THIRD CLASS.
The master of this class is called Professor of Philosophy. The day is divided between the studies of ethics and physics. Under the latter, the Miranians comprehend natural history, with mechanic and experimental philosophy; for the illustration of which, they fire provided with a complete apparatus. With regard to ethics, they seem to think that a full, yet compendious system, calculated by some sound philosopher, for youth at colleges, is a book still wanted. They own that the English excel in detached pieces on all moral subjects; but these, say they, are bnly the—disjecta Widtnbra ethices; no one author having handled the subject of ethics, in all its ramifications, with an immediate view to the use of youth.
In this class, at present, they read the philosophic books of Plato and Cicero, in their originals, with Locke, Hutcheson, Puffendorff, &c. the professor taking care to guard the youth against every thing in which any of these authors are singular. Buttheyhave another method of improving the youth in ethical knowledge, upon With they lay great stress, and that is by historical facts; of which I shall afterwards speak. The private reading of various ethical writers is also recommended for the greater improvement of the youth in the studies of this class; the professor, from time to time, satisfying himself, by proper questions, what advantage they reap from such reading. I do not mention Keil, Gravesand, Newton's Principia, &c. because classical books are supposed in the study of natural philosophy.
THE FOURTH CLASS.
The master of this class is styled Professor of Rhetoric and Poetry. As it is in this and the following class, continued Evander, that my countrymen bring all that has been before taught, home to the business of life, and are more singular in their method; I must beg to be something more particular in the account of it. A great stock of learning, without knowing how to make it useful in the conduct of life, is of little sigmficancy. You may observe that what has chiefly been aimed .it, in the foregoing classes, is to teach youth to think well, that is, closely and justly. When this is attained, it is a noble basis, but would, however, be useless without its superstructure; without teaching them to call forth and avail themselves of their thoughts, in writing, speaking, acting and living well. To make youth masters of the first two, viz. writing and speaking well, nothing contributes so much, as being capable to relish what has been well written or spoken by others. Hence,
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the proper studies of this class, are rhetoric and poetry, from which arise rrkkism and composition.
I shall speak first of rhetcncTas it b the first stmry. The professor begins with giving the studen&a general notion of the precepts and different kinds of rhetoric He then proceeds to make them readTuHy's oration for MUo, leisurely, in its original; applying, as they go along, the precepts of oratory; and making them apprehend its plan, series, delicacy of address; the strength and disposition of the proofs; the justness of the tropes and figures; the beauty of the imagery and painting; the harmony and fulness of the periods; the pomp and purity of the diction; and, in fine, that grandeur of thought, that astonishing sublime, that torrent of eloquence, which, moving, warming, seizing the soul, sweeps all irresistably down before it. After this, Demosthenes' harrangue for Ctesiphon, which Tully (I think) calls the model of perfect eloquence, is read in the original, and explained in the same manner.
These two celebrated orations, thus explained and apprehended, are judged sufficient to give youth a right idea of oratory, and fix its precepts in their mind, which is not to be done so much by reading many orations as by studying a few thoroughly; and therefore, only three more orations, one in Greek, one in Latin, and one in English, are read in the school through the whole year. These are successively handled thus. In the evening the professor prescribes a certain portion of the oration, and appoints the students to write out their observations upon its conformity to the laws of rhetoric; the plan, thoughts, &r