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labour either with the head or hand; the teacher in vain may liberally sow the seeds of learning, if they fall among the thorns of idleness, or on the barren rock of sullenness or inattention: to both parties, therefore, let an earnest application of talents be recommended, that they may discharge, as Christians and as men, their public and private duties. Children ought likewise to feel a due and warm affection for other connections, and this, of course, must be proportioned to their proximity of relationship, and to the benefits and services they have rendered. Lastly, they must exercise an universal benevolence to all mankind.

Having said thus much on the subject, my address to your feelings needs be but short, As from a religious and right education, arise good members of society, affectionate fathers, dutiful children, kind masters, and faithful servants; conjugal fidelity, and female vir

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tue; public spirit, and veneration for the laws; I hope and trust you will be ever ready to promote, both by your assistance and inspection, the schools of these parishes; the institution is so laudable, that if properly conducted and supported, it cannot fail to produce universal benefit, and highly tend moreover to your local and private interests : to the female part of my audience, more especially, let me recommend them; there is no matron here present, who has not had occasion, in her domestic arrangements, to lament either the want of general knowledge, or the profligacy of her female servants. And here I cannot help remarking, that I have heard and read, with considerable regret, the arguments of some ingenious and speculative men, against affording any species of education to the lowest order of society; for what is man without it? The mind of a child is a blank,

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capable of receiving any impression that is put upon it; if it receives not good imprese , sions, it is open to bad; it differs only from that of the brute, in its superior capability to receive instruction. What is Revelation but education? How are mankind to imbibe religious principles, the knowledge of the most simple laws of their country, but from education, from oral tradition, or written information? If the higher orders of society rise to wealth, distinction, and deserved applause, by the cultivation and exertion of superior talents, and laborious learning, shall we shut the book of knowledge against the poor? But whilst I argue for the diffusion of instruction, let me not be misunderstood; I would not have it extended too far; what is excellent in the lesser degree, is faulty if carried to the extreme; that education should go no further than to the inculcation of reli

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gious principles and duties, of social and relative obligations ; not that which will lift them into the heights of dangerous ambition, or bewilder them in the labyrinths of casuistry and speculation, but what will fit them more advantageously, for commercial or agricultural situations, to which they may, without harm, aspire, and which ought to be open to their industry and application. In a word, the acquirement of reading, writing, and arithmetic is sufficient.

To conclude, let them all be taught to remember their Creator in the days of their youth; to love, honour, and serve God; to venerate and obey their parents; to pay a due submission, respect, and attention, to all their teachers, and those who are set in authority over them; to be true and ingenuous in all their words and actions; to love one another; to endeavour to excel in every thing praise

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worthy; worthy; to be industrious and contented in their several stations. Thus shall they secure to themselves, success and peace of mind in this world, and everlasting happiness in that which is to come.

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