3 2 Propofals for eftahlijhing a "Plan 



and cafual fentiment, colledled from a few Greek 

 or Roman ClaJJicSi confticute all the knowledge, 

 which is to adorn and fweeten the remainder of 

 his days ? Might not, then, this period be filled 

 up with great advantage, in the acquifition of 

 SUPERIOR SCIENCE, if there were the opportunity 

 at hand, of fome well-digefted and unexception- 

 able plan ? 



Probably, in thefe intermediate years, the 

 tafte, the habits, and the whole charadler of 

 a youth, may receive indelible impreflions. From 

 thefe years we are to date, his honour, his infig- 

 nificance, or his infamy — his fuccefs, or his ruin. 

 Of what infinite importance is it, then, that this 

 interefting period be cultivated with the utmofl: 

 diligence, and fown with every feed, capable of 

 producing real happinefs or ornament, in future 

 life! 



But there are fome, who deny, that any fuch 

 intermediate ftage, as we have here fuppofed, doesy 

 that is, ought to exift. They contend, that a boy 

 fhould be fet down, as foon as pojfible, to adive 

 and conftant bufinefs, in order to obtain, by 

 early initiation, all the habits of indudry and 

 attention, neceflary to future fuccefs. — Such 

 Gentlemen will not furely fay. That what a youth 

 has acquired at fourteen years of age, fuppofino- 

 him to have made ever fo great a proficiency in 

 fchool learning, is fufficient to conftitute the 

 whole of his mental furniture hereafter ! — Or, 



that 



