*

care of a teacher who pronounced the language with elegance himself, and taught it with propriety While under the Latin preceptor, he may also be taught in the same manner, writing, drawing, arithmetic, or any other branch of knowledge that is suited to his age and dispositions, and the views his parents have for him in life. So that, at the same time he was imperceptibly acquiring a knowledge of the Latin language, he could be making the same progrefs in other branches of education as if he never had studied it at all.

When he had in this way attained such a knowledge of Latin as that he could speak it easily, and understand the meaning of the general run of words as they occurred, he should then be taught to read it, in the same manner as a child who has learnt to speak the English language is taught to read English. In this case no explanation of the Latin, like what is used in grammar schools at present, would be required; an explanation of the meaning only, where the passages were difficult, such explanation being given in Latin, is all that could here be

* Great pains have been taken of late in Scotland to have children taught to pronounce the English language at school; but the effects of this, in altering the general pronunciation of this country, -have been small; for at home the boy learns the vulgar dialect, which always prevails over that which he acquires at the school. By the mode of teaching English here recommended, this evil would be obviated. As the pupil would never hear English spoken at home, he would gradually lose the use of his provincial dialect, and acquire in its stead the correct mode of pronouncing English, which would be the only pronunciation he would hear during the whole time of his stay in the gymnasium.

May 22 necefsary. The preceptor would gradually initiate him into the knowledge of grammar, as the mind. of the pupil opened so as to be able to comprehend it. But this, for the reasons above given, should be attempted with very great circumspection, so as ra ther to keep within, than run beyond the compre hension of the child; and should be confined at first merely to the correcting of improprieties of speech, and telling how words fhould be justly placed, or what form they fhould assume on any particular occasion where they chance to be wrong applied by the pupil. By degrees the preceptor might begin to point out to him the rules of elegant construction, so as at length to give him some idea of the beauties, of stile, and a relifh for the peculiar elegancies of the several writers that might be put into his hand. If pains were thus taken at the same time to amuse and instruct, his mind would be gradually acquiring additional degrees of knowledge, while he was imperceptibly habituating himself to a facility in the use of that elegant language he was constantly employing.

By this mode of procedure it is not to be doubted, but that in the course of three, or at most of four years, our pupil would be so far advanced in the knowledge of Latin, as to be able not only to read and understand it, but to speak and to write it with as much ease as his mother tongue. During the two last years of this period also he might be taught the Greek language, by appropriating an hour each day for that purpose, (translating it into Latin ;) by which mode of procedure he would soon obtain a competent knowledge of that language.

In this manner, if he were, entered at eight, we can easily perceive that at twelve years of age our pupil would have acquired a much greater practical knowledge of the Latin language, than almost any one in Britain at present pofsefses; would be a proficient in reading English, and pronouncing it with propriety, (for this branch of literature ought never to be discontinued ;) would be instructed in writing, and would also have acquired the first principles of arithmetic; he might also have acquired the rudiments of drawing, dancing, fencing, and such other exercises as his parents would wish him to acquire; and would also have made a reasonable proficiency in the Greek language. At this period, then, we may reasonably suppose he might with propriety be moved from the Latin preceptor, and put under the care of the teacher of any other language his parents judged it most expedient for him to learn. This, we shall at present suppose, is to be the French, and that he is to be taught that language exactly after the same manner as the Latin. To be continued.

ANECDOTE OF SIR THOMAS RUMBOLD. WHEN Sir Thomas Rumbold was about to leave. India, the nabob of Arcot happened one day to have on his finger a brilliant of very great value, which attracted the notice of Sir T. who admired it exceedingly. The nabob thinking it not safe after the very great encomiums the governor had bestowed on it, not to make him an offer of it, pulled it

May 22 off his finger, and begged Sir T's. acceptance of it; which, after a great many denials and excuses, he at last agreed to.

The nabob had a very great value for this jewel, as a family piece, and would willingly have given three or four times its real worth, rather than have parted with it; he accordingly sent his son the next day to Sir T. begging him to restore the jewel, and he would pay him any price he chose to demand for it; but Sir T. would not part with 'it on any account. The nabob was very much hurt at the refusal, and resolved to be revenged if pofsible; and an opportunity soon offered itself. itself. When Sir T. left India on his return home, the nabob wrote to the queen in order to pay his respects to her majesty, and begged her acceptance of a very fine diamond, which he had sen her by Sir Thomas Rumbold, and described his diamond so exactly that it could not be mistaken.

Upon Sir T's. arrival, the queen sent for her diamond; and thus Sir T. was robbed of this ill gotten jewel, to the great satisfaction of the nabob and all those who knew the story.

DETACHED REMARK.

GUILT may endeavour to find repose on the bed of but conscience will draw its sable curtain. No bribe can

down

No science can teach insensibility! buy off the pangs of the guilty mind!

A TABLE OF GEMS.

Continued from p. 51.

Clafs third.

ADULARIA, IRIS, OR RAINBOW STONE.

HARDNESS 11; SPECIFIC GRAVITY from 2,4, to 2,6.

Varieties and Analysis.

IRIS OF RAINBOW STONE, of a reddish brown transparent, H 11. GERASOLE, H 11, water colour. MOON STONE, H 11, bluish. LABRADOR STONE, H10, grey of different shades, generally dark. GREEN RUSSIAN, H 10, apple green. FELDT SPATH, or PARENT SPECIES OF THE GEMS, Sp Gr from 2,4, to 2,6, Pond. earth 11, Mag. 8, Argil. 14, Sil. 67

Form.

All the articles of this section are varieties of feldt spath, a stone that never before had the honour of being ranked in this order, certainly because the beautiful and curious varieties of it were unknown to systematic writers, or arranged with agates; which we know was the case with some of the varieties anciently known, particularly the cat's eye. There could be no other reason for denying them a place as well as the finer varieties of flint, a stone still more common and ignoble. The adularia is found, like the other varieties of this spar,