he should daily be exercised in it." To the same effect, have many other eminent authors written on this subject; but surely they must have been under the influence of strong prejudice, to charge men with neglect of points, which do not at all belong to their office; and with the omission of studies and arts, which they never profess to teach. A master of a grammar-school is to teach grammar, not oratory; he is to teach Latin, and Greek, not English. And this is what all masters of endowed schools are bound to do; and it is upon these terms, that all others receive their pay. But it may be said, that these studies might be added to the others, and taught at the same time. Surely, they who say so, have not given themselves time to reflect on the nature of these studies, or the state of our established mode of education; else they would see that what they expect is an absolute impossibility. Can any man communicate more knowlege than he is himself possessed of? Can any man teach an art which he never learned? Can any man instruct others in a language, in which he never was instructed? Can either any art or language be regularly taught without a well digested system of rules? And if no such system has hitherto been formed, either with respect to the English language, or the art of speaking it, how shall any man set about teaching them? It will be said, that it is a shame for a master to be ignorant of these. But why more a shame for him, than any other gentleman who has been trained exactly in the same way? or why is more expected from him? Because it would be of great benefit to his pupils. So it might, but if in his course of education, previous to his entering upon that employment, he has had no lights given him as to those points, is he likely to find much leisure in so laborious an office, to investigate the principles of an unpractised art, or the rules of an unstudied language? It is probable that he would make a greater progress in that way, than others of equal abilities, and equal advantages of education, who have dedicated whole lives of leisure to those studies, without ever arriving at the end proposed? But suppose he could teach them, how could he find time to do it? The low stipend which custom has established, as the pay to masters of grammar-schools, obliges most of them to take such numbers of scholars under their care, even to get a tolerable subsistence, that it is with the utmost difficulty they are at present able to prepare them for the university, in the usual time allotted for that purpose, by teaching only Greek and Latin; how is it then possible for them to think of introducing the study of new things, which would require nearly as much time and pains, as those which they are bound to teach, and which they cannot accomplish, without the utmost stretch of application? Though, indeed, considering the salaries paid by parents to masters of grammar-schools, that they are near half of what they pay their grooms,