At a public school, though a general attention is paid to the whole, in many particulars each boy is necessitated to decide and act for himself. His reputation among his companions depends solely on his own conduct. This gradually strengthens the mind, inspires firmness and decision, and prevents that wavering imbecility observable in those who have been long accustomed to rely upon the assistance and opinion of others. The original impressions which sink into the heart and mind, and form the character, never change.—The objects of our attention vary in the different periods of life.—This is sometimes mistaken for a change of character, which in reality remains essentially the same.—He who is reserved, deceitful, cruel, or avaricious, when a boy, will not, in any future period of life, become open, faithful, compassionate, or generous. The young mind has, at a public school, the best chance of receiving those sentiments which incline the heart to friendship, and correct selfishness. They are drawn in by observation, which is infinitely more powerful than precept. A boy perceives, that courage, generosity, gratitude, command the esteem and applause of all his companions. He cherishes these qualities in his own breast, and endeavours to connect himself in friendship with those who possess them.—He sees that meanness of spirit, ingratitude, and perfidy, are the objects of detestation.—He shuns the boys who display any indications of these odious qualities. What is the object of applause or contempt to his school-fellows, he will endeavour to graft into, or eradicate from, his own character, with ten thousand times more eagerness than that which was applauded and censured by his tutor or parents. The admonitions of these last have probably lost their effect by frequent repetition; or he may imagine their maxims are only applicable to a former age, and to manners which are obsolete.—But he feels the sentiments of his companions affect his reputation and fame in the most sensible manner. In all the countries of Europe, England excepted, such a deference is paid to boys of rank at the public schools, that emulation, the chief spur to diligence, is greatly blunted.—The boys in the middle rank of life are depressed by the insolence of their titled companions, which they are not allowed to correct or retaliate.—This has the worst effect on the minds of both, by rendering these more insolent, and those more abject. The public schools in England disdain this mean partiality; and are, on that account, peculiarly useful to boys of high rank and great fortune. These young people are exceedingly apt to imbibe false ideas of their own importance, which in those impartial seminaries will be perfectly ascertained, and the real merit of the youths weighed in juster scales than are generally to be found in a parent’s house.