Nothing can have a greater tendency to clog and destroy the native activity of the mind, than the profuseness with which the memory of children is loaded, by nurses, by mothers, by masters. What can more corrupt the judgment, than the communicating, without measure, and without end, words entirely devoid of meaning? What can have a more ridiculous influence upon our taste, than for the first verses to which our attention is demanded, to consist of such strange and uncouth jargon? To complete the absurdity, and that we may derive all that elegance and refinement from the study of languages, that it is calculated to afford, our first ideas of Latin are to be collected from such authors, as Corderius, Erasmus, Eutropius, and the Selectae. To begin indeed with the classical writers, is not the way to smooth the path of literature. I am of opinion however, that one of the above-mentioned authors will be abundantly sufficient. Let it be remembered, that the passage from the introductory studies to those authors, that form the very essence of the language, will be much facilitated by the previous acquisition of the French. Having spoken of the article of memory, let me be permitted to mention the practice, that has of late gained so great a vogue; the instructing children in the art of spouting and acting plays. Of all the qualities incident to human nature, the most universally attractive is simplicity, the most disgusting is affectation. Now what idea has a child of the passions of a hero, and the distresses of royalty? But he is taught the most vehement utterance, and a thousand constrained cadences, without its being possible that he should see in them, either reasonableness or propriety. I would not have a child required to commit any thing to memory more than is absolutely necessary. If, however, he be a youth of spirit, he will probably learn some things in this manner, and the sooner because it is not expected of him. It will be of use for him to repeat these with a grave and distinct voice, accommodated to those cadences, which the commas, the periods, and the notes of interrogation, marked in his author, may require, but without the smallest instruction to humour the gay, or to sadden the plaintive. Another article, that makes a conspicuous figure in the education of our youth, is composition. Before they are acquainted with the true difference between verse and prose, before they are prepared to decide upon the poetical merit of Lily and Virgil, they are called upon to write Latin verse themselves. In the same manner some of their first prose compositions are in a dead language. An uniform, petty, ridiculous scheme is laid down, and within that scheme all their thoughts are to be circumscribed.