manner of expression easy, though it seem strange, if the thing really deserves to be studied, which will not appear until some progress is made. And a little hardness, even in the most obscure philosophical discussions, will never seem tedious to an enquiring mind, such as he must have who either seeks to learn himself, or desires to see his native tongue enriched and made the instrument of all his knowledge, as well as of his ordinary needs. But I have been too tedious, my good readers, yet perhaps not so, since no haste is enjoined, and you may read at leisure. I have now to request you, as I mentioned at first, to grant me your friendly construction, and the favour due to a fellow-countryman. The reverence towards learning which leads the good student to embrace her in his youth, and advances him to honour by her preference in later years, will plead for me with the learned in general, in my endeavour to assert the rights of her by whose authority alone they are themselves of any account. Among my fellow-teachers I may hope that community of interest will help me more with the courteous and learned than a foolish feeling of rivalry will harm me with ignorant and spiteful detractors. Regard for my own profession, and this hope of support from learned teachers, move me to lay stress upon one special point, which in duty must affect them no less than me, namely, the need for careful thought in improving our schools. I say nothing here of the conscientious and religious motives that influence us, nor of the need for personal maintenance that demands our labour. But I would acknowledge the special munificence of our princes and parliaments towards our whole order in our country’s behalf, partly in suffering us to enjoy old immunities, partly in granting us divers other exemptions from personal services and ordinary payments to which our fellow-subjects are liable. These favours deserve at our hands an honourable remembrance, and bind us further to discharge the trust committed to us. I doubt not that this feeling which moves me strongly, moves also many of my profession, whose friendship I crave for favourable construction, and whose conference I desire for help in experience, as I shall be glad in the common cause either to persuade or be persuaded. Of those that are not learned I beg friendship also, and chiefly as a matter of right, because I labour for them, and my goodwill deserves no unthankfulness. God bless us all to the advancement of His glory, the honour of our country, the furtherance of good learning, and the well-being of all ranks, prince and people alike! CRITICAL ESTIMATE. CRITICAL ESTIMATE.