reading was not varied, and who could not converse on any books but those most suited to his peculiar taste, would probably have been far less successful. And as to the style and manners of a pupil, on which depends, as every man knows, very much of his value as an influential member of society, I have known instances in which a youth has incurred irreparable disadvantage by choice being made, through bad judgment or false economy, of a tutor unaccustomed to good society. Unquestionably, if all, or any part of the advice and influence I have described, were in place of that spiritual culture to which all worldly learning and discipline is valuable only as it conduces, all were idle and profitless indeed. So, lest the tale should lose its interest, I add, that the Rev. S. piously conducted both his house and parish, and that none ever believed it possible that while he formed the mind and manners to add lustre to a few short years, he forgot the heart and that undying spirit that shall be radiant to eternity. But I have other instances of this nature in the sequel.

Such being the nature of the requisite qualifications of a master who is to give a pupil such advantages as a parent of fortune should demand, and so great being the effect which may be produced, it will be more easy to estimate the probable cost of such tuition.

General literary taste, with sound scholarship, good family connections, and high Christian character, accompanied of course with great energy and perseverance, are the requisites. Now is it not

evident that the influence of good connections will enable a man of these endowments to gain an income too great to need pupils, unless he is tempted by high emolument? Most men of this class cease to take pupils by the age of thirty; they can then gain a better position; if they have any, commonly a very few, to reconcile them to the labour, and about £300 a year for each. Still the converse is by no means true, that those who receive these terms are often of the

qualifications described. A very large propor

tion of those who receive from £100 to £300 a-year, are by no means competent to produce the effect described in the character of Mindon's Tutor. I can however imagine some fervent Christian parent will say, " Give me one of the qualifications, the high Christian character, and I will risk the rest;" but let me remark, this requires consideration, because I believe that the mere worldly accomplishments and acquirements for society that distinguish a tutor, and render him amusing and commanding to his pupil, are almost indispensable to procure him those opportunities of intimacy of feeling that render his spiritual influence really availing.

Considering that a tutor may not always have his complement of pupils, even £300 might not average a large sum to lay by for future retirement, after deducting all expenses. And as to a small private school, I should say, that considering heavy liabilities and permanent disbursements which do not decrease with decreasing numbers,

you must not expect a competent master to accept less than £100 a-year for each pupil.

The proprietors of the ordinary Seminaries may well be satisfied with less, because their education would not cause any great demand for their services in any other profession, and they have no high connections to promote them. Yet many receive larger sums than is generally supposed. Their terms may be nominally much less, but almost every kind of instruction and accommodation is charged extra, so that the terms proposed seem to be only for the honour of belonging to their establishment. These remarks may be discouraging to parents of small means, still Education involves considerations so fearful that they had better know the truth. Neither in what I have said or intend to say, do I mean at all to disparage Masters as a body. My object is to raise the dignity of their profession by shewing how vitally their conduct affects all on which a parent sets his heart. Whether a child shall be a solace and a comfort to his parent, or a very viper in his bosom, and bring down his grey hairs with sorrow to the grave, I feel convinced is in many cases ordained by God to hang upon the way a parent discharges his duty, first, in selecting a fit master, and secondly, in satisfying that master that he will allow him to do his duty without prejudice to his interests. This observation, I presume, will suggest two questions:

First, what is the general character of what are called "genteel private schools ?"

Secondly, How does a Master's duty to his pupil happen ever to be at all at variance with his own interests?

In answering these questions, I shall say what every Master will readily allow, but what will seem so strange to persons generally, that I will first explain the sources of my information. My profession has led me to converse with many masters, and also with a few assistant masters from private schools; I have also had many pupils from private schools, and thus I can speak from what I have heard of causes, and what I have observed of effects.

In most private schools the master gives advantages fully equal to his remuneration. He has generally little knowledge, and by no means a wellformed mind. Consequently, his pupils neither by instruction nor by imitation can ever be very well educated. You cannot expect to have the enlarged views and deep research of a Barrister for Attorney's fees, though you may attain it by good fortune. So, neither can a master refined by long converse with literature and society, be commonly found with a cheap Seminary. Most of the pupils I have seen-I do not necessarily speak of my experience in the town in which I am now writing,— evince a great defect in discipline, which implies that what little they have learned has been at the expense of their capacity to learn more. Some of the best I should have considered well taught, if they had been one or two years younger: they knew grammar, and were well grounded, but seemed to have been some time without pro

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gressing. Those who have studied Education will readily understand my meaning. The cause of this defect is to be traced to the confined knowledge and views of the master. It is not attributable to the authors the boys have been reading, for a good master makes the book in hand only the means of recalling and of illustrating his own thoughts. It is well known that if in a public school the superior master of two has the lower class, his pupils will equal some of the best of the higher division as soon as they enter it. Youths cannot proceed from most private schools to the University without great disadvantage. A parent must not take number of pupils as a criterion of professional ability, like extent of practice. The Physician is recommended by his manners and address to a large practice, still his practice makes perfect, so that he obtains patronage first, and deserves it afterwards. But the physician "who ministers to the mind diseased," is but little improved by practice, because his usual defect is in the capacity to benefit by practice. There are many other disadvantages of small schools which I shall explain presently.

As to the second point, why a master's duty is not always identical with a master's interest, this depends chiefly on two things;-he is turned from the path which duty dictates, partly by the ignorance, and partly by the affection of parents. Ignorance, which I hope to dispel, mistakes the end, and limits him to imperfect means in education; affection, which I aspire to direct, dictates a compromise of