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    I ^ fi&H ni ake ho apology , on this decision ^ for laying them before y&u in as few words as possible . Indeed the business of education , in the light in which I have ever considered it , is the business of every human being * How much

    it is the business of parents I need hot say . My concern in it will soon devolve upon others . Previously to my retiring , 1 wish to say one word which may be of use to my successors .

    ; The design of education , I conceive , is to form a human being to -usefulness and happiness during the whole of his life . The design of education is to form an immortal bitng to happiness through all the mges of eternity *

    ^ Fhe employment of an instructor of youth then , I presume , is not ifterejy to teach languages' , — important as that branch of instruction is , and incalculably important as are the sciences connected with it and the mental habi t * which are best formed by it ;

    - ^• it is not merely to teach any thing , that is to tell a person what he is to think , what he is to believe , or even 10 hat he is to do : ^^ k embraces a wider fiel d ofduty , and requires exertions of greater labour and difficulty It is to assist the developement , to favour the expansion , and to strengthen the texture of every faculty of the understanding and of every amiable affection of the heart . It is to preserve tKfe understanding clear

    trom the mists of prejudice , and the > heart , in this corrupted and corrupting scene , pure from the taitit of vice . It is to restrain the imagination , to regulate the judgment and to form the taste ; that th H » & $ ! Jt P&eM , ^ y M &ble fro m the most solid principles , to draw his own conclusions , and may know

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    in all cases how to think , how te judge , and how to act . The business of education is not yet completed . By A ' rtffi& ' TiOtt —that all-powerful agent ^ so coy and reserved wh <* n courted , ' so

    partial in her attachments and so difficult to be won ; —by attention , never asleep , never suffered to proceed in a wrong direction , those mental habits are to be acquired which will enable the pupil ,

    \ v \ all the varying circumstances of life , to think rightly ' , to feel rightly , and to act rightly . Gentlemen , —In the most arduous , important an 3 Anxious of all employments , this ih the design which I have invariably ' hadf in

    view . To you I appeal as witnesses of the sincerity of my intention ; to you I triust furine * r appeal as examples of the success ot my

    endeavours . You will noi ^ f am convinced , acctise me , \ vheti we have beeri reading tag ^ i tfer tSe heathen oratbrs , historians , ahci

    even poets 5 of having Emitted any opportunity wWch lay ' irtthy way , of instilling a moral and Christian pririciple . Gentlemen , —ffsticcess has attended the&e , the principal labours of my life , I impute it to the blessing of heaven , the fertility of

    the soil which I have been called upon to cultivate , and to your filial affection , candid construe ! tion and cordial co-operation . I have only to af ld , that'f Hopo

    it will ever be with v 6 ii an animating motive to fie all whicfi I w | sh you to be ; that this will contribute 10 my highest happiness ! both here and hereafter ; and tft ^^ B' ^ sfin ^ ; which is no \ v n ^* ' ^ the ' tiof ? 2 fan . will set in brightrie ^ W ci ^ KiW bri ghtness itfsty be 1 ost ? ¥ n W ^ rf 6 r splendour , if I leave you as tig htt in the world .

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    terfc Addrcssfrom a Tutor to an Annual Meetihgqf his former Fupifs l

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Aug. 2, 1813, page 518, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2431/page/30/