ftates are on the point of feparation, only to meet hereafter for the purpose of cutting each other's throats.

Thus I confent, Sir, to this conftitution, because I expect no better, and because I am not sure that this is not the best. The opinions I have had of its errors, I facrifice to the public good. I have never whispered a fyllable of them abroad. Within these walls they were born; and here they fhall die. If every one of us, in returning to our conftituents, were to report the objections he has had to it, and endeavour to gain partifans in fupport of them, we might prevent its being generally received, and thereby lofe all the falutary effects and great advantages refulting naturally in our favour among foreign nations, as well as among ourselves, from our real and apparent unanimity. Much of the ftrength or efficiency of any government, in procuting and fecuring happinefs to the people, depends on opinion; on the general opinion of the goodness of that government, as well as of the wif dom and integrity of its governors.

I hope, therefore, that for our own fakes as a part of the people, and for the fake of our pofterity,, we fhall act heartily and unanimously in recommending this conftitution, wherever our influence may extend, and turn our future thoughts and endeavours to the means of having it well adminiftered.

On the whole, Sir, I cannot help expreffing a with, that every member of the convention, who may still have objections, would with me on this occafion, doubt a little of his own, infallibility, and, to make manifeft our unanimity, put his name to this inftrument.

[The motion was then made for adding the laft formula, viz.

Done in Convention, by the unanimous confent, &c. which was agreed to, and added accordingly.]

SKETCH OF AN ENGLISH SCHOOL.

For the Confideration of the Trustees of the Philadelphia Academy*.

T, is expected that every scholar to be admitted into this fchool, be at least able to pronounce and divide the fyllables in reaaing, and to write a legible hand. None to be received that are under years of age.

FIRST, OR LOWEST CLASS.

Let the first clafs learn the English Grammar rules, and at the fame time let particular care be taken to improve them in orthography. Perhaps the latter is beft done by pairing the fcholars; two of thofe nearest equal in their fpelling to be put together. Let thefe ftrive for victory; each propounding ten words every day to the other to be spelled. He that fpells truly most of the other's words, is victor for that day; he that is victor most days in a month, to obtain a prize, a pretty neat book of fome kind, ufeful in their future ftudies. This method fixes the attention of children extrare_

This plece did not come to hand till the volume had been fome time at the prefs. This was the ca'e allo with feveral other papers, and must be our apology for any detect that may appear in the arrangement. M

VOL. II.

ly to the orthography of words, and makes them good spellers very early. It is a fhame for a man to befo ignorant of this little art, in his own language, as to be perpetually confounding words of like found and different fignifications; the conscioufnefs of which defect makes fome men, otherwife of good learning and understanding, averse to writing even a common, letter.

Let the pieces read by the fcholars in this clafs be fhort; fuch as Graxal's fables and little stories. In giving the leffon, let it be read to them; let the meaning of the difficult words in it be explained to them; and let them con over by themselves before they are called to read to the mafter or usher; who is to take particular care that they do not read too fast, and that they duly obferve the ftops and pauses. A vocabulary of the moft ufual difficult words might be formed for their ufe, with explanations; and they might daily get a few of those words and explanations by heart, which would a little exercife their memories; or at leaft they might write a number of them in a fmall book for the purpofe, which would help to fix the meaning of thofe words in their minds, and at the fame time furnish every one with a little dictionary for his future ufe.

THE SECOND CLASS

To be taught reading with attention, and with proper modulations of the voice; according to the fentiment and fubject.

Some fhort pieces, nor exceeding the kngth of a Spectator, to be given this clafs for leffons (and fome of the eafier Spectators would be very fuitable for the purpofe). Thefe leffi ns might be giv en every night as talks; the scholars to ftudy them

against the morning. Let it then be required of them to give an account, first of the parts of fpeech, and conftruction of one or two fentences. This will oblige them frequently to recur to their grammar, and fix its principal rules in their memory. Next, of the intention of the writer, or the fcope of the piece, the meaning of each sentence, and of every uncommon word. This would early acquaint them with the meaning and force of words, and give them that moft neceffary habit, of reading with attention.

The mafter then to read the piece with the proper modulations of voice, due emphafis, and fuitable action, where action is required; and put the youth on imitating his manner.

Where the author has ufed an expreflion not, the beft, let it be pointed out; and let his beauties be particularly remarked to the youth.

Let the leffons for reading be varied, that the youth may be made acquainted with good ftyles of all kinds in profe and verfe, and the proper manner of reading each kind-fometimes a well-told ftory, a piece of a fermon, a general's fpeech to his foldiers, a speech in a tragedy, fome part of a comedy, an ode, a fatire, a letter, blank verfe, Hudibraftic, heroic, &c. But let fuch leffons be chosen for reading, as contain fome useful inftruction, whereby the understanding or morals of the youth may at the fame time be improved.

It is required that they thould first study and understand the leffons, before they are put upon reading them properly; to which end each boy fhould have an English dictionary, to help him over difficulties. When our: boys read English to us, we are apt to imagine they understand what

they read, becaule we do, and because it is their mother tongue. But they often read, as parrots fpeak, knowing little or nothing of the meaning. And it is impoffible a reader fhould give the due modulation to his voice, and pronounce properly, unless his underftanding goes before his tongue, and makes him mafter of the fentiment, Accuf

toming boys to read aloud what they do not first underftand, is the caufe of thofe even fet tones fo common among readers, which when they have once got a habit of ufing, they find fo difficult to correct; by which means, among fifty readers we fcarcely find a good one. For want of good reading, pieces publifhed with a view to influence the minds of men, for their own or the public benefit, lofe half their force. Were there but one good reader in a neighbourhood, a public orator might be heard throughout a nation with the fame advantages, and have the fame effect upon his audience, as if they flood within the reach of his voice.

THE THIRD CLASS

To be taught fpeaking properly and gracefully; which is near a-kin to good reading, and naturally follows it in the ftudies of youth. Let the fcholars of this clafs begin with learning the elements of rhetoric from fome fhort fyftem, fo as to be able to give an account of the moft ufeful tropes and: figures. Let all their bad habits of fpeaking, all offences against good grammar, all corrupt or foreign accents, and all improper phrases, be pointed out to them. Short fpeeches from the Roman or other hiftory, or from the parliamentary debates, might be got by heart, and delivered with the proper action, &c. Speeches and scenes in our best