THE right education of children is a matter of great importance, and has been viewed in this light by wise men in all generations. No creatures come into the world in a more needy and helpless condition, as to the body, than mankind; being naked and feeble, they re­quire much care and nursing before they are able to help themselves: and they equally stand in need of assistance as to their minds, which are void of knowledge and wisdom, and (which renders their condition more piteous) naturally inclined to im­bibe error rather than truth, and to prefer the paths of vanity, folly and sin to the ways of virtue, wis­dom and religion. It is written, Job xi. 12. "Man is born like the wild ass's colt," which is a lively similitude of ignorant and depraved mankind, for [Page 6] an ass is a silly, ignorant creature, even to a pro­verb: and a wild ass has something in him where­by he more fully resembles fallen man; this crea­ture is noted in scripture for wantonness, Jer. ii. 23. and also for stubbornness and an ungovernable disposition. Job xxxix. 5. "Who hath sent out the wild ass free, or who hath loosed the bands of the wild ass? whose house I have made the wil­derness, and the barren land his dwellings. He scorneth the multitude of the city, neither regard­eth he the crying of the driver." ‘The horse must travel and the ox draw the plough; the one has a bit put into his mouth, and the other is under a yoke: but a wild ass is a stranger to discipline, and likes not to hear of any master but himself, or to be a servant to any but his own will. Such is the nature of man, he loves to be free, or ra­ther to be dissolute. He cannot endure to be subdued to order; he would know no law but his own lust, nor rule but his own desire. He is so much for sinful liberty, he cares not for true liberty. The liberty he seeks makes him a bond-slave to corruption.’ Thus man is born like the wild ass's colt, ignorant, wanton and licen­tious. And as he is thus born, so, without right education, he is in danger of growing up wild, rude, and destitute of profitable knowledge and true wisdom. As uncultivated land brings forth briars and thorns, so, in untutored and uninstructed minds, odious and hurtful lusts grow up, nume­rous and strong, which, in their operation, render the subjects themselves unhappy, and often disquiet all around them, or with whom they are concern­ed, [Page 7] Those who have had no good education are liable to become the slaves of every lawless appe­tite and passion, to be led astray by every tempta­tion to evil, to take wrong methods to procure the supports of the present life, and to walk in the broad road which leads to ruin hereafter. And hence appears the importance of right education, with respect to the interest of children themselves, that they may be preserved from such evils as have been mentioned, and be led in the way which leads to virtue and wisdom, peace and comfort here, and to glory, honour and immortality here­after. It is of importance also with respect to civil society, that this may be supported, and the bene­fits and blessings which result from thence enjoy­ed. It is of importance with respect to the church of Christ, that this may be preserved on earth, and true religion maintained in the world. In a word, the interest not only of the present, but of future generations, is deeply concerned in this matter. It has therefore been justly accounted a wise act in parents and others to pay a particular attention hereunto, and to spare no suitable pains and cost in having the rising generation well instructed.

To this end we have the injunction in the text, from a wise king, under the influence of divine in­spiration, to "train up a child in the way he should go;" which implies, that there is a wrong way, in which children ought not to go, and for prevent­ing of which, right education is necessary, and also a right way, in which they ought to walk, and to which a good education must point and introduce them; and for our encouragement to the practice [Page 8] of this duty, it is said, "when he is old he will not [...]epart from it."

It may be objected here, that sometimes we see [...]ose, who have been favoured with the best educa­ [...]ion, miserably apostatizing from it, and exhibiting [...] melancholy proof that all the cost and pains that [...]ave been bestowed upon them has been to no good [...]urpose. How then does it appear, that such as have [...]ad a good education, when they come to maturi­ [...], will act or conduct themselves agreeably? To [...]is it may be answered, (1.) "That this is the [...] most likely means of bringing persons to walk [...] in right ways, or conduct themselves in a right [...] manner, that they were taught so to do from [...] their childhood and youth." Though it be but [...] means, yet it is a means well adapted to the end, [...]nd that which is often, or most commonly, suc­ [...]ssful to answer this end. Mankind often walk [...] after life, outwardly at least, according as their [...]ducation has been: yea, we may say that a good [...]ducation has been blest and sanctified as a means [...] saving conversion unto God; though it is not a [...]eans that can of itself reach this high end, yet it [...]as been often sanctified to promote it. The in­ [...]ructions received in youth often abide with persons [...] after life: and if good knowledge and sound [...]isdom enter the minds of those who are young, [...]ey will not be effaced or eradicated afterwards. [...]2.) When children are rightly instructed and [...]ained up, they will not easily and ordinarily de­ [...]art from such an education." They will find [...]ore difficulties than others do, in breaking over [...]e rules of virtue and religion, and of walking in [Page 9] the paths of vanity and folly. They have not only the light of conscience, but the light of education, to conflict with; and many a struggle they must have in their own minds, and many upbraidings of conscience, before they can easily go contrary to all the wise instructions that have been given them, and addict themselves to vicious courses. (3.) If they do depart for awhile, there is great hope that they will see their error, and be reclaim­ed. Even the great and wise King Solomon, the author of this book of Proverbs, turned aside, for a time, from the right way, but was brought to true repentance and reformation, as is evident from the book of Ecclesiastes, which, it is highly pro­bable, he wrote in his old age, and which contains a publick testimony of his repentance and abhor­rence of all those sinful courses to which he had been addicted. So that when it is said in the text, that those who are trained up in the way wherein they should go, will not depart from it in after years, we may understand, that they [...]ill not easily and ordinarily depart from it, or if [...]ey do so for a time, yet that there is great reason to hope they will be happily recovered. There are no general rules without exceptions; and though upon some, all care and pains prove but lost labour, yet, as to many others, it is otherwise. And if the labour is lost as to the youth themselves, yet those, to whose care and instruction they have been committed, will have the satisfaction of having discharged their duty, though they have not attained the end they desired.

If it be inquired, wherein does a right educa­tion [Page 10] consist, or how we must conduct to afford [...]ch an one to children? it may be answered, that [...] few things comprise the whole, viz. suitable [...]structions, good examples, and a wise discipline [...] good government; all being attended with [...]ayer for the divine blessing, to render them effect­ [...]l to the great end proposed. It is observed, that [...] original word, translated child, is used with great [...]titude in scripture, and runs through all the dates [...] infancy, childhood and youth. And the word [...]ndered train up, signifies to dedicate, initiate, in­ [...]uct, and set in order.

Instruction, therefore, in the necessary parts of [...]man learning, and whatever else is likely to be [...]eful and beneficial to the persons taught, is a [...]incipal part of a good education. These instruc­ [...]ns should be suited to the age, capacities and [...]er circumstances of children. They should be [...]mmunicated with judgment, as to time, and as [...] the quantity at any one time. The learners [...]ould be led on from those things that are more [...]ple and plain, to those which are more difficult [...]d abstruse. These instructions should be repeat­ [...] from time to time, with a patient, persevering [...]rit, as the children or youth are able to receive [...]em. They should consist both of matters of art [...] science, and also things of a moral and religious [...]ture, that children and youth may obtain the [...]eful parts of human learning, and come to know [...]at is just and right, what is decent, lovely and good report, that they may embrace and prac­ [...] these things: and also understand and per­ [...]ve what is evil, sinful and base, that they may [Page 11] abhor and avoid it. And further, still, that, by the divine blessing, they may be induced to re­member their Creator in the days of their youth, and fear the Lord betimes.

Good examples must accompany and follow good instructions, or the latter, so far as relates to moral conduct, are not likely to be very beneficial. Nak­ed precepts, as to civil, moral or religious conduct, where there is no suitable example attending, are commonly heard with indifference, and but poorly observed. Examples carry strong conviction to the mind, and make deep impressions on the heart; these, therefore, should always accompany pre­cepts, as a means to persuade to a compliance, or enforce an observation. They, therefore, who are instructors of children, but careless whether they exhibit any good examples of moral or religious behaviour before them, ought not to wonder if they see the greatest inattention and disregard paid to the most solemn injunctions; while the instructor who practises agreeable to the rules he gives unto his scholars, will convince their judgments, win their affections, and persuade them to imitation.

A wise discipline or government must be inter­mixed with instructions and examples. This is absolutely necessary in families and schools, for maintaining good order, correcting the disobedi­ent, restraining and overawing the viciously in­clined, and encouraging the well disposed. Where there is no rule or right government, disorder, confusion and every evil work will soon take place; the progress of learning is impeded, and no great good is to be expected. Government of children [Page 12] and youth should be managed with care, concern [...]nd judgment, with steadiness and lenity, firmness and impartiality. All milder methods should be [...]ken with children before chastisements or corpo­ [...]l punishments are administered. But when no other means will answer, these must not be with­ [...]ld: and whenever the case calls for the disagree­able task, the instructor and governour should en­ [...]avour to convince the child of the necessity of [...]ch correction, and that he does it not to gra­ [...]y any passion or resentment of his own, but in [...]ve and faithfulness to him and others. These [...]nishments should be adapted to the nature of [...]imes, and be greater or less, in proportion to the [...]grees of criminality, and the age and other cir­cumstances of the offenders, and be always free [...]om every species of cruelty or unjust severity.

These several parts of education should be ac­ [...]mpanied by servent prayer to the God of all [...]ace, for his blessing, to succeed and render effect­ [...]l our endeavours. We should always maintain [...] humble sense of our need of the divine blessing, [...] prosper all our lawful undertakings, and parti­cularly to render the means of education effectual, [...] communicating useful knowledge and true wis­dom, to those we are aiming to train up in the way therein they should walk. Under this apprehen­ [...]n, instructors and governours of children ought [...] be daily committing their charge to the divine [...]e and benediction. They should pray with and [...] them, every day, that God would shew them fa­ [...]ur, and give them knowledge and understand­ing, and sanctify them to himself, keep them from [...], and bless them in all respects.

[Page 13] This matter of a good education s [...]ems to be di­vided between parents or guardians, and those who preside and instruct in schools and other seminaries of learning. Parents and guardians should endea­vour to afford to their children, and those under their care, all the useful instruction they can; they should direct, restrain and govern them in a right manner, set good examples before them, and so do all in their power to train them up in a right man­ner. If parents, who are able to do it, neglect all instruction of their children, and will not be pre­vailed with to govern them according to the rules of right reason and religion: if they are so far from setting good examples, that they exhibit evil ones before them, such as using profane language, teach­ing their children, by example, to be disrespect­ful and impudent to superiors, injurious and op­pressive to equals and inferiors, and careless and negligent with respect to the fear and worship of God; as they do the greatest injury to their child­ren, so they impose an hard task upon a school­master to instruct and govern them aright, and cannot expect they should reap any great advantage from school instruction. Some parents expect too much from a school-master, both as to instruction and government. As to instruction, they some­times suppose their children may learn so far in such a space of time, when it is beyond their capaci­ties or powers to attain thus far within that space. Or they may expect that a master should bestow more time and pains upon a single scholar than it is in his power to afford, considering the numbers he has under his care, all which are to be attended to [Page 14] [...] their turn: and many times parents are displeased [...]ith masters without reason, because their children [...] not come up to their expectations in learning, [...]ough the master uses his utmost endeavours to [...]ing them forward. And the same thing may be [...]served with respect to government, viz. that [...]me parents expect more from a master than they [...]ght to, with regard to government, while they [...]ould have him to govern his scholars, not only [...]en they are under his inspection, but at all other [...]es, so as to call them to account for all misde­ [...]anors committed abroad, or at home, as well as school. But this matter of governing at home [...]s not so properly belong to the master as to [...]ents, who, if they would have their children [...]ll taught and governed at school, should endea­ [...]r to perform their part of these duties at home, the utmost of their power. Parents must not forward to receive complaints from children [...]st the master, nor talk disrespectfully of him [...]ore them, but endeavour to aid him in his in­ [...]ctions, and to render the just exercise of his [...]hority easy to him and beneficial to them, as [...] they would hope to see their children well [...]cated. The first care, with respect to this mat­ [...]lies upon parents. They begin the educa­ [...] of their children; and this care is to be conti­ [...]d after they go to school, and during all the [...] of their minority.

[...]ut it may be time to say something more par­ [...] [...] and govern­ [...] [...] benefical to [...] not leisure to [...] instruct [Page 15] instruct th [...] own children, or may not sufficiently understand the various parts of school-learning, so as to become instructo [...]s, and because experience proves that children ordinarily make greater profi­ciency when a number are instructed together, in different classes or forms; therefore schools are instituted, in which a number of scholars are com­mitted to the tution of one master (or more, if the school is large) whose business it is to instruct them in those parts of learning, which are allowed to be necessary and useful, and also to teach them the principles of religion, and the rules of morality, civility and good manners. These instructions, therefore, have always been valued highly by per­sons of good judgment, and the expense has not been grudged, which is necessary to support them.

A person who undertakes the employment of keeping school ought to be competent to the busi­ness in which he engages. A grammar school­master should be capable not only of teaching other things, but also the Latin and Greek languages, that if any one has a desire that his child should be initiated in the knowledge of these tongues, he may have an opportunity for it in the place where he resides. But all school-masters should have a good understanding of the English Language, and be able to teach English Grammar, right spelling and pronunciation, according to the most approved standards. They ought to be able to teach Wri [...] ­ing in a fair and elegant manner; and also Arith­metick, or the science of numbers, in its most use­ful branches. The knowledge of these things is necessary, that we may read the word of God, and [Page 16] [...]her books and writings, to our own profit, and [...]e advantage of others: that we may commu­ [...]cate our minds to others by writing, or free our [...]wn memories from the burden of many things [...]hat it would be impossible for us to retain, by the [...]fy method of treasuring them up on paper. This [...]t of Writing is very useful; and so is the know­ [...]dge of Numbers, without which many kinds of [...]usiness could not be transacted at all, and others [...]ut poorly. There are higher branches of litera­ [...]re, which are taught in academies and colleges, [...]ith which we are not at present concerned. But [...]e things, which have been now mentioned, are [...]tly accounted necessary to be taught in every school: and in addition to the above, and where [...]here is opportunity for it, instruction respecting [...] best methods of Speaking in Publick, or in pri­ [...]te circles, is sometimes taught to good advan­ [...]ge in schools: and so is the art of Singing ac­ [...]ording to rule, when the master has a musical ear, [...]d sufficient knowledge of the rules. This art is [...] no means to be despised, inasmuch as hereby [...]ersons attain a capacity of performing one part of [...]blick workship, as to what is external, in a proper, [...]cent manner, and so as is best calculated to pro­ [...]te a spirit of devotion in the worshippers.

School-masters should be men of virtue, good [...]orals, and such as fear God themselves, that they [...]ay give good moral and religious instruction to [...]ildren, and set the purest examples before them. [...]rents are certainly culpable if they employ those [...] this office, who are known to be profane o [...] [...]mperate, or person [...] of [...]oul language, or giv­en [Page 17] to falsehood, and other vices. Yea, if any can­didate for this employment manifests an open con­tempt of religion, and the worship of God, he is not to be put therein, though he may be capable on other accounts. A school-master should be virtuous and prudent; he should be possessed of a good spirit of government, and know how to render himself both beloved and revered by his scholars. He should be one who will condescend to little children, and endeavour to find out the best me­thods of instilling knowledge into them, and of leading them on to an acquaintance with the most useful things. He should not put on a for­midable aspect before young children, left he so intimidate and discompose their tender minds as utterly to disqualify them from attending to learn­ing, and, it may be, fix lasting prejudices against it. A winning, alluring method is best. He should be patient to bear with the dulness of some scholars, and be disposed to take all suitable pains with them. A man of an hasty spirit and violent passions is not so suitable, as one of a more sedate and dispassionate constitution. A man whose air, mien and language savour of an haughty, scornful disposition, is not to be chosen; but rather such an one as is meek and affable, kind and benevo­lent, though firm and steady, at the same time, in supporting his authority, and doing whatever is necessary in his station.

Whoever acts in character, in this employment, will be diligent and faithful in the improvement of the hours allotted for the school. He will con­sider himself as having an important charge com­mitted [Page 18] to him, and as acting, not only for a pecu­ [...]ary reward, but to promote the greatest good to [...] rising generation. Animated with the most [...]ble and generous views, and fired with the de­ [...]e of acquitting himself with honour, and of be­ [...]g serviceable in a most important business; in [...]ve to his generation and country, and under a [...] concern for the glory of God, he will ad­ [...]ess himself to the arduous task with activity, re­ [...]ution and perseverance; and nothing will afford [...] greater satisfaction, than to see the seeds of [...]owledge and virtue, sown by him, springing up [...] the most amiable appearances, and promising, [...] time, the most substantial and useful fruits. He [...]ll check and reprove the idle and vain, encour­ [...]e the industrious, support the seeble, and endea­ [...]ur that every one shall profit. He will aim to [...]pire the whole school with a noble emulation, [...] excel in every thing that is virtuous and praise­ [...]rthy. He will set vice before them in its odi­ [...]s colours and pernicious consequences, that they [...]y be led to abhor and avoid it; and, at the [...]me time, he will represent virtue and religion [...]th their genuine attracting charms and happy [...]ts, that his scholars may be in love with them, [...] practise them. If these things are neglected, [...] important part of school education is omitted, [...] they are performed, the most beneficial conse­ [...]ences may be expected.

Once more: A good school-master will endea­ [...]ur to conduct impartially, instructing the child­ [...] of the poor equally with those of the rich, aim­ [...] that every one may be equally benefited, ac­cording [Page 19] to their capacity, age, and the particular parts of learning in which they are employed.

Thus have I endeavoured to give some outlines of a good education of children, both at home and at school. Let us now, by way of improvement, make some reflections on what has been offered.

1. Hence we may see, that parents and others are well employed, when they are doing what is in their power, that their children, and others under their care, may be well instructed, that, if their lives are spared, they may fear the Lord, and be useful members of society in thier generation; and if they are taken away while young, that they may be blessed hereafter. If any think the time and necessary expense bestowed this way is to little or no purpose, it is because they do not rightly con­sider the benefits of a good education. Certainly it is to the commendation and praise of any peo­ple, when they are careful to institute and support good schools, at suitable distances from each other, for the instruction and right education of children. In this respect, perhaps the endeavours of the in­habitants of this town are equal, according to their numbers and ability, to those of any other people in these parts. We have a number of school-houses, in different parts of the town, which are some­times all at once in use. We are now worshipping in a new and elegant one, erected for the same no­ble purpose. Our wishes, with respect to this edifice, and every other appropriated to this use, are, that they may always be supplied with suitable instructors, and that the most useful learning may [Page 20] [...]lourish in them: that those who have been, and [...] still, exerting themselves in this matter, may [...]e the satisfaction of seeing the happy fruits of their labours in the good tuition of their child­ [...].

[...] We may see that the office of a school-master [...]onourable, and the employment most benefi­ [...]. As some of the best authors have conde­ [...]ded to write many things for the instruction of [...]dren, so others, who have been persons of good [...]ning and wisdom, have willingly spent their [...]s, or great part of them, in keeping schools of [...]ral kinds; and those who have been instructed [...]hem, have esteemed them among their great­ [...]enefactors. Certainly it is an useful and hon­ [...]able employment, to open the tender mind to [...] rays of truth, and to bring those, who are [...]ng, into a capacity of obtaining knowledge, and [...]eing useful in their day; to instill the max­ [...] of wisdom and prudence into young minds, [...] form them to virtue and religion. Those [...] are capable and faithful in this business, merit [...] esteem and respect, and should be suitably [...]arded.

[...]ome addresses may close our subject.

To parents. Be exhorted, in every point, [...]o your part, that your children may be well [...]cated. Afford them such instructions, as you [...]able, that are right and good. Set good ex­ [...]les before them, pray daily with and for them. [...] the morning and evening sacrifice of family [Page 21] prayer and praise be offered up in your houses, and implore the divine blessing on your housholds continually. While you are laudably employed in the institution and support of schools, be not remiss in aiding and forwarding a school education, by all those means which are in your power. Depend not entirely upon the master; but let your endea­vours precede, accompany and follow his, that your children may reap the greatest profit and ad­vantage. Be anxious for them, that they may ob­tain useful knowledge, and become virtuous and soberminded.

Let it be the matter of your constant prayer, that they may know the true God, and Jesus Christ, whom he hath sent, which is life eternal. And also, that they may be endowed with prudence and discretion, humanity and benevolence, integ­rity and truth, which may lay a foundation for their becoming blessings hereafter, in the church and commonwealth: That they may rejoice your hearts, by their suitable deportment and behaviour in the world; and that you may have good hopes concerning them, as to future happiness and glory. The author of this book says, (chap. xxiii. 15.) "My son, if thine heart be wife, my heart shall rejoice, even mine; yea, my reins shall rejoice when thy lips speak right things." That you may possess this joy, you should use those means with diligence which are most suited to attain it.

2. To children. You see what pains, care and expense your parents are at, that you may be taught and instructed in a right manner, while you are young. Let it be your desire and endeavour, [Page 22] [...]at their labours may not be lost, but answer the [...]ost valuable purposes. Be in love with learning [...]nd your books. Attend to the instructions that [...] given you. Respect and obey your instructors, [...] all their lawful requirements. Be [...]mulous to [...]xcel in every thing that merits commendation and [...]aise. Be a credit to your families, and to the [...]hools to which you respectively belong. Above [...] things, fear your Maker while young, obtain [...] saving acquaintance with the Redeemer, and de­ [...]te yourselves to God in Christ Jesus, to be his [...]rever. Avoid all profane, lewd and vicious com­ [...]any. Imitate the best examples. Be modest and [...]umble, respectful and civil. Always be aiming [...]ther to get good, or do good: and may the Lord [...]ur God, in whose favour there is life, give you an [...]terest in his gracious covenant, and make you [...]artakers of all its blessings: may he enrich your [...]inds with the most valuable knowledge, and qua­ [...]y you for usefulness in your generation: may [...] render you blessings on earth, and make you [...]ever happy hereafter.

To conclude: Let us all be concerned to know [...]he way wherein we should walk, so as to please [...]od, and serve him in our generation, according [...] his will. This is no other than the way of [...]ith in Jesus Christ, and new obedience. They [...]ho receive him by faith, as he is offered in the [...]spel, and live a life of dependance on him for [...]ghteousness and strength, and a life of devoted­ [...]ss to him and his service, as they are by divine [...]ace made accepted in the beloved, so in their [Page 23] general course they live to the glory of God; and as their fruit is now unto holiness, so their end will be everlasting life. May the God of all grace fend forth his light and truth into all our minds, shew us his glory in the face of Jesus Christ, and incline our hearts to come to him for life, and dis­pose us to obey him in all things. May he enrich us with that wisdom which is from above, and enable us to serve him in this world, and make us meet for the mansions of bliss, and finally receive us there, to be with him in glory: To whom, through Jesus Christ, be everlasting praises.

AMEN.