It might easily be supposed that Dr Parr, scarcely less eminent as an English scholar and an English writer than as a man of classical learning, would not be slow to approve and to adopt so necessary and so important an amendment in the present system of education; and accordingly, it ap pears that much attention was devoted in Stanmore School to the cultivation of the English language, by the study of its grammar, and the perusal of its best writers, and especially by the frequent composition of English themes. For these last, questions proposed or approved by the tutor, were given on topics principally of history, either ancient or modern; of ethics, and sometimes even of theology; and before he dismissed the young writers to their task, in the course of an address of some length, in which all his own wonderful powers of speaking were displayed, he placed before them, in clear view and in full detail, the whole subject, on which they were required to think and to write.

When he gave the upper boys a subject for a theme," says Mr Beloe, "he would descant upon the subject, in all its ramifications, for the best part of an hour, in a most amusing as well as instructive manner."-" Even his common discourse," says Dr Monro, "always struck my youthful mind as possessing true and genuine eloquence; but when he gave out a thesis for an essay to his pupils, and expatiated upon it for their direction and assistance-in explaining the clear and comprehensive views which he took of every subject-his eloquence was indeed powerful and impressive.' Flowing in a rapid stream, his language, as Dr Munro describes it, was rich, various, copious, always energetic, and often splendid; bearing along with it, like a golden tide, the delighted and enraptured minds of his youthful audience. He was so exact in the choice, so correct in the application of his words; his sentences were so nicely constructed and highly polished, that no written composition could appear more finished. "In short, on such occasions," says Dr Monro," he seemed to be a perfect master of oratory."

The exercises, for which the youths of the upper classes were thus admirably prepared, usually occupied some of the leisure hours of every day, and especially of holidays; and the obligation to perform them was rigorously enforced. In the case of the younger boys written translations might sometimes be prescribed, but original composition was not re

quired. For no one ever exposed and ridiculed more pointedly than Dr Parr, the absurdity of demanding invention from those, by whom the materials for invention could not ast yet have been collected.

In this manner, by the exertions of the tutor and the spirit of emulation in the pupils, a taste for English composition was excited with great effect, especially among the higher classes; and pleasing specimens of poetry, as well as prose, were produced, some of which have been published. It was no little encouragement to the lovers of English poetryshrinking back as they often did from the dry mechanism of Greek and Latin versification-to be released, as they occasionally were, from the task of composing hexameters and pentameters, on condition of producing a good copy of English verses. But the attempt was hazardous; because failure, in any considerable degree, was always followed by disgrace and punishment-punishment from the master, and, what to the generous mind is still harder to bear, disgrace among the scholars.

As the higher classes of Stanmore consisted of youths of more advanced age and more matured intellect, they were exempted to a certain extent, by special privilege, from the restraints properly imposed upon others. They had, therefore, with free permission, their morning break fast-parties, and their evening conversation-parties; and sometimes, too, though without the knowledge of the master-which seems, it must be owned, to imply some want of due vigilance on his part-they had their more convivial meetings, which they called "Attic symposia." Yet, even on these occasions, we are assured by Mr Maurice, one of their number, that "no intemperance, no indecorum, no rude or riotous mirth, ever disgraced the scholars of philosophy and of Parr!" Though highly social, these meetings, he tells us, were in their essential character literary. To stimulate to mental exertion by exciting rational curiosity, and encouraging free inquiry, was the object, as he states, proposed and pursued by "the accomplished young men" with whom, in consequence of the tutor's kind recommendation, though much their inferior in years, and in knowledge, he was permitted to associate.

Of course, the history, the oratory, and the poetry of

Greece and Rome, would often afford to them interesting topics of debate; but more usually their choice was fixed, on subjects of English history and English literature. Sometimes, with all the ardor of youthful patriotism, they reviewed the great events, favorable to the progress of civilization and the arts and sciences among a people, once slightingly noticed as "toto divisos orbe Britannos," or contemptuously marked as "Britannos hospitibus feros ;" and, especially, they celebrated in their harangues the great events, which contributed to the attainment or the establishment of the civil rights and liberties, so essentially connected with the true glory and prosperity of every country. The fine Alcaic fragment in praise of Harmodius and Aristogiton, the deliverers of Greece, was perpetually recited by them in the original language, and often translated into their own; and the same detestation, in which they held a Grecian or a Persian tyrant, they easily transferred to the tyrants of England. Sometimes, again, the merits of our most distinguished writers were discussed; and Pope, Dryden and Swift, Addison and Johnson, Hume and Robertson, had each his respective partizans. The learned, the instructive, the elegant volumes of Gibbon had not made their appearance; or, no doubt, they would have received from the juvenile critics their full tribute of applause.

The literary discussions of his pupils were always encouraged by the approbation, if not sometimes sanctioned by the presence of the learned superintendent, himself, who so well knew how, on such occasions, to bend from his dignity, without degrading it, and to invite familiarity without losing his claim to respect. It is mentioned by Mr Maurice, that Dr Parr was accustomed to give to his senior pupils frequent invitations to join his own social literary parties. "When en

gaged in our lessons," says another of his pupils, Mr Hargrave," he assumed a magisterial gravity of manner; but, at other times, he conversed with us as friends, and frequently entertained us with the most amusing anecdotes."

The kindly sympathies which adorn our nature, especially when combined with the higher talents which exalt it, are, in every form, a most pleasing object of contemplation; and it well deserves distinct and honorable mention, that, with some sternness of authority as a master, and with much se

verity of temper as a disciplinarian, Dr Parr united, in no small degree, the more amiable qualities of a wise and affectionate counsellor and friend. According to the report of all his pupils, with only a single exception, whilst he was rigorous in exacting their obedience, he, at the same time, endeavored, and rarely failed in his endeavors, to conciliate their esteem, and to deserve and obtain their confidence. If he was quick to discover and to reprove errors in thinking or acting, he was no less prompt to mark and to applaud whatever was right in sentiment, or right in conduct. If he was harsh in his censures, where censure was due, he was, at least to an equal degree, warm and liberal in his praise where praise was merited.* "Of course," says Dr Monro, "severity, in his public reproofs, was sometimes necessary; and, on such occasions, not only was his language full of the bitterest reproach, but his character of countenance was terrific; and I have not, to this day, forgotten the dread it used to inspire. On the other hand, in his private admonitionsusually the most effectual in restraining the follies and correcting the faults of youth-" he always appeared,” adds Dr Monro, "very kind, very sincere, very earnest; and his address, highly energetic, was strongly marked with religious fervor."

To turn again to the excellencies which distinguished Dr Parr as a preceptor-it is stated by his pupils, and deserves to be recorded by his biographers, that, besides delivering his instructions in the public schools, he was watchful of opportunities to interpose his advice in the conduct of their private studies; and that these he was careful to point towards the objects, more immediately connected with their intended situations in future life. To the youth, who had in view the study and the practice of medicine, he would recommend such writers as Hippocrates and Celsus, among the ancients, and Boerhaave, Mead and Cullen, among the moderns. To the attention of the future barrister, civilian, or statesmen, he would propose the volumes of Blackstone, Grotius, Puffendorf and Vattel: and to those whose choice was fixed on

"True it is, that my conception of men and things is vivid, and that my language about them is seldom feeble. But if my censures are severe, I hope that my commendations are more frequent and not less forcible. I am sure, too, that I have much oftener had reason to repent of my precipitation in praise, than of my injustice in reproach."-Reply to Combe, p. 20.

the profession of a divine, he would guide, with careful hand, to the pure fountain of sacred truth, in the study of the Greek and Hebrew Scriptures, aided by the critical skill of Lambert Bos, Palairet and Bowyer.

The same anxiety which watched over the improvement and the happiness of his pupils, whilst under his care, continued even when they were withdrawn from it, and followed them to the universities, and to those stations of public or private life, which it was afterwards their lot to occupy. In the course of an epistolary correspondence of no small extent, he often conveyed his wise advice or his friendly wishes to those, who had minds to appreciate the importance of the one, or hearts to feel the value of the other. "Of these admirable letters," says Dr Maurice, "I have myself seen as many as, could they be collected and published, would make a volume, replete with the noblest precepts for the conduct of the rising generation."

*

The plan of literary instruction, which Dr Parr adopted at Hatton, was the same as that, which he had hitherto pursued, as far as the difference between public and private education will admit. Even in his new situation he was still an advocate for most of the ancient rules of scholastic discipline; and especially for those corporal inflictions which, it is probable, no authority can long uphold against the growing conviction in the public mind, that such inflictions are as unnecessary and inefficacious, as they are barbarous and degrading.†

In his habits, as a tutor, even at the earlier, and still more at the later periods of his life, he was somewhat wayward and capricious-at one time punctual, at another time irregular, in his attendance upon his pupils; to-day severe, and remiss to-morrow, in enforcing the tasks, which he had enjoined, or the rules which he had prescribed. But his chief defects, as they struck the writer, were, those which are

* Dr Parr removed to Hatton early in 1786, of which parish he had been appointed perpetual curate, and where he instructed a few private pupils.

"Lumbos dolare virgos,' Dr Parr considered so essential a process in the business of education, that, when asked respecting any one educated by him, Whether he had been his pupil?' his usual reply was, Yes! I flogged him!'-Introducing one of his pupils to a lady as her guest, lie addressed her in the following words: Allow me, Madam, to introduce to you an old pupil of mine, whom I have often flogged, and who, I assure you, is all the better for it.' ``-New Monthly Mag. Sept. 1826.