Gravelot In:

DIALOGUES

CONCERNING

EDUCATION.

[ Fordyce, David}

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Journey to the Academy. A Defcription of it,
and the Country about it.

DIAL. I.

P. I.

The Character of the Master and his principal As-

fiftant. The Genius and Inftitutions of the Aca-

demy. The Studies and Exercifes of the Pupils.

The Ceremony of Admiffion.

DIAL. II.

P.13

Simplicity and Refinement of Manners. DECORUM

in Converfation and Behaviour—A necessary and

important Branch of Female Education.

DIAL. III.

P.40

The Characters of the Club. Their Method of

Reafoning and Laws.

DIAL. IV.

P.52

A Converfation between Eugenio and a Coquet.

Remarks of the Club upon it. The Affair of

Gallantry confidered.

DIAL. V.

P.72

Character of a learned Book-Worm. Strictures

concerning the different Genius of ancient and

modern Education.

(iv)

DIAL. VI.

A Queftion concerning Education and Non-Educa-

tion, or the refpective Influence of Nature and

Art. Expedients propofed to give a Freedom and

Largeness of Compass to Education. The Socra-

tic Method recommended.

p.108

Characters of Atticus and Cleora. Female Excel-

lencies pointed out. Ancient and modern Man-

ners. The true Genius of Philofophy. p.141

DIAL. VIII.

Faults in Education, illuftrated in the Character and

Conduct of a private Family. The Sources of

Folly and Vice in the Conduct of Life, traced.

The Plan or principal Out-Lines of Education in

the firft Period of Life, efpecially with respect

to the Intellectual or Rational Part.

DIAL. IX.

p.174

A philofophical Rhapfody concerning the Being and

Providence of GOD. Obfervations of the Club on

it. The Ufe and Advantage of the Study of Na-

ture in Education.

DIAL. X.

P.235

Sequel of the Plan of the 8th, concerning the Moral
and Religious Part of Education. The Que-
ftion examined, "How Moral Affociations are
made, and how they are to be directed, fo as

"to form the most virtuous Habits?" Ancient

Education political.
p.269

DIAL. XI.

Fables and Allegories, their Origin, Ufe and End

in Education. The Caufes enquired into, why

they were more used in Ancient than in Modern

Times. A Story in private Life, fhowing the

Effects of Education.
P.346

INTRODUCTION.

"T

IS about two Years laft April, fince five of us fet out early in the StageCoach from ****, so early that we could not diftinguish one another's Faces. For an Hour or two we travelled in the dark; and there was but little Inclination to talk among Perfons Strangers to one another: a Situation which put me in mind of the Lot of Humanity, that frequently cafts us into Societies and Communities without our Choice, and where we are entire Strangers to those with whom, perhaps, we must affociate for Life.

THE Morning dawned by degrees, and as the Light approached, every one's Curiofity increased to fee those with whom He or She were to spend an agreeable or a tedious Day. One Feature appeared after another, till at length the full Flow of Morning Light difcovered us to each other diftinctly. We then commenced immediate Acquaintance, and almost congratulated each other upon our new Alliance. From the first diftinct Survey we had of each other, we began to form more or lefs favourable Sentiments concerning our feveral Characters,

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