A printed prospectus of Newton Bosworth’s Academy at Bruce Lodge, near Tottenham, dated December 1831.

PROSPECTUS

OF

MR. BOSWORTH’S ACADEMY,

BRUCE LODGE, NEAR TOTTENHAM.

         The great object of Education is to impart knowledge, to inculcate principles, and to form habits; but, that Education may fulfil its high design and complete its perfect work, it is necessary that the knowledge be important, the principles sound, and the habits good. To these ends the efforts of the judicious Teacher will be constantly directed, and the most effectual means to secure them will be sought out and employed with incessant assiduity. The mental temperament and the moral inclination of the pupils will be attentively studied, and whatever general system be adopted, its application will be varied as individual circumstances and cases may require. Every occasion will be eagerly seized of drawing forth the juvenile intellect, of directing it to useful purposes and pursuits, and of gratifying the natural curiosity of youth by the communication of important facts and principles, in the way most likely to inform the understanding and affect the heart.  While teaching the use of words and the nature of language, care will be taken to convey ideas to the mind of the student, so that he may be trained to think rationally, to judge correctly, and to act wisely.

         In announcing my design to open an Academy for a small number of pupils, it will be expected that I describe the Course I intend to pursue in conducting it.

         The pupil will be introduced to an acquaintance with the best portions of Greek and Roman literature, by means of that strict and careful system of imitation which has been well established; at the same time such modifications in detail, and such changes in principle, will be adopted, as appear to be real improvements—recommended either by the example and authority of the best and soundest Teachers, or by their obvious coincidence with the known principles of the human mind.

         In every case, too, where such a process would be applicable (and the exceptions would be few), I would resort to Mathematical pursuits, especially Geometry and Algebra; the first, to exercise and invigorate the reasoning powers by the strictness of its logic; and the second, to excite the inventive faculties, and induce a habit of expertness, by the facilities it affords to investigation, and the variety of its resources.

         The application of the Sciences to the Arts of Life, and especially to the improved state of our Machinery and Manufactures, and the results of Chemical Analysis, will also be frequently noticed; and every proper occasion seized of acquainting the pupil with the facts and principles of Astronomy, Geology, and Natural Philosophy in general.

         Geography and History are too important to be overlooked: they will not only come frequently before the pupil in the course of his Classical studies, but will be continued as a separate pursuit, so as to comprehend the modern periods of the one, and the most recent discoveries of the other.

         Arithmetic in all its branches, and especially its application to Commercial purposes and all practical computations, will have a portion of time and attention assigned to it commensurate with its obvious and acknowledged importance.

         English Literature, in many cases too slightly cultivated, will be frequently brought before the notice of the pupils, as it richly deserves to be; and their attention will, from time to time, be called to the excellences of our best writers, and the discussions of our ablest reasoners. Themes, and other exercises of composition, will be enjoined, to call forth and establish their own powers, and to keep in proper and useful activity their faculties of thought, discrimination, and research.

         It has long appeared to me highly desirable that the minds of youth should be furnished with the principal Evidences of Christianity, and the history of the Sacred Records in their transmission from age to age, their version into other languages, and their increasing circulation through the world. This information it will be my endeavour to supply.

         Meanwhile, and above all, it would never be forgotten that the great business of this life is to prepare for a better; and hence I shall consider it my duty, and, I trust, find it my delight, to render my pupils familiar with the laws of Moral obligation and the principles of Scripture truth, and to inculcate upon them the necessity and advantage of remembering their Creator in the days of their youth, and of seeking salvation through the merits of Christ.

         As the usefulness and comfort of future life are materially affected by the habits acquired in youth, much of my attention will be directed to the formation of good habits, both mental and moral: the former will be necessarily connected with the whole course of instruction, in which I shall endeavour to establish regularity, voluntary exertion, and perseverence; in the latter, it will be my invariable object to train my pupils to the exercise of humanity, benevolence, justice, veracity, and self-control.

         In adhering to these principles, and acting upon them, I trust I shall be taking the most effectual means to promote my own success, as well as the present, permanent, and eternal interests of my pupils.   

                  NEWTON BOSWORTH.

Tottenham, Dec. 1831.

Terms:

                  For Board and Instruction in the whole of the preceding Course, or such parts of it as may be selected by the parents, or be deemed most suitable for the pupil,      

FIFTY GUINEAS per annum.

Under Ten Years of age, Forty Guineas per Annum.

The pupils will live with the family, and be treated as members of it; and every attention will be paid to their exercise, health, and comfort.

A quarter’s notice to be given of removal.

Text: Timothy Whelan, Baptist Autographs in the John Rylands University Library of Manchester, 1741-1845 (Macon: Mercer University Press, 2009), pp. 211-13 (annotated version); also Eng. MS. 373, fol. 213c, John Rylands University Library of Manchester.