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J.,. 


^.^^nm^    0(^/3C 


>::^-    "i^v 


^v 


SOME 


THOUGHTS 

CONCERNING 

EDUCATION. 


DoSirina  'vires  promovet  infitasy 
ReSlique  cultus  peclora  roborant  : 
Vtcunque  defecere  mores, 
Dedecorani  bene  nata  culpa. 

HoR.  L.  IV.  Od.4. 


By   J  O  H  N    L  O  C  K  E,   Efq; 


THE    THIRTEENTH    EDITION. 


LONDON: 

Printed  for  A.  Millar,  H.  Woodfall,  J.  Whistok  and 
B.  White,  J.  RiviNGToN,  L.Davis  and  C.  Reymeks, 
R.  Baldwin  J  Hawes,  Clarke,  and  Collin*}  W, 
Johnston,  W.  Owen,  J.  Richardson,  S.  Crowdee, 
T.  Longman,  B.  Law,  C.  Rivington,  E.Dilly,  R. 
Withy,  C.  and  R.  Ware,  S.  Baker,  T.Payne,  A. 
Shuckburgh,  and  J.  Hinxman, 
MDCCLXIV. 


T    O 

EDWARD     CLARKE, 

Of    C  H  I  p  L  E  Y,    Efq; 

S  I  R, 

rHESE  Thoughts  concerning  Educa- 
tion, which  now  come  abroad  into  the 
Worlds  do  of  Right  belong  to  Tou^  being 
written  federal  Tears  fi72ce  for  I'our  Sake^  and 
ere  no  other  than  what  Ton  have  already  by  Tou 
in  my  Letters.  Ihavefo  little  varied  any  things 
hut  only  the  Order  of  what  zvas  fent  you  at  dif- 
ferent Times.,  and  on  feveral  Occafions.,  that 
the  Reader  will  eaftly  findy  in  the  Familiarity 
and  Fafloion  of  the  Stile.,  that  they  were  rather 
the  private  Converfation  of  two  Friends.,  than 
a  Difcourfe  defignedfor  publick  View. 

The  Importunity  of  Friends  is  the  common 
Apology  for  Publications  Men  are  afraid  to 
own  themfelves  forward  to.  But  you  know  I 
can  truly  fay.,  that  if  fome.,  who  having  heard 
of  thefe  Papers  of  mine.,  had  not  preffed  to  fee 
them.,  and  afterwards  to  have  them  printed^ 
they  had  lain  dormant  flill  in  that  Privacy  they 
were  defigned  for.  But  thofe^  whofe  Judgment 
I  defer  7mich  to.,  telling  me.,  that  they  voere 
perfuaded^  that  this  rough  Draught  of  mine 
A  2  might 


The  Epiftle  Dedicatory. 

inight  he  cf  feme  Ufe^  if  made  more  puhlick^' 
touched  upon  izhat  ijuill  alvjays  he  "very  pre-va- 
lent  'ui'ith  me  :  For  I  think  it  every  Man's  in- 
difpeytfihle  Duty,  to  do  all  the  Service  he  can  to 
his  Country ;  and  1  fee  not  what  Difference  he 
puts  hetween  himfelf  and  his  Cattle^  ivho  lives 
'H'ithout  that  Thought.  This  Suhje^T  is  of  fo 
great  Concernment,  and  a  right  Way  of  Edu- 
cation is  of  fo  general  Advantage,  that  did  I 
find  my  Ahilities  anfvoer  my  IVifhes,  I  fhculd 
not  have  needed  Exhortations  or  Importu- 
Ttities  fro?n  others.  Hoivever,  the  Meannefs 
cf  thefe  Papers,  and  my  juft  Difirufl  of  them.^ 
jhall  not  keep  me,  by  the  Shame  of  doing  fo  lit- 
tie,  from  contrihuting  my  Mite,  when  there  is 
no  more  required  of  me,  than  my  throwing  it 
into  the  publick  Receptacle,  And  if  there  he  any 
more  of  their  Size  and  Notions,  who  liked  them 
fo  well,  that  they  thought  them  worth  printings 
I  -may  flatter  'my f elf  they  will  not  he  lofi  Lahour 
to  every  body. 

I  myfelf  have  been  confulted  of  late  by  fo 
many,  who  profefs  themf elves  at  a  Lofs  how 
to  breed  their  Children^  and  the  early  Corrup- 
tion of  Touth  is  now  become  fo  general  a  Com- 
plaint, that  he  cannot  he  thought  wholly  imper- 
tinent, who  brings  theConfideratlon  of  this  Mat- 
ter on  the  Stage,  and  offers  fomething,  if  it  he 
hit  to  excite  others,  or  afford  Matter  of  Cor- 
re£lion  :  Eor  Errors  in  Education  fhould  he 
lefs  indulged  than  any.  Thefe,  like  Faults  in 
the  firft  Conco^ion,  that  are  never  mended  in 
the  fecond  or  third,  carry  their  afterwards  in- 
corrigible 


The  Epiftle  Dedicatory. 
corrigible  Taint  with  them,  thro'  all  the  Parts 
and  Stations  of  Life. 

I  am  fo  far  from  being  conceited  of  any  thing 
I  have  here  offered,  that  I pould  not  be  forry^ 
even  for  your  Sake,  iffome  one  abler  and  fitter 
forfuch  a'TaJk  would,  in  a  jiifi  Treatife  of  E- 
ducat  ion,  fuited  to  our  Englilh  Gentry,  reEli- 
fy  the  Miftakes  I  have  made  in  this  ;  it  being 
much  more  defirable  to  me,  that  young  Gentle- 
men fhould  be  put  intv  (that  which  every  one 
ought  to  be  folicitous  about)  the  befl  Way  of 
being  formed  and  infirutled,  than  that  my  Opi^ 
nion  fhould  be  received  concerning  it.  Ton  will^ 
however,  in  the  mean  'Time  bear  me  Witnefsy 
that  the  Method,  here  propofed,  has  had  no  or- 
dinary Effe^s  upon  a  Gentleman's  Son  it  was 
not  defigned  for.  I  will  not  fay  the  good  Tem- 
per of  the  Child  did  not  very  much  contribute  to 
it  \  but  this  I  think  Tou  and  the  Parents  are  fa- 
tisfied  of,  that  a  contrary  Vfage,  according  to 
the  ordinary  difciplining  of  Children,  would  not 
have  mended  that  Temper,  nor  have  brought 
him  to  be  in  Love  with  his  Book,  to  take  a  Plea- 
fure  in  Learning,  and  to  defire,  as  he  does,  to 
be  taught  more  than  thofe  about  him  think  fit 
always  to  teach  him. 

But  myBufinefs  is  yiot  to  recommend  this  Trea- 
tife  to  Tou^  whofe  Opinion  of  it  I  know  already  -, 
nor  it  to  the  World,  either  by  your  Opiyiion  or 
Patronage.  The  well  Educating  of  their  Chil- 
dren is  fo  much  the  Duty  and  Concern  of  Pa- 
rents, and  the  Welfare  and  Prcfperity  of  the 
Nation  fo  much  depends  on  it,  that  I  would  have 
A  3  every 


The  Epiftle  Dedicatory. 

every  one  lay  it  ferioufy  to  Heart  \  and  after  ha- 
inngwell  examined  and  diftingui [bed  "jchat  Fancy  ^ 
Cufioni^  or  Reafon  advifes  in  the  Cafe^  fet  his 
helping  Hand  to  promote  every  lohere  that  Way 
of  trainiytg  up  Touth^  'with  Regard  to  their  fe- 
'weral  Conditions^  which  is  the  eafteft^  Jhortefl^ 
and  likeliefi  to  produce  virtuous^  ^fif^h  ^^^ 
Me  Men  in  their  diftinEt  Callings  \  tho"  that 
mofi  to  he  taken  Care  of  is  the  Gcntlonan's 
Calling  \  for  if  thofe  of  that  Rank  are  by  their 
Education  once  fet  rights  they  will  quickly  bring 
aH  the  reft  into  Order. 

I  know)  not  whether  I  have  done  more  than 
Jhewn  my  good  Wifhes  towards  it  in  this  fhort 
Difcouffe.  Such  as  it  is^  the  World  now  has  it ; 
and  if  there  he  any  thing  in  it  worth  their  Ac- 
ceptance^ they  owe  their  thanks  to  Ton  for  it. 
My  Jffe5fion  to  I'cu  gave  the  firft  Rife  to 
it^  and  I  am  pleafcd^  that  I  can  leave  to  Po- 
fierity  this  Mark  of  the  Friendjhip  has  been  be- 
tween us  \  for  I  know  yio  greater  Pleafure  in 
this  Lifcy  nor  a  better  Remembrance  to  be  left 
behind  one^  than  a  long-continued  Friendpip 
%mth  an  honeft^  ufeful^  and  worthy  Man^  and 
L^vsr  cf  his  Country.     I  am^ 

S  I  R, 

Your  mod  humble, 

March  7,  and  moft  faithful  Servant, 

1690. 

JOHN    LOCKE. 
THE 


THE 

CONTENTS 

OF     THE 

SECTIONS. 


A 

ALterations 
Air 
Awe 

Arithmetick 
Aftronomy 
AfFeftation 

B 

Beating 
Breeding 

Clothes 

Coflivenefs 

Craving 

Childiihnefs 

Company      76 

Compulfion 

Chiding 

Curiofity 

Complaints 

Crying 

Cruelty 

Chronology 

Conclufion 

Civil  Law 

Courage 

Cowardice 

Contempt 

Cenforioufnefs 

CoH  tradition 

Caotioufners 


Sea. 

D 

Sea. 

7 

Diet 

14 

10 

Drink 

^9 

47 

Drink  Strong 

21 

^11 

Dejeded 

49 

7i»  3<*7 

278 

Dancing 

67 

Difpofition 

88 

Difputing 

265 

26 

Dominion 

141 

50 

Drawing 

240 

2\0y     Z\Z 

E 

Early 

34'  44 

12 

Engliih 

344 

27 

Examples 

86,  103 

42,    142 

Excufes 

202 

62 

Ethicks 

283 

,    84,    225 

P 

92,    194 

Feet 

5 

94 

Fruit 

22 

148,  183 

Familiarity 

»3* 

150 

French 

242 

155 

Fencing 

310 

178 

Fool-hardinefs 

161 

280 

Fortitude 

169 

338 

G 

283 

Good  Nature 

209 

169 

Governor 

113 

271 

God 

204 

215 

Goblins 

206 

215 

Grammar 

303 

217 

Geography- 

276 

2.18 

Geometry 

279 

A.4.. 

Greek". 

The    CONTENTS. 


Se£l. 

Sea. 

Greek  ^ 

301 

Rewards 

52 

Gardening- 

3JS 

Reputation 

56,  60 

H 

Roughnefs 

214 

Hardinefs 

J  75 

Rules 

63 

Health 

2 

Reafoning 

I0l2 

Hiflory 

282 

Reverence 

138 

Habits              IX,  21,  6? 

Reading 

228 

I 

Rhctorick 

285 

Joiner 

315 

Recreation 

317 

Juftice 

'53 

S 

Interpretation 

222 

Swimming 

9 

L 

Sleep 

24 

Letters 

29© 

Self-Denial 

48 

Liberality 

152 

Shame 

59 

Lying^ 

201 

Short- Hand 

285 

Learning 

226 

Sauntering 

189,  242 

Latin                  243, 

,  274 

Stile 

288 

-Law 

284 

Spirits 

206 

Logick 

285 

T 

U 

Tendernefs 

3 

Meals 

ii 

Tafe 

88 

iMind 

33 

Tutor 

III 

Manners 

7© 

Temper 

139 

Mem  or  iter 

269 

Truth 

209 

Mufick 

308 

Themes 

263 

Merchants  Accompts 

322 

Trade 

520 

Method 

3^5 

Travel 

324 

0 

Timoroufnefs 

^73 

Obftinacy 

P 

Painting 
Phyfick 

95 

V 

3H 

32 

Virtue 
Verfes 

84 

267 

Puniftiments           47 

^  87 

W 

PL-iy-Games 

195 

Warmth 

3 

Philofophy  Natural 

293 

Whipping 

128 

Pradice 

66 

Wifdom 

210 

R 

Writing 

239 

Raillery 

216 

SOME 

SOME 


THOUGHTS 


CONCERNING 

EDUCATION. 

Sound  Mind  in  a  found  Bo- 
dy, is  a  fhorr,  but  full  De- 
fcription  of  a  happy  State  in 
this  World.  He  that  has 
thefe  two,  has  little  more  to  wifh  for ;  and 
he  that  wants  either  of  thein,  will  be  but 
little  the  better  for  any  thing  elfe.  Mens 
Happinefs  or  Mifery  is  rnoft  part  of  their 
own  making.  He,  whole  Mind  directs  not 
wifely,  will  never  take  the  right  Way  ;  and 
he,  whofe  Body  is  crazy  and  feeble,  will  ne- 
ver be  able  to  advance  in  it.  I  confefs,  there 
are  fomc  Men's  Conftitutions  of  Body  and 
Mind  fo  vigorous,  and  well  framed  by  Na- 
ture, that  they  need  not  much  AfTiltance 
from  others ;  but  by  the  Strength  of  their 
natural  Genius,  they  are  from  their  Cradles 
carried  tov/ards  what  is  excellent ;  and  by 
the  Privilege  of  their  happy  Conftitutions, 
are  able  to  do  Wonders.  But  Examples 
A  5  of 


ft  Of  ED  U  CAT  ION. 

of  this  Kind  are  but  few  ;  and  I  think  I 
may  fay,  that  of  all  the  Men  we  meet  with, 
nine  Parts  of  ten  are  what  they  are,  good 
or  evil,  ufeful  or  not,  by  their  Education. 
'Tis  that  which  makes  the  great  Difference 
in  Mankind.  The  little,  or  almofl  infen- 
fible  Imprefiions  on  our  tender  Infancies, 
have  very  important  and  lafliing  Confe- 
quences :  And  there  it  is,  as  in  the  Foun- 
tains of  fome  Rivers,  where  a  gentle  Ap- 
plication of  the  Hand  turns  the  flexible  Wa- 
ters into  Channels,  that  make  them  take 
quite  contrary  Courfes  -,  and  by  this  little 
Direftion  given  them  at  firil  in  the  Source, 
they  receive  different  Tendencies,  and  ar- 
rive at  lail  at  very  remote  and  diflant 
Places. 

§.  2.  I  imagine  the  Minds  of  Children  as 
eafiiy  turned  this  or  that  way,  as  Water  it- 
iblf  j  and  though  this  be  the  principal  Part, 
and  our  main  Care  fhould  be  about  the  In- 
iide,  yet  the  Clay  Cottage  is  not  to  be  neg- 
leded.     I  fliall  therefore  begin  with  the  Cafe, 

and    confider  firil  the   Health  of 
Utalth.        the  Body,  as  that  which  perhaps 

you  may  rather  expedl  from  that 
Study  I  have  been  thought  m^ore  peculiarly 
to  have  applied  myfelf  to ;  and  that  alfo 
which,  will  be  fooneft  difpatched,  as  lying,  if 
I  guefs  not  amifs,  in  a  very  little  Compafs, 
§.  g.  How  neceffary  Health  is  to  our  Bu- 
finefs  and  Happinefs  \  and  how  requifite  a 
ftrong  ConlUtutignj,  able  to  endure  Hard- 
Hups^ 


Of  ED  CrC  AT  I  OR  3^ 

iliips  and  Fatigue,  is  to  one  that  will  make- 
any  Figure  in  the  World,  is  too  obvious  to- 
need  any  Proof. 

§.  4.  The  Confideration  I  fhall  here  have 
©f  Healthy  fhall  be,  not  v;hat  a  Phyficiaa 
ought   to  do  with  a  Tick  or  crazy  Child,, 
but  what  the  Parents,  without  the  Help  of 
Phyfick,  fhould  do  for  the  Prefervation  and' 
Improvement  of  an  healthy^  or  at  lead  notftckly 
Conftitiition   in    their   Children  ::    And    this^ 
perhaps  might  be  all  difpatched  in  this  one 
fhort   Rule,  viz.  That   Gentlemen    fliould: 
ufe  their    Children  as  the  honell  Farmers 
and  fubftantial  Yeomen  do  theirs.     But  be- 
Gaufe  the  Mothers  poliibly   may    think  this^ 
a  little  too  hard,  and  the  Fathers  too  ihort^, 
I  fhali  explain    myfelf  more   particularly  ; 
only  laying  down    this    as  a    general   and' 
certain  Obiervation  for  the  \Vomer:  to  con-- 
fider,  viz.   That  mod  Children's 
Conftitutions   are  either    fpoiled,    Tender- 
or  at   lesft  harmed,,  by  Cockering    ^'^' 
and  ^enderr.efs.. 

§»  5.  The  firil  Thing  to  be  taken  care  of,, 
is,  that  Children  be  not  too  iz-arm- 
hf  clad  or  covcredj  Winter  or  Sum.-    ^P^armth. 
mer.  The  Face,  when  v/e  are  born,, 
is  no  lefs  tender  than  any  other  Part  of  tiie 
Body.    'Tis  Ufe  alone  hardens  ir,  and  makes. 
it  more  able  to  endure  the  Cold  :  And  there- 
fore the  Scythian  Philofopher  gave  a  very  fig- 
nificant  Anfwer  to  the  Athenian.,  who  won- 
dered how  he  could  go  naked  in  Froil:  and: 

Snaw,. 


4  Of  EDUCATION. 

Snow.  HoWj  faid  the  Scythian^  can  you  en- 
dure your  Face  expofed  to  the  JJjarp  Winter  Air  ? 
My  Face  is  ufed  to  it,  faid  the  Athenian.  Think 
me  all  Face,  replied  the  Scythian.  Our  Bo- 
dies will  endure  any  thing,  that  from  the 
Beginning  they  are  accuftomed  to. 

An  eminent  Inftance  of  this,  though  in 
the  contrary  Excefs  of  Heat,  being  to  our 
prefent  Purpofe,  to  (liew  what  Ufe  can  do, 
I  II12II  fet  down  in  the  Author's  Words,  as 
I  meet  with  it  in  a  late  ingenious 
^Kowveau    Voyage-f.  "  The  Heats,  lays  he, 

Z'^^/  "^"^  "  ^^^  "^^^^  violent  in  Malta,  than 
1  12  "in  any  Part  of  Europe :  They 
"  exceed  thofe  of  i^(?;;?^  itfelf,  and 
*' are  perfectly  fbifling-,  and  fo  much  the 
*^  more,  becaufe  there  are  feldom  any  cool- 
*'  ing  Breezes  here.  This  makes  the  com- 
*'  men  People  as  black  as  Gypfies :  But  yet 
*'  the  Peafants  defy  the  Sun ;  they  work  an 
"  in  the  hotted  Part  of  the  Day,  without 
"  IntermifTion,  or  iliekering  therafelves  from 
"  his  fcorching  Rays.  This  has  convinced 
*'  me,  that  Nature  can  bring  itfeif  to  many 
*'  Things  which  feem  impoflible,  provi- 
*'  ded  we  accullom  ourfelves  from  our  In- 
*'  fancy.  The  Maltefes  do  fo,  who  harden 
*'  the  Bodies  of  their  Children,  and  recon- 
*'  cile  them  to  the  Heat,  by  making  them  go 
*'  ilark  naked,  without  Shirt,  Drawers,  or 
*'  any  thing  on  their  Heads,  from  their 
**  Cradles,  'till  they  are  ten  Years  old." 

n  Give 


Of  E  D  U  C  A  T  I  O  N.  5 

Give  me  Leave  therefore  to  advife  you, 
not  to  fence  too  carefully  againft  the  Cold  ot 
this  our  Climate.  There  are  thofe  in  Eng- 
land^  who  wear  the  fame  Clothes  Winter  and 
Summer,  and  that  without  any  Inconveni- 
ence, or  more  Senfe  of  Cold  than  others  find. 
But  if  the  Mother  will  needs  have  an  Allow- 
ance for  Frofl  and  Snow,  for  fear  of  Harm, 
and  the  Father  for  fear  of  Cenfure,  be  fure 
let  not  his  Winter-Clothing  be  too  warm: 
And  amongft  other  Things,  remember,  that 
when  Nature  has  fo  well  covered  his  Head 
with  Hair,  and  llrengthened  it  with  a  Year 
or  two's  AgCy,  that  he  can  run  about  by 
Day  without  a  Cap,  it  is  bell:  that  by  Night 
a  Child  fhould  alio  lie  without  one  \  there 
being  nothing  that  more  expofes  to  Head- 
ach,  Colds,  Catarrhs,  Coughs,  and  feveral 
other  Difeafes,  than  keeping  the  Head  warm. 
§.  6.  I  have  laid  He  here,  becaule  the 
principal  Aim  of  my  Dilcourfe  is,  how  a 
young  Gentleman  fhould  be  brought  up  from 
his  Infancy,  which,  in  all  Things,  will  not 
fo  perfe6lly  fuit  the  Education  o^ Daughters  j 
though  where  the  Difference  of  Sex  requires 
different  Treatment,  it  will  be  no  hard  Mat- 
ter to  diftinguilh. 

§.  7.    I   would  alfo  advife  his 
Feet  to  be  ivaf/oed  ev^ery  Day  in  cold    Feet, 
Water,  and   to  have  his  Shoes  fo 
ihin,  that  they  might  leak  and  let  in  JVater, 
whenever  he  comes  near  it.     Here,  I  fear,  I 
fhall  have  the   Miflrcfs     and    Maids    too 

againft 


f  Of  EDUCATION. 

againft  me.  One  will  think  it  too  filthy,  and' 
the  other  perhaps  too  much  Pains  to  make 
clean  his  Stockings,  But  yet  Truth  will 
have  it,  that  his  Health  is  much  more  worth,, 
than  all  fuch  Confiderations,  and  ten  tim.es 
as  much  more.  And  he  that  confiders  hovv 
mifchievous  and  mortal  a  Thing  taking  IVet 
in  the  Feet  is,  to  thofe  who  have  been  bred 
nicely,  will  wifh  he  had,  with  the  poor  Peo- 
ple's Children^  gone  hare-foot^  who,  by  that 
Means,  come  to  be  fo  reconciled  by  Cu- 
flom  to  Wet  in  their  Feet,  that  they  take  no 
more  Cold  or  Harm  by  it,  than  if  they  v/erc 
wet  in  their  Hands,  And  what  is  it,  I  pray,, 
that  makes  this  great  Difference  between  the 
Hands  and  the  Feet  in  others,  but  only  Cu« 
ftom  ?  I  doubt  not,  but  if  a  Man  from  his 
Cradle  had  been  always  ufed  to  go  bare^ 
foot,  whilfl:  his  Hands  were  conftantly  wrapt 
i2p  in  warm  Mittins,  and  covered  with  Hand- 
fi)ces^  as  the  Butch  call  Gloves-,  I  doubt  not, 
I  fay,  but  fuch  a  Cuftom  would  make  tak- 
ing Wet  in  his  Hands  as  dangerous  to  him,, 
as  now  taking  Wet  in  their  Feet  is  to  a  great 
many  others.  The  Way  to  prevent  this,  is,, 
to  have  his  Shoes  made  fo  as  to  leak  Water, 
and  his  Feet  wafhed  confcantly  every  Day 
in  cold  Water.  It  is  recommendable  for  its 
Cleanlinefs  -,  but  that  which  I  aim  at  in  it,, 
is  Health  •,  and  therefore  I  limit  it  not  pre- 
cifely  to  any  Time  of  the  Day.  I  hav€ 
known  it  ufed  every  Night  with  very  good 
Succcfs,  and  that  all  the  Winter,  without 

the- 


Of  E  D  U  C  A  T I  0  N.  7 

the  omitting  it  fo  much  as  one  Night  in 
extreme  cold  Weather;  when  thick  Ice  co- 
vered the  Water,  the  Child  bathed  his  Legs 
and  Feet  in  it,  though  he  was  of  an  Age 
not  big  enough  to  rub  and  wipe  them  him- 
felf,  and  when  he  began  this  Cuftom,  was 
puling  and  very  tender.  But  the  great  End 
being  to  harden  thofe  Parts  by  a  frequent 
and  familiar  Ufe  of  cold  Water,  and  there- 
by  to  prevent  the  Mifchiefs  that  ufually  at- 
tend accidental  taking  Wet  in  the  Feet  in 
thofe  who  are  bred  otherwife,  I  think  it  may 
be  left  to  the  Prudence  and  Convenience  of 
the  Parents,  to  chufe  either  Night  or  Morn- 
ing. The  Time  I  deem  indifferent,  fo  the 
Thing  be  effectually  done.  The  Health 
and  Hardinefs  procured  by  it  would  be  a 
good  Purchafe  at  a  much  dearer  Rate.  Ta 
which,  if  I  add  the  preven-ting  of  Corns^ 
that  to  fome  Men  would  be  a  very  valuable 
Confideration.  But  begin  firil  in  the  Sprino- 
with  luke-warm,  and  fo  colder  and  colder 
cver)^  Time,  'till  in  a  few  Days  you  come 
to  perferStly  cold  Water,  and  then  continue 
ir  fo  Winter  and  Summer  :  For  it  is  to  be 
obferved  in  this,  as  in  all  other 
Alter atio-fis  from  our  ordinary  Way  ^lierati^ 
©f  Living,  the  Changes  mufl  be 
made  by  gentle  and  infenfible  Degrees ;  and 
fo  we  may  bring  our  Bodies  to  any  thing, 
without  Pain,  and  without  Danger. 

How  fond  Mothers  are  like  to  receive  this 
Dgdriae,  is  not  hard  to  fgrefce.    What  can 

it 


8  Of  E  D  U  C  A  T  I  O  N. 

it  be  lefs  than  to  murder  their  tender  Babes, 
to  ufe  them  thus  ?  What !  put  their  Feet  in 
cold  Water  in  Froft  and  Snow,  when  all 
one  can  do  is  little  enough  to  keep  them 
warm  ?  A  little  to  remove  their  Fears  by 
Examples,  without  which  the  plainefl  Rea- 
fon  is  leldomed  hearkened  to  ;  Seneca  tells  us 
of  himfelf,  Ep.  53  and  83.  that  he  ufed  to 
bathe  himfelf  in  cold  Spring  Water  in  the 
midft  of  Winter.  This,  ifhe  had  not  thought 
it  not  only  tolerable,  but  healthy  too,  he 
would  fcarce  have  done,  in  an  exuberant 
Fortune,  that  could  well  have  borne  the  Ex- 
pence  of  a  warm  Bath,  and  in  an  Age  (for 
he  was  then  old)  that  would  have  excufed 
greater  Indulgence.  If  we  think  his  Stoi- 
cal Principles  led  him  to  this  Severity,  let 
it  be  fo,  that  this  Se6l  reconciled  cold  Wa- 
ter to  his  Sufferance.  What  made  it  agree- 
able to  his  Health  .^  for  that  was  not  im- 
paired by  this  hard  Ufage.  But  what  Ihall 
we  fay  to  Horace^  who  warm.ed  not  himfelf 
with  the  Reputation  of  any  Sed,  and  leafl 
ofallaffe^led  Stoical  Aufterities  ?  Yet  he  af- 
furcs  us,  he  was  wont  in  the  W^inter-Seafon 
to  bathe  himfelf  in  cold  Water.  But  per- 
haps Italy  will  be  thought  much  warmer 
than  England,  and  the  Chilnefs  of  their  Wa- 
ters not  to  come  near  our's  in  Winter.  If 
the  Rivers  of  Italy  are  warmer,  thofe  of 
Germany  and  Poland  are  much  colder,  than 
any  in  this  our  Country  -,  and  yet  in  thefe, 
the  Jews^  both  Men  and  Women,  bathe  all 

over. 


Of   EDUCATION.  9 

over,  at  all  Seafons  of  the  Year,  without 
any  Prejudice  to  their  Health.  And  every 
one  is  not  apt  to  believe  it  is  Miracle,  or 
any  peculiar  Virtue  of  St.  JVinif red's  WelU 
that  makes  the  cold  Waters  of  that  famous 
Spring  do  no  Harm  to  the  tender  Bodies  that 
bathe  in  it.  Every  one  is  now  full  of  the 
Miracles  done  by  cold  Baths  on  decayed  and 
weak  Conftitutions,  for  the  Recovery  of 
Health  and  Strength,  and  therefore  they 
cannot  be  impradicable  or  intolerable  for 
the  improving  and  hardening  the  Bodies  of 
thofe  who  are  in  better  Circumflances. 

If  thefe  Examples  of  grown  Men  be  not 
thought  yet  to  reach  the  Cafe  of  Children, 
but  that  they  may  be  judged  ftill  to  be  too 
tender,  and  unable  to  bear  fuch  Ufage,  let 
-them  examine  what  the  Germans  of  old,  and 
the  Irijh  now  do  to  them,  and  they  will  find, 
that  Infants  too,  as  tender  as  they  are  thought, 
may,  without  any  Danger,  endure  Bathing, 
not  only  of  their  Feet,  but  of  their  whole 
Bodies,  in  cold  Water.  And  there  are,  at 
this  Day,  Ladies  in  the  Highlands  of  Scot^ 
land^  who  ufe  this  DifcipHne  to  their  Chil- 
dren in  the  midft  of  Winter,  and  find,  that 
cold  Water  does  them  no  Harm,  even  when 
there  is  Ice  in  it. 

§.  8.  I  lliall  not  need  here  to 
mention  Swimmings  when  he  is  of  S^vim^ning, 
an  Age  able  to  learn,   and    has 
any  one  to  teach  him.     'Tis  that  laves  ma- 
ny a  Man's  Life  j  and  the  Romans  thought 

it 


r*         Of  E  D  U  C  A  T  I  O  N. 

it  fo  necefTary,  that  they  ranked  it  with 
Letters  •,  and  it  was  the  common  Phrafe  to 
mark  one  ill-educated,  and  good  for  no- 
thing,  that  he  had  neither  learnt  to  read 
nor  to  fwim.  Nee  lit  eras  didicit^  nee  natare. 
But  befides  the  gaining  a  Skill  which  may 
ferve  him  at  need,  the  Advantages  to  Health, 
by  often  bathing  in  cold  Water^  during  the 
Heat  of  Summer,  are  fo  many,  that  I  think 
nothing  need  to  be  faid  to  encourage  it, 
provided  this  one  Caution  be  ufed.  That  he 
never  go  into  the  Water,  when  Exercife  has 
at  all  warmed  him,  or  left  any  Emotion  in  his 
Blood  or  Pulfe. 

§.  9.  Another  Thing  that  is  of  great  Ad- 
vantage to  every  one's  Health,  but  efpeci- 

ally  Children's,  is,  to  be  much  in 
^ir.  the   open  Air^  and  very  little  as 

may  be  by  the  Fire,  even  in  Win- 
ter. By  this  he  will  accuftom  himfelf  alfo 
to  Heat  and  Cold,  Shine  and  Rain  •,  all 
which,  if  a  Man's  Body  will  not  endure,^ 
it  will  ferve  him  to  very  little  Purpofe  in. 
this  World  ;  and  v/hen  he  is  grown  up,  it  is 
too  late  to  begin  to  ufe  him  to  it.  It  muft 
be  got  early,  and  by  Degrees.  Thus  the 
Body  may  be  brought  to  bear  aimoil  any 
thing.  If  I  fhould  advife  him  to  play  in 
the  Wind  and  Sun  without  a  Hat^  I  doubt 
whether  it  could  be  borne.  There  would  a 
thouland  Objeflions  be  made  againft  it, 
which  at  laft  would  amount  to  no  more  in 
Truth,  than  being  Sun-burnt.     And  if  my 

young 


Of  EDUCATION.  ii 

young  Mailer  be  to  be  kept  always  in  the 
Shacle,  and  never  expofed  to  the  Sun  and 
Wind,  for  fear  of  his  Complexion,  it  may- 
be a  good  Way  to  make  him  a  Beau^  but  not 
a  Man  of  Bufmefs.  And  altho'  greater  Re- 
gard be  to  be  had  to  Beauty  in  the  Daughters, 
yet  I  will  take  the  Liberty  to  fay,  that  the 
more  they  are  in  thev^/r,  without  Prejudice 
to  their  Faces,  the  ftronger  and  healthier 
they  will  be  ;  and  the  nearer  they  come  to 
the  Hardfhips  of  their  Brothers  in  their  Edu- 
cation, the  greater  Advantage  will  they  re- 
ceive from  it  all  the  remaining  Part  of  their 
Lives. 

§.  ID.  Playing  in  the  cpen  Air  has  but 
this  one  Danger  in  it,  that  I  know ;  and  that 
is,  that  when  he  is  hot  with  running  up  and 
down,  he  fnould  fit  or  lie  down  on  the  cold 
or  moift  Earth.  This  I  grant ;  and  drink- 
ing cold  Drink,  when  they  are  hot  with  La- 
bour or  Exercife,  brings  more  People  to  the 
Grave,  or  to  the  Brink  of  it,  by  Fevers,  and 
other  Difeafes,  than  any  thing  I  know. 
Thefe  Mifchiefs  are  eafily  enough  prevented 
whilfl  he  is  little,  being  then  feldom  out  of 
Sight.  And  if,  during  his  Childhood,  he 
be  conftantly  and  rigoroufly  kept  from  fit- 
ting on  the  Ground,  or  drinking  any  cold 
Liquor,  whilfl  he  is  hot,  the  Cuftom  of 
forbearing,  grown  into  Habit^  will 
help  much  to  preferve  him,  when  Habits, 
he  is  no  long-er  under  his  Maid's 

o  

or  Tutor's  Eye.     This  is  all  I  think  can  be 

done 


12  Of  EDUCATION. 

done  in  the  Cafe  :  For,  as  Years  increafe, 
Liberty  mud  come  with  them  ;  and  in  a 
great  many  Things  he  mufl  be  trufted  to  his 
own  Condu6l,  fince  there  cannot  always  be 
a  Guard  upon  him,  except  what  you  have 
put  into  his  own  Mind  by  good  Principles, 
and  eftablifhed  Habits,  which  is  the  befl  and 
fureft,  and  therefore  moil  to  be  taken  Care 
of :  For,  from  repeated  Cautions  and  Rules, 
ever  fo  often  inculcated,  you  are  not  to  ex- 
pert any  thing  either  in  this,  or  any  other 
Cafe,  farther  than  Pradice  has  eftablifhed 
them  into  Habits. 

§.  1 1.  One  thing  the  Mention  of  the  Girls 
brings  into  my  Mind,  which  muft  not  be 
forgot ;  and  that  is,  that  your 
Clothes,  Son's  Clothes  be  never  rmdc  firail^ 
efpecialiy  about  the  Breaft.  Let 
Nature  have  Scope  to  fafhion  the  Body  as 
fhe  thinlcs  beft.  She  works  of  herfelf  a  great 
deal  better  and  exadler  than  we  can  diredl 
her :  And  if  Women  were  themfelves  to  frame 
the  Bodies  of  their  Children  in  their  Wombs, 
as  they  often  endeavour  to  mend  their  Shapes 
when  they  are  out,  we  fhould  as  certainly 
have  no  perfect  Children  born,  as  we  have 
few  well-lliaped  that  2^vtftrait-laced^  or  much 
tampered  with.  This  Confideration  fhould, 
methinks,  keep  buly  People  (I  will  not  fay 
ignorant  Nurfes  and  Bodice-makers)  from 
medling  in  a  Matter  they  underftand  not; 
and  they  fhould  be  afraid  to  put  Nature  out 
of  her  Way  in  faihioning  the  Parts,  when 

they 


Of  EDUCATION.  13 

they  know  not  how  the  leafl  and  meaneft  is 
made  :  And  yet  I  have  iecn  fo  many  In- 
ftances  of  Children  receiving  great  Harm 
from  ftrait-lacing^  that  I  cannot  but  conclude 
there  are  other  Creatures,  as  well  as  Mon- 
keys, who,  little  wifer  than  they,  deftroy 
their  young  ones  by  fenfelefs  Fondnefs,  and 
too  much  embracing. 

§.  12.  Narrow  Breads,  fliort  and  (linking 
Breath,  ill  Lungs,  and  Crookednefs,  are  the 
natural  and  almofl  conilant  EfFedls  of  ha-rd 
Bodice^  and  Clothes  that  pinch.  That  Way 
of  making  (lender  Waifts  and  fine  Shapes, 
ferves  but  the  more  effedually  tofpoil  them. 
Nor  can  there  indeed  but  be  Difproportion 
in  the  Parts,  when  the  Nourifhment  pre- 
pared in  the  feveral  Offices  of  the  Body  can- 
not be  diftributed  as  Nature  defigns.  And 
therefore  what  Wonder  is  it,  if,  it  being 
laid  where  it  can,  on  fome  Part  not  fo  braced^ 
it  often  makes  a  Shoulder  or  a  Hip  higher 
or  bigger  than  its  juft  Proportion  ?  'Tis  ge- 
nerally known,  that"  the  Women  of  China^ 
(imagining  I  know  not  what  Kind  of  Beau- 
ty in  it)  by  bracing  and  binding  them  hard 
from  their  Infancy,  have  very  little  Feet. 
I  faw  lately  a  Pair  of  China  Shoes,  which  I 
was  told  were  for  a  grown  Woman  :  They 
were  fo  exceedingly  difproportioned  to  the 
Feet  of  one  of  the  fame  Age  amongfl  us, 
that  they  would  fcarce  have  been  big  enough 
for  one  of  our  little  Girls.  Befides  this,  'tis 
obferved,  that  their  Women  are  alio  very 

little 


14         Of   EDUCATION. 

little,  and  fhort-lived  ;  whereas  the  Men  are 
of  the  ordinary  Stature  of  other  Men,  and 
live  to  a  proportionable  Age.  Thefe  De- 
fects in  the  Female  Sex  of  that  Country,  are, 
by  fome,  imputed  to  the  unrealbnable  Bind- 
ing of  their  Feet,  whereby  the  free  Circula- 
tion of  the  Blood  is  hindered,  and  the  Growth 
and  Health  of  the  whole  Body  fuffers.  And 
how  often  do  we  fee,  that  fome  fmall  Part 
of  the  Foot  being  injured  by  a  Wrench  or  a 
Blow,  the  whole  Leg  or  Thigh  thereby  lofes 
its  Strength  and  Nourifhment,  and  dwin- 
dles away  ?  How  much  greater  Inconvenien- 
cies  may  we  expedt,  when  ihsTborax,  where- 
in is  placed  the  Heart  and  Seat  of  Life,  is 
unnaturally  comprejjed^  and  hindered  from 
its  due  Expanfion  ? 

§.  13.  As  for  his  D;V/,  it  ought 
Diet,  to  be  very  plain  and  fimple  -,  and 

if  I  might  advife,  Flefh  mould  be 
forborn  as  loner  as  he  is  in  Coats,  or  atleaft 
'till  he  is  two  or  three  Years  old.  But  what- 
ever Advantage  this  may  be  to  his  pre  fen  t 
and  future  Health  and  Strength,  I  fear  it 
will  hardly  be  confented  to  by  Parents,  mif- 
led  by  the  Cuftom  of  eating  too  much 
Fleih  themfelves,  who  will  be  apt  to  think 
their  Children,  as  they  do  themfelves,  in 
Danger  to  be  flarved,  if  they  have  not  Flefh 
at  leaft  twice  a  Day.  This  I  am  fure,  Chil- 
dren would  breed  their  Teeth  with  much 
lefs  Danger,  be  freer  from  Difeafes  whilft 
they  were  little,  and  lay  the  Foundations 

3  of 


Of  EDUCATION.  15 

of  an  healthy  and  ftrong  Conftitution  much 
furer,  if  they  were  not  crammed  fo  much  as 
they  are  by  fond  Mothers  and  foohfli  Ser- 
vants, and  were  kept  wholly  from  Flefh,  the 
firft  three  or  four  Years  of  their  Lives. 

But  if  my  young  Mafter  muil  needs  have 
Flelh,  let  it  be  but  once  a  Day,  and  of  one 
Sort  at  a  Meal.  Plain  Beef,  Mutton,  Veal, 
iSc,  without  other  Sauce  than  Hunger,  is 
beil ;  and  great  Care  fhould  be  ufed,  that 
he  eat  Bread  plentifully,  both  alone  and 
with  every  thing  elfe  ;  and  whatever  he  eats 
that  is  fohd,  make  him  chew  it  well.  We 
Engliffo  are  often  negligent  herein ;  from 
whence  follow  Indigeftion,  and  other  great 
Inconveniencies. 

§.  14.  For  Ereakfajl  and  Supper^  Milk^ 
Milk-Pott  age  y  Water-Gruel^  Flummery^  and 
twenty  other  Things,  that  we  are  wont  to 
make  in  England^  are  very  fit  for  Children  ; 
only,  in  all  thefe,  let  Care  be  taken  that 
they  be  plain,  and  without  much  Mixture, 
and  very  fparingly  feafoned  with  Sugar,  or 
rather  none  at  all  •,  efpecially  all  Spice ^  and 
other  Things  that  may  heat  the  Blood,  are 
carefully  to  be  avoided.  Be  fparing  alfb  of 
^alt  in  the  feafoning  of  all  his  Vi6luals,  and 
ufe  him  not  to  high-feafoned  Meats.  Our 
Palates  grow  into  a  Relifh  and  Liking  of 
the  Seafoning  and  Cookery,  which  by  Cu- 
ftom  they  are  fet  to  \  and  an  over-much  Ufe 
of  Salt,  befides  that  it  occafions  Thirft, 
and  over-much  Drinking,  has  other  illEffedls 

upoa 


i6  Of   EDUCATION. 

upon  the  Body.      I  Hiould  think,    that  a 
good  Piece   of  well-made  and  well-baked 
b/'GwnBready  fometimes  with,  and  fometimes 
without  Butter  or  Cheefe^  would  be  often  the 
bcfl  Breakfaft  for  my  young  Mailer.     I  am 
fure  it  is  as  wholfome,  and  will  make  him  as 
ilrong  a  Man  as  greater  Delicacies  ;  and  if 
he  be  ufed  to  it,  it  will  be  as  pleafant  to 
him.     If  he  at  any  Time  calls  for  Vidluals 
between  Meals,  ufe  him  to  nothing  but  dry 
Bread.     If  he  be  hungry  more  than  wanton. 
Bread  d\ont  will  down^  and  if  he  be  not 
hungry,  it  is  not  fit  he  fhould  eat.     By  this 
you  will  obtain  two  good  Effedls.     i.  That 
by  Cuftom  he  will  come  to  be  in  Love  with 
Bread -^  for,  as  I  faid,  our  Palates  and  Sto- 
machs too  are  pleafed  with  the  Things  we 
are  ufed  to.     Another  Good  you  will  gain 
hereby  is.  That  you  will   not  teach  him  to 
eat  more  nor  oftener  than  Nature  requires. 
I  do  not  think  that  all  People's  Appetites 
are  alike ;    fome  have  naturally   ftronger, 
and  fome  weaker  Stomachs.     But  this  I 
think,  that  many  are  made  Gormands  and 
Gluttons  by  Cuftom,  that  were  not  fo  by 
Nature  :  And  I  fee,  in  fome  Countries,  Men 
as  lufty  and  ftrong,  that  eat  but  two  Meals 
a  Day,  as  others   that  have   fet  their  Sto- 
machs by  a  conftant  Ufage,  like  Larums,  to 
call  on  them  for  four  or  ^vt.     The  Ro-mans 
ufually  fafted  'till  Supper,  the  only  let  Meal, 
even  of  thofe  who  ate  more  than  once  a  Day  ; 
and  thofe  who  ufed  Breakfafts,  as  fome  did 

at 


Of    EDUCATION.  \^ 

at  eight,  ibme  at  ten,  others    at  twelve  of 
the  Clock,  and  fome  later,  neither  eat  Fielh 
nor  had  any  Thing    made  ready  for  them. 
Auguftus^  when  the  greateft  Monarch  on  the 
Earth,  tells  us,  he  took  a  Bit  of  dry  Bread 
in  his  Chariot.     And  Seneca,  in  his  8:^dEpi- 
llle,  giving   an    Account  how  he  managed 
himfelf,  even  when  he  was  old,  and  his  Age 
permitted  Indulgence,  fays,  That  he  ufed  to 
eat  a  Piece  of  dry  Bread  for  his  Dinner,  Vv'ith- 
out  the  Formality  of  fitting  to    it,  though 
his  Eftate  would  as  well  have  paid  for  a  bet- 
ter Meal,  (had   Health   required  it)  as  any 
Subje6L's  in  England,  were  it  doubled.     The 
Matters  of  the  World  were  bred  up  with  this 
fpare   Diet-,  and   the  young   Gentlemen  of 
Rome  felt  no  Want  of  Strength  or  Spirit,  be- 
caufe   they   eat  but  once  a  Day.     Or,  if  it 
happened    by    Chance,  that  any  one  could 
not   fail   fo  long  as   till  Supper,  their  only 
fet  Meal,  he  took  nothing  but  a  Bit  of  dry 
Bread,  or  at  mofl  a   few  R^ainns,  or  fome 
fuch  flight  Thing   with   it,  to  ftay  his  Sto- 
mach.    This  Part  of  Temperance  was  found 
fo  neceflary    both  for  Health  and  Bufinefs, 
that  the   Cuflom  of  only  one   Meal  a  Day 
held  out  againft    that   prevailing    Luxury, 
which  their   Eaftern  Conqueds   and  Spoils 
had    brought   in  amongfl  them  ;  and  thofe 
who  had  given    up  their  old  frugal  Eating, 
and  made  Feafts,  yet  began    them  not  till 
the  Evening.     And  more  than  one  fet  Meal 
a  Day  was   thought  fo  monftrous,  that  it 
B  was 


t8  Of   EDUCATION. 

was  a  Reproach  as  low  down  as  Cafar'%  Time, 
to  make  an  Entertainment,  or  fit  down  to  a 
full  Table,  till  towards  Sun-fet  •,  and  there- 
fore, if  it  would  not  be  thought  too  fevere, 
I  fhould  judge  it  mofl  convenient,  that  my 
young  Mailer  fhould  have  nothing  but  Bread 
too  for  Breakfaft.  You  cannot  imagine  of 
what  Force  Cuftom  is  \  and  I  impute  a  great 
Part  of  our  Difeafes  in  England^  to  our  eating 
-too  much  Flejh^  and  too  little  Bread. 

§.  15,  As  tohisiVft^/j,  I  fhould 
Meals.  think  it  bell,  that  as  much  as 
it  can  be  conveniently  avoided, 
they  fhould  not  be  kept  conftantly  to  an 
Hour:  For  -when  Cuftom  has  fixed  his 
Eating  to  certain  flated  Periods,  his  Sto- 
mach will  expedl  Vi6luals  at  the  ulual  Hour, 
and  grow  peevifli  if  he  pafTes  it  •,  either  fret- 
ting itfelf  into  a  troublefome  Excels,  or 
flagging  into  a  downright  Want  of  Appe- 
tite. Therefore  I  would  have  no  Time  kept 
conflantly  to  for  his  Breakfaft,  Dinner,  and 
Supper,  but  rather  varied  almoft  every  Day. 
And  if  betwixt  thefe,  which  I  call  MealSy  he 
will  eat,  let  him  have,  as  often  as  he  calls 
for  it,  good  dry  Bread.  If  any  one  think 
this  too  hard  and  fparing  a  Diet  for  a  Child, 
let  them  know,  that  a  Child  will  never 
ilarve  nor  dv/indle  for  Want  of  Nourifh- 
xnent,  who,  befides  Flefh  at  Dinner,  and 
Spoon-meat,  or  fome  fuch  other  Thing  at 
Supper,  may  have  good  Bread  and  Beer  as 
often  as  he  has  a  Stomach  :   For  thus,  upon 

fecond 


Of  EDUCATION.  19 

H^cond  Thoughts,  I  iliould  judge  it  beft  for 
Children  to  be  ordered.  The  Morning  is 
generally  defigned  for  Study,  to  which  a  full 
Stomach  is  but  an  ill  Preparation.  Dry 
Bread,  though  the  beft  Nourifhment,  has 
the  leaft  Temptation ;  and  no  Body,  would 
have  a  Child  crammed  at  Breakfaft,  who  has 
any  Regard  to  his  Mind  or  Body,  and  would 
not  have  him  dull  and  unhealthy.  Nor  let 
any  one  think  this  unfuitable  to  one  of  Eflate 
and  Condition.  A  Gentleman  in  any  Age 
ought  to  be  fo  bred,  as  to  be  [fitted  to  bear 
Arms,  and  be  a  Soldier.  But  he,  that  in 
this,  breeds  his  Son  fo,  as  if  he  defigned 
him  to  fleep  over  his  Life  in  the  Plenty  and 
E'^fe  of  a  full  Fortune  he  intends  to  leave 
iiim,  little  confiders  the  Examples  he  has 
feen,  or  the  Age  he  lives  in. 

§.  1 6.  His  Brink  fhould  be  on- 
ly fmall   Beer-,  and  that  too  he      Drink. 
fhould  never  be  fuffered  to  have 
between  Meals,  but  after  he  had  eat  a  Piece 
of  Bread.     The  Reafons,  why  I  fay  this,  are 
thefe. 

§.  17.  r.  More  Fevers  and  Surfeits  are 
got  by  Peoples  drinking  v/hen  they  are  hot, 
than  by  any  one  Thing  I  know.  There- 
fore, if  by  Play  he  be'hot  and.di^s  Bread 
will  ill  go  down  ;  and  fo  if  he  cannot  have 
Brinks  but  upon  that  Condition,  he  will  be 
forced  to  forbear ;  for,  if  he  be  very  hot,  he 
Ihould  by  no  Means  drink  j  at  lead  a  good 
Piece  of  Bread  firft  to  be  eaten,  will  gain 

B    Z  Tiav; 


20         Of   EDUCATION. 

Time  to  warm  the  Beer  Blood-hot^  which 
then  he  may  drink  fafely.  If  he  be  very 
dry,  it  will  go  down  fo  warmed,  and  quench 
his  Thirft  better;  and  if  he  will  nat  drink  it 
fo  warmed,  abllaining  will  not  hurt  him. 
Befides,  this  will  teach  him  to  forbear,  which 
is  an  flabit  of  greatell  Ufe  for  Health  of 
Body  and  Mind  too. 

§.  1 8.  2.  Not  being  permitted  to  drink 
without  eating,  will  prevent  the  Cuftom  of 
having  the  Cup  often  at  hisNofe;  a  dan- 
gerous Beginning,  and  Preparation  to  Good- 
Fellowfrjip.  Men  often  bring  habitual  Hun- 
ger and  Thirft  on  themlelves  by  Cuftom. 
And  if  you  pleafe  to  try,  you  may,  though 
he  be  weaned  from  it,  bring  him  by  Ufe  to 
fuch  a  Neceflity  again  of  Drinking  in  the 
Night,  that  he  will  not  be  able  to  Deep  with- 
out it,  it  being  the  Lullaby  ufed  by  Nurfes, 
to  ftill  crying  Children,  I  believe.  Mothers 
generally  find  fome  Difficulty  to  wean  their 
Children  from  drinking  in  the  Night,  when 
they  lirft  take  them  home.  Believe  it, 
Cuftom  prevails  as  much  by  Day  as  by 
Night  •,  and  you  m.ay,  if  you  pleafe,  bring 
any  one  to  be  thirfty  every  Hour. 

I  once  lived  in  a  Houfe,  where,  to  appeafe 
a  froward  Child,  they  gave  him  Brink  as 
often  as  he  cried  ;  fo  that  he  was  conftantly 
bibbing:'  And,  though  he  could  not  fpeak, 
yet  he  drank  more  in  twenty-four  Hours,  than 
I  did.  Try  it  when  you  pleafe,  you  may 
with   Small,  as  well  as   with   Strong  Beer, 

drink 


Of   ED  U  CATION.  21 

drink  yourfelf  into  a  Drought.     The  great 
Thing  to  be  minded  in  Educa- 
tion, is,  what  Habits  you  fettle  \      Habits, 
and  therefore  in  this,  as  all  other 
Things,  do  not  begin  to   make  any  Thing 
ciiftomary^  the  Pradtice  whereof  you   would 
not  have  continue,  and  increafe.     It  is  con- 
venient, for  Health   and  Sobriety,  to  drink 
no   more  than  natural  Thirft  requires  ;  and 
he  that  eats  not  fait  Meats,  nor  drinks  ftrong 
Drink,    will  feldom  thirft    between   Meals, 
unlefs  he    has   been  accuftomed  to  fuch  un- 
feafonable  Drinking. 

§.  19.  Above  all,  take  great  Care  that  he 
feldom,  if  ever,  tafte  any  V/ine  or  ^^^^^ 
ftrong  Drink.  There  is  nothing  Drhik. 
fo  ordinarily  given  Children  in 
England^  and  nothing  fo  deftrudlive  to  them. 
They  ought  never  to  drink  zny  fir ong  Liqtior^ 
but  when  they  need  it  as  a  Cordial,  and 
the  Doctor  prefcribes  it.  And  in  this  Cafe 
it  ir,  that  Servants  are  mofl:  narrowly  to  be 
watched,  and  moft  feverely  to  be  reprehend- 
ed, when  they  tranfgrefs.  Thofe  mean  Sore 
of  People,  placing  a  great  Part  of  their 
Happinefs  in  ftrong  Drink^  are  always  for- 
ward to  make  court  to  my  young  Mafter, 
by  ofiering  him  that  which  they  love  beit 
themfelves:  And  finding  themfelves  made 
merry  by  it,  they  fooliihly  think  'twill  do 
the  Child  no  Harm.  This  you  are  careful- 
ly to  have  your  Eye  upon,  and  reitraia 
with   all   the  Skill  and  Induftry  you   can, 

B  3  there 


22  Of   EDUCATION. 

there  being  nothing  that  lays  a  furer  Foun- 
dation of  Mifchief,  both  to  Body  and  Mind, 
than  Childrens  being  ufed  to  ftrong  Drink^ 
efpecially  to  drink  in  private  with  the  Ser- 
vants* 

§.  20.  Fntit  makes  one  of  the 
Fruii.  moft  difficult  Chapters  in  the  Go- 

vernment of  Health,  efpecially 
that  of  Children.  Our  firft  Parents  ven- 
cured  Paradife  for  it ;  and  it  is  no  Wonder 
our  Children  cannot  fcand  the  Temptation, 
though  it  coil  them  their  Health.  The  Re- 
gulation of  this  cannot  come  under  any  one 
general  Rule;  for  I  am  by  no  Means  of 
their  Mind,  who  would  keep  Children  al- 
moft  wholely  upon  Fruity  as  a  Thing  total- 
ly unwholefome  for  them  :  By  which  flri6l 
Way,  they  make  them  but  the  more  rave- 
nous after  it,  and  to  eat  good  or  bad,  ripe 
or  unripe,  all  that  they  can  get,  v/henever 
they  come  at  it.  Melons^  Peaches,  moft  Sorts 
of  Plmns,  and  all  Sort  of  Grapes  in  Eng- 
land^ I  think  Children  fhould  be  zvholely  kept 
from,  ar.  having  a  very  tempting  Tafte,  in  a 
very  unv/holefome  Juice  •,  lb  that,  if  it  were 
poffible,  they  fhould  never  fo  much  as  fee 
them.,  or  know  there  v/ere  any  fuch  Thing. 
But  Strauherrles,  Cherries^  Gocfeberries^  or 
Currants,  when  thorough  ripe,  I  think  may 
be  pretty  fafeiy  sllowed  them,  and  that  with 
a  very  liberal  Hand,  if  they  be  eaten  with 
thefe  Cautions:  i.  Not  after  Meals,  as  we 
ufually  do,  when    the  Stomach   is   already 

full 


Of   EDUCATION.  23 

full  of  other  Food  ;  But  I  think  they  fliould 
be  eaten  rather  before  or  between  Meals,  and 
Children  fliOuld  have  them  for  their  Break- 
fails.     2.  Bread  eaten  with  them.     3.  Per- 
fectly ripe.     If  they  are  thus  eaten,  I  ima*- 
gine  them  rather    conducing,  than   hurtful 
to  our  Health,     Summer-Fruits,  being  fuit- 
ed  to  the  hot  Seafon  of  the  Year  thev  come 
in,  refrefh  our  Stomachs,   languifhing  and 
fainting  under  it;    and  therefore   I  fhould 
not  be  altogether  fo  ftrict  in  this  Point,  as 
fome  are  to  their  Children  -,  who  being  kept 
fo  very  fhort,  inftead  of  a  moderate  Quan- 
tity of  well-cholen  F'ru:^,   which    being  al- 
lowed them,  would  content  them,  whenever 
they  can  get  loofs,  or  bribe  a  Servant  to  fup. 
ply  them,    fatisfy  their  longing  with  any 
Tralh  they  can  get,  and  eat  to  a  Surfeit. 

j^pphs  and  Pears  too,  which  are  thorough 
ripe,  and  have  been  gathered  fome  Time,  I 
think  may  be  fafely  eaten  at  any  Time,  and 
in  pretty  large  Quantities ;  efpecially  Apples^ 
which  never  did  any  Body  Hurt,  that  I  have 
heard,  after  October. 

Fruits  alfo  dryed  without  Sugar,  I  think 
very  wholefome.  But  Sweetmeats  of  all 
Kinds  are  to  be  avoided  •,  which,  whether 
they  do  more  Harm  to  the  Maker  or  Eater, 
is  not  eafy  to  tell.  Th^s  I  am  fure,  it  is 
one  of  the  mod  inconvenient  Ways  of  Ex- 
pence  that  Vanity  hath  yet  found  out  \  and 
lb  I  leave  them  to  the  Ladies. 

B  4  §,  21. 


24         Of  EDUCATION. 

§.  21.  Of  all  that  looks  foft  and  effemi- 
nate, nothing  is  more    to  be  in- 
Skep.  dulged  Children,  than  Sleep,     In 

this  alone  they  are  to  be  permit- 
ted to  have  their  full  Satisfadion ;  nothing 
contributing  more  to  the  Growth  and  Health 
of  Children,  than  Sleep,     All  that  is  to  be 
regulated  in  it,    is,   in  what  Part   of    the 
twenty-four    Hours   they  fhould   take    it  j 
v/hich  will  eafily   be  refolved,  by  only  fay- 
ing, that  it  is  of  great  Ufe  to  accuflom  them 
to  rife  early  in  the  Morning.     It  is  beft  fo 
to  do,  for  Health ;  and  he  that,  from    his 
Childhood,  has,  by  a  fettled  Ciifiom,  made 
rifing  betimes  ealy  and   familiar  to  him,  will 
not,  when  he  is   a  Man,  wafte  the  beft  and 
moft  ufeful  Part  of  his  Life  in   Drowzinefs, 
and  lying  a  Bed.     If  Children  therefore  are 
to  be  called  up  early  in  the  Morning,  it  will 
follow  of  Courfe,  that  they  muft  go  to  Bed 
betimes ;  whereby  they  will  be  accuftomed 
to  avoid  the  unhealthy  and  unfafe  Hours  of 
Debauchery,  which  are  thofe  of  the  Even- 
ings ;  and  they  who  keep  good  Hours,  fel- 
dom  are  guilty  of  any  great  Diforders.     I  do 
not  fay  this,  as  if  your  Son,  when  grown  up, 
fhould  never  be  in  Company  paft  Eight,  nor 
ever  chat  over  a  Glafs  of  Wine  till  Midnight. 
You  are  nov/,  by    the  accuftoming  of  his 
tender  Years,  to  indifpofe  him  to  thofe  In- 
conveniences, as  much  as  you   can  \  and  it 
will  be  no  fmall  Advantage,  that  contrary 
Pradice  having  made  fitting   up  uneafy  to 

him, 


Of   E  D  U  C  A  T  I  O  N.  25 

him,  it  will  make  him  often  avoid,  and  very 
leldom  propofe  Midnight-Revels.  But  if  it 
fliould  not  reach  fo  far,  but  Fafliion  and 
Company  Ihould  prevail,  and  make  him  live 
as  others  do  above  Twenty,  it  is  worth  the 
while  to  accuilom  him  to  early  Rifmg  and 
early  going  to  Bed,  between  this  and  that,, 
for  the  prefent  Improvement  of  his  Health j 
and  other  Advantages. 

Though  I  have  faid  a  large  Allowance  of 
^leep^  even  as  much  as  they  will  take,  fhould 
be  made  to  Children  when  they  are  little, 
yet  I  do  not  mean,  that  it  fhould  always  be 
continued  to  them  in  fo  large  a  Proportion, 
ind  they  fuffered  to  indulge  a  drowzy  La- 
'4nefs  in  their  Bed,  as  they  grow  up  bigger. 
^t  whether  they  fhould  begin  to  be  re- 
iti"^ned  at  Seven,  or  Ten  Years  old,  or 
^^y  *-ther  Time,  is  impoITible  to  be  precife- 
iy  determined.  Their  Tem,pers,  Strength, 
and  Coiilitutions,  mufl  be  confidered.  But 
fome  Tir^e  between  Seven  and  Fourteen,  if 
they  are  i^o  great  Lovers  of  their  Beds,  I 
think  it  rr^y  be  feafonable  to  begin  to  re- 
duce thena,  by  Degrees,  to  about  eight  Hours, 
which  is  generally  Reft  enough  for  healthy 
grown  People.  If  you  have  accuftomed  him, 
as  you  fhould  do,  to  rife  conftantly  very 
early  ii  the  Morning,  this  Fault  of  being 
too  lon^  in  Bed  will  eafily  be  reformed,  and 
mofl  Children  will  be  froward  enough  to 
fliorten  ha:  Time  themfelves,  by  coveting 
to  fit  up  vith  the  Company  at  Nigl:kt,  though 
B  5  if 


26         Of   EDUCATION. 

if  thsy  be  not  looked  after,  they  will  be  apt 
to  take  it  out  in  the  Morning,  which  fhould 
by  no  Means  be  permitted.     They  fhould 
conftantly  be  called  up  and  made  to  rife  at 
their  early  Hour  ^  but  great  Care  fliould  be 
taken  in  waking  them,  that  it  be  not  done 
haftily,  nor  with  a  loud  or  fhrill  Voice,  or 
any  other  fudden  violent  Noife.     This  often 
a?rights    Children,    and   does    them    great 
Harm  •,  and  found  Sleep  thus  broke  off,  with 
fudden   Alarms,  is  apt  enough  to  difcom- 
pofe  any  one.     When    Children  are  to  be 
wakened  out  of  their  Sleeps  be  fure  to  begin 
with  a  low  Call,  and  fome  gentle  Motion, 
and  fo  draw  them  out  of  it  by  Degrees,  and 
give  them  none  but  kind  Words  and  Ufage, 
till  they  are  come  perfedly  to  themlelv^^, 
and  being  quite  drelTed,  you  are  fure  f^^Y 
are  thoroughly  av/ake   The  being  forced^^rom 
their  Sleep^  hov/  gently   foever  you   dr  it,  is 
Pain  enough  to  them  -,  and  Care  fh'tild  be 
taken  not  to  add  any  other  Uneafm-is  to  it, 
cfpecially  fuch  that  may  terrify  then. 

§.2  2.  Let  his  ^^i  be  herd,  and 
£^^'  rather  Quilts,  than  Fe^ithers.  Hard 

Lodging  ftrengthens  th"^  Parts, 
whereas  being  buryed  every  Night  in  Fea- 
thers melts  and  dilTolves  the  Body,  is  often 
the  Caufe  of  Weaknefs,  and  the  Forerun-^ 
ner  of  an  early  Grave.  And,  befid^s  the 
Stone,  which  has  often  its  Riff  from 
this  warm  Wrapping  of  the  Reins,  feveral 
Other  Indifpofitions.  and  that  whi^h  is  the 
^  Root 


Of  EDUCATION.  27 

Root  of  them  all,  a  tender,  weakly  Confli- 
tution,  is  very  much  owing  to  Down  Beds. 
Befides,  he  that  is  ufed  to  hard  Lodging  at 
home,  will  not  mifs  his  Sleep  (where  he 
has  moft  Need  of  it)  in  his  Travels  abroad, 
for  Want  of  his  foft  Bed,  and  his  Pillows 
laid  in  Order.  And  therefore,  I  think  it 
would  not  be  amifs,  to  make  his  Bed  after 
different  Fafhions  \  fometimes  lay  his  Head 
higher,  fometimes  lower,  that  he  may  rfot 
feel  every  little  Change  he  muft  be  fure  to 
meet  with,  who  is  not  defigned  to  lie  always 
in  my  young  Mailer's  Bed  at  home,  and  to 
have  his  Maid  lay  all  Things  in  Print,  and 
tuck  him  in  warm.  The  great  Cordial  of 
Nature  is  Sleep.  He  that  mifles  that,  will 
fuffer  by  it ;  and  he  is  very  unfortunate^ 
who  can  take  his  Cordial  only  in  his  Mother's 
fine  gilt  Cup,  and  not  in  a  wooden  Difh.- 
He  that  can  (leep  foundly,  takes  the  Cordial ; 
and  it  matters  not,  whether  it  be  on  a  foft 
Bed^  or  the  hard  Boards.  'Tis  Sleep  only 
that  is  the  Thing  neceffary. 

§.    23.    One  Thing  more  there 
is,    which  has  a   great  Influence  Cojil-ve- 
upon  the  Health,  and  that  is,  gc-     ''^^■^•' 
iTig  to  Stool  regularly  :    People  that  are  very 
Icofe^  have  feldom  ftrong  Thoughts,  or  ilrong 
Bodies.     But  the  Cure  of  this,    both  by  Di- 
et and  Medicine,  being  much  more  eafy  than 
the  contrary  Evil,    there  needs  not  much  to 
be  faid  about  it  :  For  if  it  come  to  threaten, 
tither  by  its  Violence  or  Duration,-   it  will 
B  6  foon 


28         Ox^  EDUCATION. 

foon  enough,  and  fometimes  too  loon,  make 
a  Phyfician  be  fent  for  ^  and  if  it  be  mode- 
rate or  fh.ort,  it  is  commonly  beft  to  leave  it 
to  Nature.  On  the  other  Side,  Cojlivenefs 
has  too  its  ill  Effe6ls,  and  is  much  harder 
to  be  dealt  with  by  Phyfick  ;  purging  Medi- 
cines, which  feem  to  give  Relief,  rather  in- 
creafmg,  than  removing  the  Evil. 

§.  24.  It  being  an  Indifpofition,  I  had  a 
particular  Reafon  to  enquire  into,  and  not 
finding  the  Cure  of  it  in  Books,  I  fet  my 
Thoughts  on  work,  believing,  that  greater 
Changes  than  that  mio-ht  be  made  in  our 
Bodies,  if  we  took  the  right  Courfe,  and  pro- 
ceeded by  rational  Steps. 

1.  Then  I  confidered,  that  going  to  Steely 
was  the  Effect  of  certain  Motions  of  the 
Body  j  efpecially  of  the  periflaltick  Motion 
of  the  Guts. 

2.  I  confidered,  that  fevcral  Motions,  that 
were  not  perfectly  voluntary,  might  yet,  by 
Ufe  and  confhant  Application,  be  brought  to 
be  habitual,  if,  by  an  unintermitted  Cuftom, 
they  were  at  certain  Seafons  endeavoured  to 
to  be  conftantly  produced. 

3.  I  had  obferved  fome  Men,  who,  by 
taking  after  Supper  a  Pipe  of  Tobacco,  never 
failed  of  a  Stcol^  and  began  to  doubt  with 
myfelf,  whether  it  wTre  not  more  Cuftom, 
than  the  Tobacco,  that  gave  them  the  Bene- 
fit of  Nature ;  or  at  leaft,  if  the  Tobacco 
did  it,  it  was  rather  by  exciting  a  vigorous 
Motion  in  the  Guts,  than  by  any  purging 

Quali- 


Of   EDUCATION.         29 

Quality ;  for  then  it  would  have  had  other 
Effeds. 

Having  thus  once  got  the  Opinion,  that 
it  was  pofTible  to  make  it  habitual,  the  next 
Thing  was  to  confider,  what  Way  and  Means 
were  the  likeliefb  to  obtain  it. 

4.  Then  I  guefled,  that  if  a  Man,  after 
his  fii-ft  eating  in  the  Morning,  would  pre- 
fently  follicit  Nature,  and  try,  whether  he 
could  ilrain  himfelf  fo  as  to  obtain  a  Stool^  he 
might,  in  Time,  by  a  conflant  Application, 
bi-ing  it  to  be  habitual. 

§.  25.  The  Reaibns  that  made  me  chufe 
this  Time,  were, 

1.  Becaufe  the  Stomach  being  then  emp- 
ty, if  it  received  any  Thing  grateful  to  it, 
(for  I  would  never,  but  in  Cafe  of  NecefHty, 
have  any  one  eat,  but  what  he  likes,  and 
when  he  has  an  Appetite;  it  was  apt  to  em- 
brace it  clofe  by  a  ftrong  Conftridtion  of  its 
Fibres ;  which  Conftridlion,  I  fuppofed, 
might  probably  be  continued  on  in  the  Guts, 
and  fo  increafe  their  periftaltick  Motion,  as 
we  fee  in  the  Ileus^  that  an  inverted  Motion, 
being  begun  any  where  below,  continues  it- 
felf  all  the  whole  Length,  and  makes  even 
the  Stomach  obey  that  irregular  Motion. 

2.  Becaufe  when  Men  eat,  they  ufually 
relax  their  Thoughts,  and  the  Spirits  then, 
free  from  other  Employments,  are  more  vi- 
goroufly  diflributed  into  the  lower  Belly, 
which  thereby  contribute  to  the  fame  Effed. 

3.  Be- 


30         Of  EDUCATION. 

3.  Becaufe,  whenever  Men  have  Leifure 
to  eat,  they  have  Leifure  enough  alfo  to 
make  fo  much  Court  to  Madam  Cloacina,  as 
would  be  necelTary  to  our  prefent  Purpofe  y 
but  elfe,  in  the  Variety  of  human  Affairs 
and  Accidents,  it  was  impoflible  to  afi:x  it 
to  any  Hour  certain,  whereby  the  Cutlom 
would  be  interrupted.  Whereas  Men  in 
Health,  feldom  failing  to  eat  once  a  Day, 
though  the  Hour  changed,  the  Cuflom  might 
ftill  be  preferved. 

§.  26.  Upon  thefe  Grounds,  the  Experi- 
ment  began  to  be  tryed,  and  I  have  known 
none,  who  have  been  fleady  in  the  Profecu- 
tion  of  it,  and  taken  Care  to  go  conftantly 
to  the  Neceflary  Houfe,  after  the  firfl  Eat- 
ting,  whenever  that  happened,  whether  they 
found  themfelves  called  on  or  no,  and  there 
endeavour  to  put  Nature  upon  her  Duty, 
but  in  a  few  Months  they  obtained  the  de- 
fired  Succefs,  and  brought  themfelves  to  fo 
regular  an  Habit,  that  they  feldom  ever 
failed  of  a  Stool,  after  their  firfl  Eating,  un- 
lefs  it  were  by  their  own  Negledl :  For,  whe- 
ther they  have  any  Motion  or  no,  if  they  go 
to  the  Place,  and  do  their  Part,  they  are  fure 
to  have  Nature  very  obedient. 

§.  27.  I  would  therefore  advife,  that  this 
Courfe  lliould  be  taken  with  a  Child  every 
Day  prefently  after  he  has  eaten  his  Break- 
faft.  Let  him  be  fet  upon  the  Siool,  as  if 
difburthening  were  as  much  in  his  Power, 
as  filling  his  Belly  -,  and  let  not  him,  or  his 

Maid 


Of  EDUCATION.         gi 

Maid  know  any  thing  tr  the  contrary,  but 
that  itisfoj  and,  if  h^  be  forced  to  endea- 
vour, by  being  hi^vlered  from  his  Play,  or 
eating  again  nil  ne  has  been  effedually  at 
StGoL  or  2C  lead  done  his  utmoft,  I  doubt 
poc  bur,  in  a  little  while,  it  will  become  na- 
tural to  him  ;  for  there  is  Reafon  to  fuf- 
pect,  that  Children,  being  ufually  intent  on 
their  Play,  and  very  heedlefs  of  any  thing 
elfe,  often  let  pafs  thofe  Motions  of  Nature, 
whenfhe  calls  them  but  gently  ;  and  fothey, 
negledling  the  feafonable  Offers,  do,  by  De- 
grees, bring  themfelves  into  an  habitual  Cof- 
tivenefs.  That,  by  this  Method,  Coflivenefs 
may  be  prevented,  I  do  more  than  guefs, 
having  known,  by  the  conflant  Pradice  of 
it  for  fome  Time,  a  Child  brought  to  have 
a  Stool  regularly  after  his  Breakfait  every 
Morning. 

§.  28.  How  far  any  grown  People  will 
think  fit  to  make  Tryal  of  it,  mull  be  left 
to  them ;  tho'  I  cannot  but  fay,  that,  con- 
fidering  the  many  Evils  that  come  from  that 
Defe(51:,  of  a  requifite  Eafing  of  Nature,  I 
fcarce  know  any  thing  more  conducing  to 
the  Prefervation  of  Health,  than  this  is. 
Once  in  four-and-twenty  Hours,  I  think  is 
enough  ;  and  no  body,  I  guefs,  will  think 
it  too  much.  And  by  this  Means  it  is  to  be 
obtained  without  Phyfick,  which  common- 
ly proves  very  ineffedtual  in  the  Cure  of  a 
fettled  and  habitual  Coflivenefs. 

§.  29.  This 


32  Of  E  D  U  C  A  T  I  O  N 

§.  29.  This  is  all  I  have  to  trouble  you 
with  concerning  his  Management  in  the  or- 
dinaiy  Courfe  of  his  Health.  Perhaps  it 
will  be  expelled  from  me,  that  I  Ihouid  give 

fome  Directions  oiThjfick^  to  pre- 
Fhyf.ck,        vent  Difeafes  \  for  which  1  have 

only  this  one  very  facredly  to  be 
obferved ;  never  to  give  Children  any  Fhy- 
fick  for  Prevention.  The  Obfervation  of 
what  I  have  already  advifed,  v/ill,  I  fuppoie, 
do  that  better  than  the  Ladies  Diet-Drinks 
or  Apothecaries  Msdicines.  Have  a  great 
Care  of  tampering  that  Way,  led,  inltead 
of  preventing,  you  draw  on  Difeafes.  Nor 
even  upon  every  little  Indifpofition  is  Phy- 
fick  to  be  given,  or  the  Phyfician  to  be  called 
to  Children,  efpecially  if  he  be  a  bufyMan, 
that  will  prefently  fill  their  Windows  with 
Gallypots,  and  their  Stomachs  with  Drugs. 
It  is  fafer  to  leave  them  wholely  to  Nature, 
than  to  put'eminto  theHandsofonefroward 
to  tamper,  or  that  thinks  Children  are  to  be 
cured,  in  ordinary  Diflempers,  by  any  thing 
but  Diet,  or  by  a  Method  very  little  diflant 
from  it.  It  feemjng  fuitable  both  to  my  Rea- 
fon  and  Experience,  that  the  tender  Conflitu- 
tions  of  L  hildren  fhould  have  as  little  done  to 
them  as  is  pofTible,  and  as  the  abfolute  Ne- 
ceffity  of  the  Cafe  requires.  A  little  cold- 
ftiiled  red  Fofpy-Water^  which  is  the  true  Sur- 
feit-Water, with  Eafe  and  Abftinence  from 
Flefh,  often  puts  an  Iind  to  feveral  Diftem- 
pers   in  the  Beginning,  which,  by  too  fro- 

ward 


Of  E  D  U  C  A  T  I  O  N.  33 

ward  Applications,  might  have  been  made 
lufty  Difeales.  When  luch  a  gentle  Treat- 
ment will  not  flop  the  growing  Mifchief,  nor 
hinder  it  from  turning  into  a  formed  Dif- 
eafe,  it  will  be  Tim.e  to  feek  the  Advice  of 
fome  fober  and  difcreet  Phyfician.  In  this 
Part,  I  hope,  I  fliall  find  an  eafy  Belief; 
and  no  Body  can  have  a  Pretence  to  doubt 
the  Advice  of  one,  who  has  fpent  fome  Time 
in  the  Study  of  Phyfick,  when  he  counfels 
you  not  to  be  too  forward  in  making  Ufe  of 
Phyfick  and  Phyficians. 

§.  30.  And  thus  I  have  done  with  what 
concerns  the  Body  and  Health,  which  re- 
duces itfelf  to  thefe  few  and  eafy  obfervable 
Rules.  Plenty  of  open  Air^  Exerci[e^  and 
Sleeps  plain  D/V/,  no  Wine  or  ftrong  Brinky 
and  very  little  or  no  Phyfick,  not  too  warm 
and  ftrait  Clothings  efpecially  the  Head  and 
Feet  kept  cold,  and  the  Feet  often  ufed  to 
cold  Water,  and  expofed  to  Wet. 

§.31.  Due  Care  being  had  to  keep  the  Bo- 
dy in  Strength  and  Vigour,  fo  that  it  may  be 
able  to  obey  and  execute  the  Or- 
ders of  the    Mind\  the  next  and     Mind. 
principal   Bufinefs,    is,  to  let  the 
Mind  right,  that  on  all  Occafions  it  may  be 
difpofed  to  conlent    to  nothing,  but  what 
may  be  fuitable  to  the  Dignity  and  Excellen- 
cy of  a  rational  Creature. 

§.  32.  If  what  I  have  faid  in  the  Begin- 
ning of  this  Dilcourfe,  be  true,  as  I  do  not 
doubt  but  it  is,  ijiz.  That  the  Difference  to 

be 


c?4         Of   E  D  U  C  A  T  I  O  X.. 

be  found  in  the  Manners  and  Abilities  of 
Men  is  owing  more  to  their  Education^  than 
to  any  thing  elle,  we  have  Reafon  to  con- 
clude, that  great  Care  is  to  be  had  of  the  form- 
ing Childrens  Minds^  and  giving  them  that 
Seafoning  early,  which  lliall  influence  their 
Lives  always  after :  For  when  they  do  well 
or  ill,  thePraileor  Blame  will  be  laid  there  ^ 
and  when  any  thing  is  done  awkwardly,  the 
common  Saying  will  pafs  upon  them,  thai: 
it  is  fuitable  to  their  Brcedrnz- 

§.  33.  As  the  Strength  of  the  Body  lies 
chleily  in  being  able  to  endure  Hardfnips,  fo 
alio  does  that  of  the  Mind.  And  the  grea:- 
Principle  and  Foundation  of  all  Virtue  and 
Vv^orth,  is  placed  in  thisj  That  a  Man  is  able 
to  derry  himfelf)[\\s  ov;n  Defires,  crofs  his  own 
Inclinations,  and  purely  follow  v/hat  Reafon 
directs  as  beft,  though  the  Appetite  lean  the 
other  Way. 

§.  3i..The  greatMiflake,  I  have 
Xarlj.  obferved  in  Peoules  Breeding  their 
Children,  has  been,  that  this  has 
not  been  taken  Careenou2;h  of  in  its^/,'f  Sea- 
fon\  that  the  Mind  has  not  been  made  obe- 
dient to  Difcipline,  and  pliant  to  Reafon,. 
when  at  firll  it  was  mcft  tender,  moft  ealy 
to  be  bowed.  Parents,  being  wifely  ordained 
by  Nature  to  love  their  Children,  are  very 
apt,  if  Reafon  v.atch  not  that  natural  Affec- 
tion very  warily,  are  apt,  I  fay,  to  let  it 
run  into  Fondnefs.  They  love  their  litde 
Ones,  and  it  Ls  their  Duty  \  but  they  often, 

v/ith 


Of   EDUCATION.        ^s 

with  them,  cherifh  their  Faults  too.  They 
muft  not  be  crolTed  forfooth  ;  they  mull 
be  permitted  to  have  their  Wills  in  all  Things; 
and  they  being,  in  their  Infancies,  not  capa- 
ble of  great  Vices,  their  Parents  think  they 
may  fafely  enough  indulge  theirlittle  Irregu- 
larities, and  make  themfelves  Sport  with 
that  pretty  Perverfenefs,  which  they  think 
well  enough  becomes  that  innocent  Age.  But 
to  a  fond  Parent,  that  would  not  have  his 
Child  corredted  for  a  perverfe  Trick,  but  ex- 
cufed  it,  faying  it  was  a  Imall  Matter,  Scion 
very  well  replyed,  Aye^  but  Cuftom  b  a  great 
one, 

§.  7^^.  The  Fondling  mull  be  taught  to 
flrike  and  call  Names,  muft  have  what  he>^ 
calls  for,  and  do  what  he  pleafes.  Thus  Pa- ^^ 
rents,  by  humouring  and  cockering  them 
when  little^  corrupt  the  Principles  of  Nature 
in  their  Children,  and  wonder  afterwards  to 
tafle  their  bitter  Waters,  when  they  themfelves 
have  poifoned  the  Fountain-,  for,  when  their 
Children  are  grown  up,  and  thefe  ill  Habits 
with  them ;  when  they  are  now  too  big  to  be 
dandled-  and  their  Parents  can  no  longer 
make  Ufe  of  them  as  Play-things  •,  then  they 
complain  that  the  Brats  are  untoward  and 
perverfe;  then  they  are  offended  to  fee  them 
wilful,  and  are  troubled  with  thofe  ill  Hu- 
mours which  they  themfelves  infufed  and 
fomented  in  them;  and  then,  perhaps  too 
late,  would  be  glad  to  get  out  thofe  Weeds, 
which   their  own  Hands  have  planted,  and 

which 


36  Of    EDUCATION. 

which  now  have  taken  too  deep  Root,  to  be 
eafily  extirpated.  For  he  that  has  been  ufed 
to  have  his  Will  in  every  Ihing,  as  long  as 
hewa^  in  Coats,  why  Ihould  we  think  it 
llrange  that  he  fliould  defire  it,  and  con- 
tend for  it  iliil,  when  he  is  in  Breeches  ?  In- 
deed, as  he  grows  more  towards  a  Man, 
Age  Ihews  his  Faults  the  more  j  fo  that  there 
be  few  Parents  then  lb  blind,  as  not  to  fee 
them  ',  few  fo  infenfible,  as  not  to  feel  the  ill 
Effects  of  their  own  Indulgence.  He  had 
the  Will  of  his  Maid  before  he  could  fpeak, 
or  go  ;  he  had  the  Maftery  of  his  Parents 
ever  fmce  he  could  prattle  -y  and  why,  now 
he  is  grov/n  up,  is  ftronger  and  wifer  than 
he  was  then,  why  now  of  a  fudden  mufl  he 
be  reftrained  and  curbed  ?  Why  mufl  he  at 
feven,  fourteen,  or  twenty  Years  old,  lofe 
the  Privilege,  which  the  Parents  Indulgence, 
till  then  io  largely  allowed  him  ?  IVy  it 
in  a  Dog,  or  an  Horfe,  or  any  other  Crea- 
ture, and  fee  whether  the  ill  and  relly  Tricks, 
they  have  learned  when  young,  are  eafiiy  to 
be  mended  when  they  are  knit  ;  and  yet 
none  of  thofe  Creatures  are  Half  lb  wilful 
and  proud,  or  Half  lb  defirous  to  be  Maf- 
ters  of  themfelves  and  others,   as  Man. 

§.  36.  We  are  generally  wife  enough  to 
begin  with  them  when  they  are  very  young, 
and  difcipline  betimes  thofe  other  Creatures 
we  would  make  ufeful  and  good  for  Ibme- 
what.  They  are  only  our  own  Offspring, 
that  we  negled  in  this  Point  •,    and  having 

made 


Of  EDUCATION.  37 

made  them  ill  Children,  we  foolilhly  exped 
they  fhould  be  good  Men.     For  if  the  Child 
muft  have  Grapes  or  Sugar-Plumbs  when  he 
has  a  Mind  to  them,    rather  than  make  the 
poor  Baby  cry,  or  be  out  of  Humour  •,  why, 
when  he  is  grown  up,   muft  he  not  be  fatis- 
fiedtoo,  if  hisDefires  carry  him  to  Wine  or 
Women  ?  They  are  Objedls  as  fuitable  to  the 
Longing  of  one   of  miOre  Years,    as   what 
he  cried  for,    when  little,    v;as  to  the  Incli- 
nations of  a  Child.     The  having  Defires  ac- 
commodated to   the  Apprehenfions  and  Re- 
liih  of  thofe  leveral  Ages,  is  not  the  Fault  ; 
but  the  not  having  them  fubje6l  to  the  Rules 
and  Reftraints  of  Reafon  :    The  Difierence 
lies  not  in  having  or  not  having  Appetites, 
but  in  the  Power  to  govern,    and  deny  our- 
felves  in  them.     He  that  is  not  ufed  to  fub- 
mit  his  Will  to  the  Reafon  of  others,    when 
he  is  youngs  will  fcarce  hearken  or  fubmit  to 
his  own  Reafon,    when  he  is  of  an   Age  to 
make  Ufe  of  it.     And  what  a  Kind  of  a  Man 
fuch  an  one  is  likely  to  prove,  is  eafy  to  forefee. 
§.   37.  Thefe  are  Overfights  ufually  com- 
mitted by  thofe  who  feem  to  take  the  great- 
eft  Care  of  their  Childrens  Education.     But 
if  we  look  into  the  common  Management 
of  Children,  we  ftiall  have  Reafon   to  won- 
der,  in  the  great  DifTolutenefs  of  Manners 
which  the  World  complains  of,    that  there 
are  any  Foot-Steps  at  all  left  of  Virtue.     I 
defire  to  know  what  Vice  can   be    named, 
which  Parents,    and  thofe  about  Children, 
5  <^o 


3-8  Of  EDUCATION. 

do  not  feafon  them  with,  and  drop  into  them 
the  Seeds  of,  as  foon  as  they  are  capable  to 
receive  them  ?  I  do  not  mean  by  the  Exam- 
ples they  give,  and  the  Patterns  they  let  be- 
fore them,  which  is  Encouragement  enough  •, 
but  that  which  I  would  take  Notice  of  here, 
is,  the  downright  teachmg  them  Vice,  and 
actually  putting  them  out  of  the  Way  of  Vir- 
tue. Before  they  can  go,  they  principle  them 
with  Violence,  Revenge,  and  Crueky.     Give 
me  a  BIow^    that  I  fuay  beat  him^  is  a  LefTon 
which  mod  Children  every  Day  hear  -,    and 
it  is  thought  nothing,     becaufe  their  Hands 
have  not  Strength  to  do  any  Mifchief.     But 
I  af!<:,  does  not  this  corrupt  their  Mind  ?    Is 
not  this  the  Way  of  Force  and  Violence,  that 
they  are  fet   in  ?    And   \^  they  have   been 
taught,  when  little,  to  flrikeand  hurt  others 
by  Proxy,   and  encouraged  to  rejoice  in  the 
Harm  they   have  brought  upon  them,  and 
fee  them  fuifer,  are  they  not  prepared  to  do 
ir,  when   they  are  ftrong  enough  to  be  felt 
themfelves,  and  can  ftrike  to  fome  Purpofe  ? 
The  Coverings  of  our  Bodies,  which  are 
forModeily,  Warmth,  and  Defence,  are,  by 
the  Folly  or  Vice  of  Parents,  recommended 
to  their  Cnildren  for  other  Ufes.     They  are 
made  Matters  of  Vanity  and  Emulation.     A 
Child  is  let  a  longing  after  a   new  Suit,  for 
the  Finery  of  it  -,  and  when  the  little    Girl 
is  tricked  up  in   her  new  Gown  and  Com- 
mode, hov/  can  her  Mother  do  lefs  than  teach 
her  to  admire  herfelf,  by  calliig  her,  herlit- 
2  tie 


Cf    EDUCATION.  39 

t!e  Sl^een^  and  her  Princefs?  Thus  the  little 
ones  are  taught  to  be  proud  of  their  Clothes, 
before  they  can  put  them  on.  And  why 
fnould  they  not  continue  to  value  themfelves 
for  this  cutfide  Fafnionablenefs  of  the  Tay- 
lor or  Tire-woman's  making,  when  their 
Parents  have  ^o  early  inilrucled  them  to 
d3  To  : 

Lying  and  Equivocations,  and  Excufes  lit- 
tle different  from  Lying,  are  put  into  the 
Mouths  of  young  People,  and  commended 
in  Apprentices  and  Children,  whilft  they  are 
for  their  Mailers  or  Parents  Advantage.  And 
can  it  be  thought,  that  he  that  finds  the 
Straining  of  Truth  difpenfed  v.ith,  and  en- 
couraged, whilfl;  it  is  for  his  godly  Mafter's 
Turn,  will  not  make  Ufe  of  that  Privilege  for 
himfelf,  when  it  m.ay  be  for  his  own  Profit  ? 

Thofe  of  the  meaner  Sort  are  hindered  by 
the  Streightnefs  of  their  Fortunes,  from  en- 
couraging lnterr:perance  in  their  Children,  by 
the  Temptation  of  their  Diet,  or  Invitations 
to  eat  or  drink  more  than  enough  ;  but 
their  own  ill  Examples,  whenever  Plenty 
comes  in  their  Way,  fhew  that  it  is  not  the 
Diilike  of  Drukennefs  or  Gluttony,  that 
keeps  them  from  Excels,  but  Want  of  Ma- 
terials. But  if  we  look  into  the  Houfes 
of  thofe  who  are  a  little  warmer  in  their 
Fortunes,  their  Eating  and  Drinking  are 
made  fo  much  the  great  Bufmefs  and  Hap- 
pinefs  of  Life,  that  Children  are  thought 
negleded  if  they  have  not  their  Share  of  it. 

Sauces 


40        Of   EDUCATION. 

Sauces  and  Ragoos,  and  Food  difguifed  by 
all  the  Arts  of  Cookery,  mufl  tempt  their 
Palates,  when  their  Bellies  are  full;  and  then, 
for  Fear  the  Stomach  fnould  be  overcharged, 
a  Pretence  is  found  for  the  other  Glafs  of 
Wine  to  help  Digeftion,  though  it  only 
ferves  to  increafe  the  Surfeit. 

Is  my  young  Mafter  a  little  out  of  Or- 
der ?  the  firft  Queflion  is,  What  will  my  Bear 
eat?  What  Jhall  I  get  for  thee  ?  Eating  and 
Drinking  are  inftantly  prefTed ;  and  livery 
Body's  Invention  is  fet  on  work  to  find  out 
fomething,  lufcious  and  delicate  enough  to 
prevail  over  that  Want  of  Appetite,  which 
Nature  has  wifely  ordered  in  the  Beginning 
of  Diitempers,  as  a  Defence  againfl  their  In- 
creafe, that  being  freed  from  the  ordinary 
Labour  of  digefting  any  new  Load  in  the 
Stomach,  ^n^  may  be  at  Leifure  to  corredb 
and  mafter  the  peccant  Humours. 

And  where  Children  are  fo  happy  in  the 
Care  of  their  Parents,  as  by  their  Prudence 
to  be  kept  from  the  Excefs  of  their  Tables, 
to  the  Sobriety  of  a  plain  and  fimple  Diet, 
yet  there  too  they  are  fcarce  to  be  preferved 
from  the  Contagion  that  poifons  the  Mind  ; 
though,  by  a  difcreet  Management,  whilft 
they  are  under  Tuition,  their  Healths  per- 
haps may  be  pretty  well  fecure,  yet  their 
Defires  muft  needs  yield  to  the  LefTons  which 
every  where  will  be  read  to  them  upon  this 
Part  of  Epicurifm.  The  Commendation, 
that  eating  well  has  every  where,  cannot  fail 

to 


Of  E  D  U  C  A  T  I  O  N.  41 

t^  be  a  fuccefsful  Incentive  to  natural  Ap- 
petite, and  bring  them  quickly  to  the 
Liking  and  Expence  of  a  fafliionable  Table. 
This  fhall  have  from  every  one,  even  the 
Reprovers  of  V^ice,  the  I'itle  of  Living  well. 
And  what  fhall  fullen  Realbn  dare  to  fay 
againil  the  publick  Teftimony  ?  Or  can  it 
hope  to  be  heard,  if  it  fnould  call  that  Lux- 
uryy  which  is  fo  much  ovv'ned,  and  univer- 
fally  pradtifed  by  thofe  of  the  bed  Quality  ? 

This  is  now  fo  grown  a  Vice,  and  has  fo 
great  Supports,  that  I  know  not  whether  it 
do  not  put  in  for  the  Name  of  Virtue  ;  and 
whether  it  will  not  be  thought  Folly,  or  Want 
of  Knowledge  of  the  VV^orld,  to  open  one's 
Mouth  againft  it.  And,  truly,  I  iliould  fuf- 
pedl,  that  what  I  have  here  faid  of  it  might 
be  cenfured  as  a  little  Satyre  out  of  my  Way, 
did  I  not  mention  it  with  this  View,  that 
it  might  awaken  the  Care  and  Watchfulnefs 
of  Parents  in  the  Education  of  their  Chil- 
dren, when  they  fee  how  they  are  befet  on 
ever)'  Side,  not  only  with  Temptations,  but 
Inftrudors  to  Vice,  and  that,  perhaps,  in 
thofe  they  thought  Places  of  Security. 

I  fliali  not  dwell  any  longer  on  this  Sub- 
jed,  much  lefs  run  over  all  the  Particulars 
that  would  Ihew  what  Pains  are  ufed  to  cor- 
rupt Children,  and  inftil  Principles  of  ^^ice 
into  them  :  But  I  defire  Parents  foberly  to 
confider,  what  Irregularity  or  Vice  there  is, 
which  Children  are  not  vifibly  taught,  and 
C  whether 


42  Of  E  D  U  C  A  T  I  O  N. 

whether  it  be  not  their  Duty  and   Wifdom 
to  provide  them  other  Inftrudlions. 

§.  ^8.  It  feems  plain  to  me, 
Craving,  that  the  Principle  of  all  Virtue 
and  Excellency  lies  in  a  Power 
of  denying  ourfelves  the  Satisfaction  of 
our  own  Defires,  where  Reafon  does  not  au- 
thorize them.  This  Power  is  to  be  got  and 
improved  by  Cuftom,  made  eafy  and  fami- 
liar by  an  early  Pradlice.  If,  therefore,  I 
might  be  heard,  I  would  advife,  that,  con- 
trary to  the  ordinary  Way,  Children  fhould 
be  ufed  to  fubmit  their  Defires,  and  go  with- 
out their  Longings,  even  from  their  very  Cra- 
dles, Theveryfirft  Thing  they  fhould  learn  to 
know,  fhould  be,  that  they  were  not  to 
have  any  Thing  becaufe  it  pleafed  them, 
but  becaufe  it  was  thought  fit  for  them.  If 
Things  fuitable  to  their  Wants  were  fup- 
plied  to  them,  fo  that  they  were  never  fuf- 
fered  to  have  what  they  once  cried  for,  they 
would  learn  to  be  content  without  it  •,  w^ould 
never,  with  Bawling  and  Peevifhnefs,  con- 
tend for  Maftery,  nor  be  half  fo  uneafy  to 
themfelves  and  others,  as  they  are,  becaufe 
from  the  firft  Beginning  they  are  not  thus 
handled.  If  they  were  neverfuffered  to  obtain 
their  Defire  by  the  Impatience  they  exprefied 
for  it,  they  would  no  more  cry  for  other 
Things,  than  they  do  for  the  Moon. 

§.   39.  I  fay  not  this,  as  if  Children  were 

not  to  be  indulged  in  any  Thing,  or  that  I 

expected  they  iLould    in   Hanging-Sleeves 

5  have 


Of  EDUCATION.  43 

have  the  Rcafan  and  Condud  of  Counfel- 
lors.  I  coniider  them  as  Children,  who" 
muft  be  tenderly  ufed,  who  mud  play,  and 
have  i-'lay-things.  That  which  I  mean,  is, 
that  v/henever  they  craved  what  was  not 
fit  for  them  to  have  or  do,  they  fhoiild 
not  be  permitted  it,  becaufe  they  were  littky 
and  defired  it :  Nay,  w^hatever  they  were 
importunate  for,  they  fnould  be  fure,  for* 
that  very  Reafon,  to  be  denied.  I  have 
feen  Children  at  a  Table,  who,  whatever 
was  there,  never  afked  for  any  Thing,  but 
contentedly  took  what  was  given  them: 
And,  at  another  Place,  I  have  feen  others 
cry  for  every  Thing  they  faw  ;  muft  be 
ferved  out  of  every  Difli,  and  that  firfl:  too. 
What  made  this  vaft  Difference,  but  this ; 
That  one  was  accullomed  to  have  what 
they  called  or  cried  for,  the  other  to  go 
without  it  ?  The  younger  they  are,  the  lefs 
I  think  are  their  unruly  and  diforderly  Ap- 
tites  to  be  complied  with  \  and  the  lefs 
Reafon  they  have  of  their  own,  the  more 
are  they  to  be  under  the  abfolute  Power 
and  Reftraint  of  thofe  in  whofe  Hands  they 
are.  From  which,  I  confefs,  it  will  fol- 
low, that  none  but  difcreet  People  fhould 
be  about  them.  If  the  World  commonly 
does  otherwife,  I  cannot  help  that.  I  am 
faying  what  I  think  fhould  be  ;  v/hich,  if  it 
were  already  in  Faihion,  I  fliould  not  need 
to  trouble  the  World  with  a  Difcourfe  on 
*:his  Subjed,  But  yet  I  doubt  not,  but 
C  2  whan 


44         Of   E  D  U  C  A  T  I  O  N. 

when  it  is  confidcred,  there  will  be  others 
of  Opinion  with  me,  that  the  fooner  this 
Way  is  begun  with  Children,  the  eafier  it 
will  be  for  them,  and  their  Governors  too; 
and  that  this  ought  to  be  obfcrved  as  an  in- 
violable Maxim,  that  whatever  once  is  de- 
nied them,  they  are  certainly  not  to  ob- 
tain by  Crying  or  Importunity,  unlcfs  one 
has  a  Mind  to  teach  them  to  be  impatient 
and  troublefome,  by  rewarding  them  for  it 
when  they  are   fo. 

§.  40.  Thofe  therefore  that  in- 
Earlj,  tend  ever  to  govern   their    Chil- 

dren, fhould  begin  it  whilft  they 
are  very  little^  and  look  that  they  perfedtly 
comply  with  the  Will  of  their  Parents. 
Would  you  have  your  Son  obedient  to  you, 
%vhen  paft  a  Child  ?  Be  fure  then  to  ella- 
blifh  the  Authority  of  a  Father,  as  foon  as 
he  is  capable  of  Submiflion,  and  can  un- 
derfland  in  whofe  Power  he  is.  If  you 
would  have  him  ftand  in  Awe  of  you,  im- 
print it  in  his  Infancy;  and,  as  he  approaches 
more  to  a  Man,  admit  him  nearer  to 
your  Familiarity,  fo  fhall  you  have  him 
your  obedient  Subje6t  (as  is  fit)  whilll  he 
is  a  Child,  and  your  afredlionate  Friend 
when  he  is  a  Man.  For  methinks  they  migh- 
tily mifpiace  the  Treatment  due  to  their 
Children,  who  are  indulgent  and  familiar 
v/hen  they  are  Httle,  but  fevere  to  them, 
and  keep  them  at  a  Diflance,  when  they  are 
grown  up  :    For  Liberty  anc^    Indulgence 

C^n 


Of  EDUCATION.  45 

can  do  no  Good  to  Children ;  their  Want  of 
Judgement  makes  them  ftand  in  Need  of  Re- 
ftraint  and  Difciplinc;  and,  on  the  con- 
trary, Imperioufnefs  and  Severity  is  but  an 
ill  Way  of  treating  Men,  who  have  Reafon 
of  their  own  to  guide  them,  unlefs  you 
have  a  Mind  to  make  your  Children,  when 
grown  up,  weary  of  you,  and  fecretly  to 
fay  with  themfelves.  When  will  you  die. 
Father  ? 

§.41.  I  imagine  every  one  will  judge  it 
reafonable,  that  their  Children,  when  little^ 
fhould  look  upon  their  Parents  as  their 
Lords,  their  abfolute  Governors,  and  as  fuch 
ftand  in  Awe  of  them  ;  and  that,  when  they 
come  to  riper  Years,  they  fhould  look  on 
them  as  their  beft,  as  their  only  fure  Friends, 
and  as  fuch  love  and  reverence  them.  The 
Way  I  have  mentioned,  if  I  miftake  not,  is 
the  only  one  to  obtain  this.  We  muft  look 
upon  our  Children,  when  grown  up,  to  be 
like  ourfelves,  with  the  fame  PafTions, 
the  fame  Defires.  We  would  be  thought 
rational  Creatures,  and  have  our  Freedom  ; 
we  love  not  to  be  uneafy  under  conflant  Re- 
bukes and  Brow-beatings  •,  nor  can  we  bear 
fevere  Humours,  and  great  Diilance  in  thofe 
we  converfe  with.  Whoever  has  fuch  Treat- 
ment when  he  is  a  Man,  will  look  out 
other  Company,  other  Friends,  other  Con- 
verfation,  with  whom  he  can  be  at  Eafe. 
If  therefore  a  ftricl  Hand  be  kept  over  Chil- 
dren from  the  Beginnings  they  will  in  that 
C  3  Age 


46  Of   E  D  U  C  A  T  I  O  N. 

A61  be  tradable,  and  quietly  fubmit  to  it, 
as  never  having  known  any  other:  And  if, 
as  they  grow  up  to  the  Ufe  of  Reafon,  the 
Rigour  of  Government  be,  as  they  deferve 
it,  gently  relaxed,  the  Father's  Brow  more 
fmoothed  to  them,  and  the  Diilance  by 
Degrees  abated  •,  his  former  Reftraints  will 
increafe  their  Love,  when  tliey  find  it  was 
only  a  Kindnefs  to  them,  and  a  Care  to 
make  them  capable  to  deferve  the  Favour  of 
their  Parents,  and  the  Eileem  of  every  Body 
elfe. 

§.  42  Thus  much  for  the  fettling  your 
Authoiicy  over  your  Children  in  general. 
Fear  and  Awe  ought  to  give  you  the  firft 
Power  over  their  Minds,  and  Love  and 
Friendfhip  in  riper  Years  to  hold  it:  For 
the  Time  muft  come,  when  they  will  be 
pail  the  Rod  and  Corredlion  j  and  then,  if 
the  Love  of  you  make  them  not  obedient 
and  dutiful,  if  the  Love  of  Virtue  and  Re- 
putation keep  them  not  in  laudable  Cour- 
ses, I  afk,  what  Hold  will  you  have  upon 
themi  to  turn  them  to  it  ?  Indeed,  Fear  of 
having  a  fcanty  Portion  if  they  difpleafe 
you,  may  make  them  Slaves  to  your  Eftate  •, 
but  they  will  be  neverthelefs  ill  and  wicked 
in  private-,  and  that  Reflraint  will  not  1  ait 
always.  Even/  Man  mufl,  fome  Time  or 
other,  be  truiied  to  himfelf,  and  his  own 
Conduct ;  and  he  that  is  a  good,  a  virtuous 
and  able  Man,  mufl  be  made  fo  within. 
And  therefore,  what  he  is  to  receive  froca 

Education, 


Of   E  D  U  C  A  T  I  O  N.  47 

Education,  what  is  to  fway  and  influence  his 
Life,  mufl  be  fomething  put  into  him  be- 
times; Habits  woven  into  the  very  Prin- 
ciples of  his  Nature,  and  not  a  counterfeit 
Carriage,  and  diflembled  Outfide,  put  on  by 
Fear,  only  to  avoid  the  prefent  Anger  of  a  Fa- 
ther, who  perhaps  may  difinherit  him. 

§.  43.  This  being  laid  down 
in  general,  as  the  Courfe  ought  Punifrj' 
to  be  taken,  it  is  fit  we  now  come  ^^^^'^' 
to  confider  the  Parts  of  the  Difcipline  to 
be  ufed,  a  little  more  particularly.  I  have 
fpoken  fo  much  of  carrying  a  firi5l  Hand 
over  Children,  that  perhaps  I  (hall  be  fuf- 
peded  of  not  confidering  enough,  w^hat  is 
due  to  their  tender  Age  and  Conftitutions. 
But  that  Opinion  will  vanifn,  when  ycu 
have  heard  me  a  little  farther:  For  I  am 
very  apt  to  think,  that  great  Severity  of  Pu- 
nifhment  does  but  very  little  Good,  nay, 
great  Harm  in  Education  •,  and  I  beheve  ic 
will  be  found,  that,  ceteris  paribus^  thofe 
Children,  who  have  been  molt  chaftifed^  fel- 
dom  make  the  bed  Men.  All  that  I  have 
hitherto  contended  for  is,  that  whatfoever 
Rigour  is  necefiary,  it  is  more  to  be  ufed  the 
younger  Children  are,  and  having  by  a  due 
Application  wrought  its  Effect,  it  is  to  be 
relaxed,  and  changed  into  a  milder  Sort  of 
Government. 

§.  4|.  A  Com.pliance  and  Sup- 
plenefs  of  their  Wills,  being  by  a       Jnie. 
fteady  Hand    introduced  by  Pa- 

C  4  rents. 


48  Of   EDUCATION. 

rents,  before  Children  have  Memories  to  re- 
tain the  Beginnings  of  it,  will  feem  natural 
to  them,  and  work  afterwards  in  them,  as 
if  it  were  fo,  preventing  all  Occafions  of 
ftrnggling  or  repining.  The  only  Care  is, 
that  it  be  begun  early,  and  inflexibly  kept 
to,  till  Awe  and  Reffc^  be  grown  familiar, 
and  there  appears  not  the  ieaft  Reludancy 
in  the  Submiinon,  and  ready  Obedience 
of  their  Minds.  When  this  Reverence  is 
once  thus  efcablifhed,  (which  it  mull  be 
early,  or  eife  it  will  coil  Pains  and  Blows  to 
recover  it;  and  the  more,  the  longer  it  is 
deferred)  it  is  by  it,  mixed  ftill  with  as  m.uch 
Indulgence  as  they  make  not  an  ill  Ufe  of, 
and  not  by  Beatings  Chiding^  or  oihtr  fervik 
Funijhments^  they  are  for  the  future  to'^be 
governed  as  they  grow  up  to  more  Under- 
Hand  in  g. 

§.  45.  That   this    is    fo,  will  be 
Self-de-    eafily  allowed,  when  it  is   but  con- 

•        fidered,  what  is  to  be  aimed  at  in  an 
ingenuousEducation,  and  upon  what  it  turns. 

I.  He  that  has  not  a  Maflery  over  his  In- 
clinations, he  that  knows  not  how  to  rejift 
the  Importunity  of  frefent  Pleafure  or  Pain^ 
for  the  Sake  of  what  Keafon  tells  him  is  fit 
_to  be  done,  wants  the  true  Principle  of  Vir- 
tue and  Indullry,  and  is  in  Danger  of  never 
being  good  for  any  Thing.  This  Temper 
therefore,  fo  contrary  to  unguided  Nature, 
is  to  be  got   betimes  J   and  this  Habit,  as 

the 


Of   E  D  U  C  A  T  I  O  N.  49 

the  true  Foundation  of  future  Ability  and 
Happinefs,  is  to  be  wrought  into  the  Mind, 
as  early  as  may  be,  even  from  the  firfl 
Dav/nings  of  any  Knowledge5or  Apprehenfion 
in  Children,  and  fo  to  be  confirmed  in  them, 
by  all  the  Care  and  Ways  imaginable,  by 
thofe  who  have  the  Overfight  of  their  Edu- 
cation, 

§.  46.  2.  On  the  other  Side,  if 
the  Mind  be  curbed,  and  humbled  Dtjeaed* 
too  much  in  Children  ;  if  their 
Spirits  be  abafed  and  hroken  much,  by  too 
ftridt  an  Hand  ever  them,  they  lofe  all  their 
Vigour  and  Induftry,  and  are  in  a  worfe 
State  than  the  former.  For  extravagant 
young  Fellows,  that  have  Liveiinefs  and 
Spirit,  come  fometimes  to  be  fet  right,  and 
{xy  make  able  and  great  Men  ;  but  deje5fed 
Minds^  timorous  and  tame,  and  low  SpiritSy 
are  hardly  ever  to  be  raifed,  and  very  fel- 
dom  attain  to  any  Thing.  To  avoid  the 
Danger  that  is  on  either  Hand,  is  the  great 
Arti  and  he  that  has  found  a  Way  how  tcr 
keep  up  a  Child's  Spirit  eafy,  adtive,  and 
free,  and  yet,  at  the  fame  Time,  to  reftraln 
him  from  many  Things  he  has  a  Mind  to, 
and  to  draw  him  to  Things  that  are  un- 
eafy  to  him  ;  he,  I  lay,  that  knows  how  to 
reconcile  thefe  feeming  Contradictions,  has,, 
in  my  Opinion,  got  the  true  Secret  of  Edu« 
cation. 

§.  47.  The  ufual,  lazy,  and  fhort  Way 

by  Chaftifemenc,  and    the   Rod,  v/hkh   is 

C  5  the 


50  Of    E  D  U  C  A  T  I  O  N. 

the  only  Inftriiment  of  Govern- 
Beating,       mcnt  that  Tutors  generally  know, 

or  ever  think  of,  is  the  moft  un- 
fit of  any  to  be  ufed  in  Education,  becaufe 
it  tends  to  both  thole  Mifchiefs  ^  which,  as 
we  have  Ihev/n,  are  the  Scylla  and  Charyhdis^ 
which  on  the  one  Hand  or  the  other  ruin 
ail  that  mifcarry. 

§.  48.  I.  This  Kind  of  Punifiiment  con- 
tributes not  at  all  to  the  Maftery  of  our  na- 
tural Propenfity  to  indulge  corporal  and 
prefent  Pleafure,  and  to  avoid .  Pain  at  any 
Rate,  but  rather  encourages  it,  and  there- 
by ftrengihens  that  in  us,  v;hich  is  the  Root 
from  whence  fpring  all  vicious  Actions,  and 
the  Irregularities  of  Life.  For  what  other 
Motive,  but  of  fenfual  Pleafure  and  Pain, 
does  a  Child  a6l  by,  who  drudges  at  his 
Book  againft  his  Inclination,  or  abflains 
from  eating  unwholefome  Fruit,  that  he  takes 
Pleafure  in,  only  out  of  Fear  of  Whipping  ? 
He  in  this  only  prefers  the  greater  corporal 
Pleafure^  or  avoids  the  greater  corporal  Fain. 
And  what  is  it,  to  govern  his  Adions,  and 
direct  his  Condu6l,by  fuch  Motives  as  thefe  ? 
V/hat  is  it,  I  fay,  but  to  cherifh  that  Prin- 
ciple in  him,  which  it  is  our  Bufmefs  to  root 
out,  and  deftroy  ?  And  therefore  I  cannot 
think  any  Corre6tion  ufeful  to  a  Child, 
where  the  Shame  of  fuffering,  for  having 
done  amifs,  does  not  work  more  upon  him 
than  the  Pain. 

§•  49- 


Of  EDUCATION.  fi 

§.  49.  2.  This  Sort  of  Corrcdlion  natu- 
rally breeds  an  Averfion  to  that  which  it  is 
the  Tutor's  Bufinefs  to  create  a  Liking  to. 
How  obvious  is  it  to  obferve,  that  Children 
come  to  hate  Thino-s  which  were  at  firll  ac- 
ceptable  to  them,  when  they  find  themlelves 
'iuhipped^  and  chid^  and  teazed  about  them  i? 
And  it  is  not  to  be  wondered  at  in  them, 
when  grown  Men  would  not  be  able  to  be 
reconciled  to  any  Thing  by  fuch  Ways.  Who 
is  there  that  would  not  be  difgufted  with  any 
innocent  Recreation,  in  itfelf  indifrerent  to 
him,  if  he  ftould  with  BIgvjs  or  ill  Lan- 
guage be  haled  to  it,  when  he  had  no  Mind  ? 
or  be  conflantly  fo  treated,  for  {o':'?it  Cir- 
cumflances  in  his  Aphcation  to  it  r  This  is 
natural  to  be  fo.  Offenfive  Circumftances 
ordinarily  infect  innocent  Things,  which 
they  are  joined  with  ^  and  the  very  Sight  of 
a  Cup,  wherein  any  one  ufes  to  take  nau- 
feous  Phyfick,  turns  his  Stom.ach ;  fo  that 
nothing  will  reliili  well  out  of  it,  though  the 
Cup  be  ever  fo  clean  and  well-fhaped,  and 
of  the  richefb  Materials. 

§.  50.  3.  Such  a  Sort  o^  Jlavi/Jj  Bifcipline 
makes  dLjlaviJh  Temper.  The  Child  fubmits, 
and  diffembles  Obedience,  whilfl  the  Fear  of 
the  Rod  hangs  over  him-,  but  when  that 
is  removed,  and,  by  being  out  of  Sight,  he 
can  promife  him^felf  Impunity,  he  gives  the 
greater  Scope  to  his  natural  Inclination  ; 
which,  by  this  Way,  is  not  at  all  altered,  but, 
on  the  contrary,  heightened  and  increafcd  in 

him  j 


52  Of  E  D  U  C  A  T  I  O  N. 

him  ;  and,  after  fuch  Reflraint,  breaks  out 
ufualiy  with  the  more  Violence.    Or, 

§.  51.4  If  Severity  earned  to  the  high- 
eft  Pitch  does  prevail,  and  works  a  Cure 
upon  the  prefent  unruly  Diftemper,  it  is  of- 
ten bringing  in  the  room  of  it  a  worfe 
and  more  dangerous  Difeafe,  by  breaking 
the  Mind;  and  then,  in  the  Place  of  a  dif- 
orderly  young  Fellow,  you  have  a  Icw-fpiri- 
ted^  moped  Creature  \  who,  however  with 
his  unnatural  Sobriety  he  may  pleafe  filly 
People,  who  commend  tame  unadlive  Chil- 
dren, becaufe  they  make  no  Noife,  nor  give 
them  any  Trouble,  yet,  at  laft,  will  proba- 
bly prove  as  uncomfortable  a  Thing  to  his 
Friends,  as  he  will  be  all  his  Life  an  ufelefs 
Thing  to  himfelf  and  others. 

§.  52.  Beating  them,  and  all 
Re'wards.  other  Sorts  of  flavifh  and  corpo- 
poral  Punifliments,  are  not  the 
Difcipline  fit  to  be  ufed  in  the  Education  of 
thofe  we  would  have  wife,  good,  and  inge- 
nious Men  \  and  therefore  very  rarely  to  be 
applied,  and  that  only  in  great  Occafions, 
and  Cafes  of  Extremity.  On  the  other 
Side,  to  flatter  Children  by  Rewards  of 
Things  that  are  pleafant  to  them,  is  as  care- 
fully to  be  avoided.  He  that  will  give  to 
his  ^onAppksov  Sugar -plums  ^  or  whatever  elfe 
of  this  Kind  he  is  moft  delighted  with,  to 
make  him  learn  his  Book,  does  but  autho- 
rize his  Love  of  Pleafure,  and  cocker  up 
that  dangerous  Propenfity,  which  he  ought 

by 


Of  EDUCATION.         55 

by  all  Means  to  fubdue  and  flifle  in  him. 
You  can  never  hope  to  teach  him  to  mafter 
it,  whilft  you  compound  for  the  Check  you 
give  his  Inclination  in  one  Place,  by  the  Sa- 
tisfadlion  you  propofe  to  it  in  another.  To 
make  a  good,  a  wife,  and  a  virtuous  Man^ 
it  is  fit  he  fhould  learn  to  crofs  his  Appetite, 
and  deny  his  Inclinations  to  Riches^  Finery^  or 
pkajing  his  Palate^  Sec.  whenever  his  Realbnt 
advifcs  the  contrary,  and  his  Duty  re- 
quires it.  But  when  you  draw  him  to  do 
any  Thing  that  is  fit  by  the  Offer  of  Mo- 
ney, or  reward  the  Pains  of  learning  his 
Book,  by  the  Pleafure  of  a  lufcious  Mor- 
fel  •,  v/hen  you  promife  him  a  Lace-Cravat^ 
or  a  fine  new  Suit,  upon  Performance  of 
fome  of  his  little  Talks ;  what  do  you,  ^by 
propofing  thefe  as  Rewards,  but  allow  them 
to  be  the  good  Things  he  fiioukl  aim  at, 
and  thereby  encourage  his  Longing  for 
them,  and  accufbom  him  to  place  his  Hap- 
pinefs  in  them?  Thus  People,  to  prevail 
with  Children  to  be  induftrious  about  their 
Grammar,  Dancing,  or  fome  other  fucb 
Matter  of  no  great  Moment  to  the  Happinefs 
or  Ufefulnefs  of  their  Lives,  by  mifapplyed 
Rewards  and  Punifloments,  facrifice  their  Vir- 
tue, invert  the  Order  of  their  Education, 
and  teach  them  Luxury,  Pride,  or  Cove- 
toufnefs,  i^c.  For  in  this  Way,  flattering 
thofe  wrong  Inchnations  which  they  fhould 
reftrain  and  fupprefs,  they  lay  the  Foun- 
dations of  thofe  future  Vices,  which  cannot 

be 


51  Of   EDUCATION. 

be  avoided,  but  by  curbing  our  Defires,  and 
accuftoming  them  early  to  iubmit  to  Reafon. 

§  53.  T  fay  not  this,  that  I  would  have 
Children  kept  from  the  Conveniencies  or 
Pleafures  of  Life,  that  are  not  injurious  to 
their  Health  or  Virtue.  On  the  contrary,  I 
would  have  their  Lives  made  as  pleafant,and 
as  agreeable  to  them,  as  may  be  in  a  plenti- 
ful Enjoyment  of  whatfoever  might  innocent- 
ly delight  them  -,  provided  it  be  with  this 
Caution,  that  they  have  thofe  Enjoyments, 
only  as  the  Confequences  of  the  State  of 
Efteem  and  Acceptation  they  are  in  with 
their  Parents  and  Governors ;  but  they 
fhould  never  be  offered  or  beftovved  on  them, 
as  the  Rei^ard  of  this  or  that  particular  Per- 
formance^  that  they  fnew  an  Averfion  to,  or 
to  v/hich  they  would  not  have  applied  them- 
felves  without  that  Temptation. 

§.  54.  But  if  you  take  away  the  Rod  on 
one  Hand,  and  thefe  little  Encouragements, 
which  they  are  taken  with,  on  the  other, 
how  then,  (will  you  fay)  ihail  Children  be 
governed  ?  Remove  Hope  and  Fear,  and 
there  is  an  End  of  all  Difcipline.  I  grant 
that  Good  and  Evil,  Reward  and  Funijhment^ 
are  the  only  Motives,  to  a  rational  Crea- 
ture. Thefe  are  the  Spur  and  Reins,  where- 
by all  Mankind  are  ^^t  on  Work,  and 
guided  i  and  therefore  they  are  to  be  made 
Ufe  of  to  Children  too.  For  I  advife  their 
Parents  and  Governors  always  to  carry  this 

in 


Of  EDUCATION.  55 

in    their  Minds,    that  Children   are   to  be 
treated  as  rational  Creatures. 

§.  §§,  Rewards^  I  grant,  divA  PmiiJJjments 
muft  be  propofed  to  Children,  if  we  intend- 
to  work  upon  them.  The  Miftake,  I  ima- 
gine, is,  that  thofe  that  are  generally  made 
Ule  of  are  ///  chofen.  The  Pains  and  Plea- 
fures  of  the  Body  are,  I  think,  of  ill  Con- 
fequence  when  made  the  Rewards  and  Pu- 
niihments  whereby  Men  would  prevail  on 
their  Children  ;  for,  as  I  faid  before,  they 
ferve  but  to  increafe  and  ftrengthen  thole 
Inclinations,  which  it  is  our  Bufmefs  to  fub- 
due  and  mafter.  What  Principle  of  Virtue 
do  you  lay  in  a  Child,  if  you  will  redeem 
his  Defires  of  one  Pleafure  by  the  Propofal 
of  another  ?  This  is  but  to  enlarge  his  Ap- 
petite, and  inftrud  it  to  wander.  If  a 
Child  cries  for  an  unwholefomc  or  danger- 
ous Fruit,  you  purchafe  his  Qiiiet  by  gi- 
ving him  a  lefs  hurtful  Sweet-meat.  This, 
perhaps,  may  preferve  his  Health,  but  fpoils 
his  Mind,  and  fets  that  farther  out  of  Order. 
For  here  you  only  change  the  Object,  but 
flatter  ft  ill  his  Appetite^  and  allow  that 
mufl  be  fatisfied,  wherein,  as  I  have  fhewed, 
lies  the  Root  of  the  Mifchief  •,  and  'till  you 
bring  him  to  be  able  to  bear  a  Denial  of 
that  Satisfaftion,  the  Child  may  at  prefent 
he  quiet  and  orderly,  but  the  Difeafe  is  not 
cured.  By  this  Way  of  Proceeding  you  fo- 
ment and  cherifh  in  him  that  which  is  the 
Spring  from  whence  all  the  Evil  fiov/s,  which 

wil 


56  Of   E  D  U  C  A  T  I  O  N 

•will  be  lure  on  the  next  Occafion  to  break 
out  again  with  more  Violence,  give  him 
ilronger  Longings,  and  you  more  Trouble. 
§.  56.  The  Rezvdrds  and  Pu- 
Re^uta-  nffhmentst\itx\^  v/hereby  we  fhould 
iaticn.  keep  Children  in  Order,  are  quite 

of  another  Kind,  and  of  that  Force,  that 
when  we  can  get  them  once  to  work,  the 
Bufinels,  I  think,  is  done,  and  the  Difficulty 
is  over.  EJieem  and  Difgrace  are,  of  all 
others,  the  mod  powerful  Incentives  to  the 
Mind,  v/hen  once  it  is  brought  to  rehfh 
them.  If  ycu  can  once  get  into  Children  a 
Love  of  Credit,  and  an  Apprehenfion  of 
Shame  and  Difgrace,  you  have  put  into  them 
the  true  Principle,  which  will  conftantly^ 
work,  and  incline  them  to  the  right.  But 
it  will  be  alked,  How  fnall  this  be  done  ? 

i  confefs,  it  does  not  at  firft  Appearance 
want  fome  Difficulty  -,  but  yet  I  think  it 
worth  our  while,  to  feek  the  Ways  (and 
pra6life  them  when  found)  to  attain  this, 
which  I  look  on  as  the  sreat  Secret  of  Edu-^ 


cation. 


§.57.  Firfi^  Children  (earlier  perhaps 
than  we  think)  are  very  fenfible  of  Praife 
and  Commendation,  They  find  a  Pleafure 
in  being  efteemed  and  valued,  efpecially  by 
their  Parents,  and  thofe  whom  they  depend- 
on.  If  therefore  the  ¥?iX.\\^v  car efs  and  com- 
mend them  when  they  do  well^  Jhew  a  cold  and^ 
negleulftd  Countenance  to  them  upon  doing  ill ; 
and  this  accompanied   by  a  like  Carriage 

of 


Of  E  D  U  C  A  T  I  O  N.  57 

of  the  Mother,  and  all  others  that  are  about 
them,  it  will,  in  a  little  Time,  make  them 
fenfible  of  the  Difference  ;  and  this,  if  con- 
ftantly  obferved,  I  doubt  not  but  will  of  it- 
felf  work  more  than  Threats  or  Blows,  which 
lofe  their  Force  when  once  grown  common, 
and  are  of  no  Ufe  when  Shame  does  not  at- 
tend them  •,  and  therefore  are  to  be  forborn, 
and  never  to  be  ufed,  but  in  the  Caie  here- 
after mentioned,  when  it  is  brought  to  E\'- 
tremity. 

§.  58.  But  y^^(?;/J/y,  To  make  the  Senfe 
of  Efteem  or  Difgrace  fink  the  deeper,  and 
be  of  the  more  Weight,  other  agreeable  or  dif- 
ngreeable  things  Jhould  conjlanily  accorn-pany 
thefe  different  States  \  not  as  particular  Re- 
wards and  Punilhments  of  this  or  that  par- 
ticular A6tion,  but  as  neceflarily  belonging  to, 
and  conftantly  attending  one,  who  by  his 
Carriage  has  brought  himfelf  into  a  State  of 
Difgrace  or  Commendation.  By  which  Way 
of  treating  them,  Children  may  as  much  as 
pofiibly  be  brought  to  conceive,  that  thofe 
that  are  commended,  and  in  Efteem  for  do- 
ing well,  v/ill  neceflarily  be  beloved  and 
cherilhed  by  every  body,  and  have  all  other 
good  Things  as  a  Coniequence  of  it  •,  and 
on  the  other  Side,  when  any  one  by  Mif- 
carriage  falls  into  Difefteem,  and  cares 
not  to  preferve  his  Credit,  he  will  unavoid- 
ably fall  under  Neglcd  and  Contempt  \  and, 
in  that  Stale,  the  Want  of  whatever  might 
fetisfy    or    delight    him    will    follow.      In 

this 


SS         Of  E  D  U  C  A  T  I  O  N. 

this  Way  the  Obje6ls  of  their  Defires  are 
made  aiTifting  to  Virtue,  when  a  fettled  Exr 
perience  from  the  Beginning  teaches  Children 
that  the  Things  they  delight  in  belong  to, 
and  are  to  be  enjoyed  by,  thofe  only  who 
are  in  a  State  of  Reputation.  If  by  thefe 
Means  you  can  come  once  to  fhame  them  out 
of  their  Faults,  (for,  befides  that,  I  would 
willingly  have  no  Funifhment)  and  make 
them  in  love  with  the  Pleafure  of  being  well 
thought  on,  you  may  turn  them  as  you  pleafe, 
and  ihey  will  be  in  love  with  all  the  Ways 
of  Virtue. 

§.  s9'  The  great  Difficulty  here,  is,  I 
imagine,  from  the  Folly  and  Perverfenefs  of 
Servants,  who  are  hardly  to  be  hindered 
from  crofilng  herein  the  iJefign  of  the  Fa- 
ther and  Mother.  Children  difcountenanced 
by  their  Parents  for  any  Fault,  find  ufually 
a  Refuge  and  Relief  in  the  CareiTes  of  thofe 
foolifn  i-latterers,  who  thereby  undo  what- 
ever the  Parents  endeavour  to  eflablifh. 
When  the  Father  or  Mother  looks  four  on 
the  Child,  every  body  elfe  fhould  put  on 
the  fam.e  Coldnels  to  him,  and  no  body 
give  him  Countenance  till  Forgivenefs  afked, 
and  a  Reformation  of  his  Fault  has  let  him 
right  again,  and  reftored  him  to  his  for- 
mer Credit.  If  this  were  conilantly  ob- 
ferved,  I  guefs  there  would  be  little  Need  of 
Blows  or  Chiding  :  Their  own  Eafe  and  Sa- 
tisfaction would  quickly  teach  Children  to 
court  Commendation,    and  avoid  doing  that 

which 


Gf   EDUCATION.        59 

which  they  found  every  body  condemned, 
and  they  were  fure  to  fuffer  for,  without 
beino;  chid  or  beaten.  This  v/ould  teach 
them  Modefty  and  Shame^ ;  and  they  would 
quickly  come  to  have  a  natural  Abhorrence 
for  that  which  they  found  made  them  flight- 
ed and  negledled  by  every  body.  But  how 
this  Inconvenience  from  Servants  is  to  be 
remedied,  I  mufl;  leave  to  Parents  Care  and 
Confideration  :  Only  I  think  it  of  great 
Importance,  and  that  they  are  very  happy, 
who  can  getdifcrect  People  about  their  Chil- 
dren. 

§.  60.  Trtq\]€nt  Bcan>7g  or  Chi- 
ding is   therefore  carefully    to   be       Shame* 
{ivoidedy  becaufe  this  Sort  of  Cor- 
redtion  never  produces  any  Good,   farther 
than  it  ferves   to  raife   Shame  and  Abhor- 
rence of  the  Mifcarriage  that    brought   it 
on  them  :    And  if  the  greateil  Part  of  the 
Trouble  be  not  the  Senfe   that  they  have 
done  amifs,  and  the  Apprehenfion  that  they 
have  drawn  on  themfelves  the  juft  Difplea- 
fure  of  their  bell  Friends,  the  Pain  of  Whip- 
ping will  work  but  an  imperfect  Cure.     It 
only  patches  up  for  the  prefent,    and   fldns 
it  over,    but  reaches   not  to  the  Bottom  of 
the  Sore.     Ingenuous  Shame^  and  the  Appre- 
henfions  0/  J3ii"pleafure,     are   the   only  true 
Refiirainr.     Thefe  alone  ought  to  hold  the 
Reins,    and  keep  the  Child  in  Order.     But 
corporal  Punifhments   mufl  neceffariiy  lofe 
that  Effed,  and  wear  out  the  Senfe  of  Shame ^ 

where 


6o  Of    EDUCATION. 

^vhere  they  frequently  return.  Shame  in 
Children  has  the  fame  Place  that  Modefly 
has  in  Women,  which  cannot  be  kept,  and 
often  tranfgrefTed  againft.  And  as  to  the 
Apprehenfion  of  Bifpleafure  in  the  Parents^ 
that  will  come  to  be  very  infignificant,  if 
the  Marks  of  that  Difpleafure  quickly  ceafe, 
and  a  few  Blows  fully  expiate.  Parents 
Jhould  well  confider  what  Faults  in  their 
Children  are  weighty  enough  to  deferve  the 
Declaration  of  their  Anger  :  But  when  their 
Difpleafure  is  once  declared  to  a  Degree 
that  carries  any  Punifhment  with  it,  they 
ought  not  prefently  to  lay  by  the  Severity 
of  their  Brows,  but  to  reftore  their  Children 
to  their  form.er  Grace  with  fome  Difficulty, 
and  delay  a  full  Reconciliation,  till  their 
Conformity,  and  more  than  ordinary  Merit, 
make  good  their  Amendment.  If  this  be 
not  fo  ordered,  Funijhment  will,  by  Famili- 
arity, become  a  mere  Thing  of  Courfe,  andlofe 
all  its  Influence  ;  offending,  being  chaftifed, 
and  then  forgiven,  will  be  thought  as  natu* 
ral  and  neceffaryas  Noon,  Night,  and  Morn- 
ing, following  one  another. 

§.    6i.    Concerning  Reputation 

Reputa-       I  fhall  only  remark  this  one  Thing 

ucn,  j^Qj.g  q£  j^.^  ^^^^  though  it  be  not 

the  true  Principle  and  Mealure  of  Virtue, 
ffor  that  is  the  Knowledge  of  a  Man's 
Duty,  and  the  Satisfaclion  it  is  to  obey  his 
Maker,  in  following  the  Di6tates  of  that 
Light  God  has  given  him^,  with  the  Hopes 

of 


Of  EDUCATIO  N.  6i 

of  Acceptation'  and  Reward)  yet  it  is  that 
which  comes  neareft  to  it  :  And  being  the 
Tcilimony  and  Applaule  that  other  Peoples 
Realbn,  as  it  were  by  a  common  Confent, 
gives  to  virtuous  and  well-ordered  A(5lions, 
it  is  the  proper  Guide  and  Encouragement 
of  Children,  till '^ey  grow  able  to  judge  for 
themfelv-s,  and  to  tina  what  is  right  by  iheir 
own  Reai'on 

§.  62.  This  Confideration  may  diredl 
Parents  how  to  manage  themfelves  in  re- 
proving and  commending  their  Children. 
The  Rebukes  and  Chiding,  which  their 
Faults  will  fometimes  make  hardly  to  be 
avoided,  fhould  not  only  be  in  fober,  grave, 
and  unpafTionate  Words,  but  alio  alone  and 
in  private  :  But  the  Commendations  Chil- 
dren deferve,  they  fhould  receive  before 
others.  This  doubles  the  Reward,  by  fpread- 
ing  their  Praife  -,  but  the  Backwardnefs  Pa- 
rents fhevv  in  divulging  their  Faults  will 
make  them  fet  a  greater  Value  on  their  Cre- 
dit themfelves,  and  teach  them  to  be  the 
more  careful  to  prefer ve  the  good  Opinion  of 
others,  whilft  they  think  they  have  it  :  But 
when,  being  expofed  to  Shame,  by  publifh- 
ing  their  Mifcarriages,  they  give  it  up  for 
loft,  that  Check  upon  them  is  taken  off, 
and  they  will  be  the  lefs  careful  to  preferve 
others  good  Thoughts  of  them,  the  more 
they  fulped  that  their  Reputation  with  them 
already  blemiihed. 

§.  6^.  But 


Si  Of  EDUCATION. 

§.  6'^,  But  if  a  right  Cdurfe  be  taken 
with  Children,  there  will  not  be  fo  much 
Need  of  the  Application  of  the  common  Re- 
wards andPuniihments,  as  we  imagined,  and 
as  the  general  Pradlice  has   eftablifhed.     For 

all  their  innocent  Folly,   Inlaying, 
C^jl^^fi'      and   childijh  Actions,  are  to  be  left 

perfe5lly  free  and  unreftrained,  as 
far  as  they  can  confifl  with  the  Refpe6l 
due  to  thofe  that  are  prefent ;  and  that  with 
the  greateft  Allowance.  If  thefe  Faults  of 
their  Age,  rather  than  of  the  Children  them- 
felves,  were,  as  they  fliould  be,  left  only 
to  Time  and  Imitation,  and  riper  Years  to 
cure.  Children  would  efcape  a  great  deal 
of  mifapplied  and  ufelefs  Corre6lion,  which 
either  fails  to  over-power  the  natural  Dif- 
poficion  of  their  Childhood,  and  fo,  by  an 
ineffedual  Familiarity,  makes  Correction  in 
other  neceffary  Cafes  of  lefs  Ufe ;  or  elfe, 
if  it  be  of  Force  to  reftrain  the  natural- 
Gaiety  of  that  Age,  it  ferves  only  to  fpoil 
the  Temper  both  of  Body  and  Mind.  If 
the  Noife  or  Buftle  of  their  Play  prove 
at  any  Time  inconvenient,  or  unfuitable  to 
the  Place  or  Company  they  are  in,  (which 
can  only  be  where  their  Parents  are)  a  Look 
or  a  Word  from  the  Father  or  Mother,  if 
they  have  eilablifhed  the  Authority  they 
ihould,  will  be  enough  either  to  remove  or 
quiet  them  for  that  Time.  But  this  game- 
fome  Humour,  which  is  wifely  adapted  by 
Nature  to  their  Age  and  Temper,  ihould 

rather 


Of    EDUCATION.  63 

rather  be  encouraged,  to  keep  up  their  Spi- 
rits, and  improve  their  Strength  and  Health, 
than  curbed  or  reilrained;  and  the  chief  Arc 
is  to  make  all,  that  they  have  to  do,  Sport 
and  t^lay  too. 

§.  64.  And  here  give  me  Leave 
to  take  Notice  of  one  Thing  I  Ruks, 
think  a  Fault  in  the  ordinary  Me- 
thod of  Education*,  and  that  is,  the  Charge- 
ing  of  Childrens  Memories,  upon  all  Oc- 
caiions,  with  Rules  and  Precepts,  which  they 
often  do  not  underftand,  and  conflantly  as 
foon  forget  as  given.  If  it  be  fome  Ac- 
tion you  would  have  done,  or  done  other- 
v/ile,  whenever  they  forget,  or  do  it  auk- 
wardly,  make  them  do  it  over  and  over 
again,  till  they  are  perfed-,  v/hereby  you 
will  get  thefe  two  Advantages.  Firjly  To 
fee  whether  it  be  an  Adtion  they  can  do,  or 
is  fit  to  be  expected  of  them  :  For  fome- 
times  Cluldren  are  bid  to  do  Things,  which, 
upon  Tryal,  they  are  found  not  able  to  do, 
and  had  need  be  taught  and  exercifed  in,  be- 
fore they  are  required  to  do  them.  But  it  is 
much  eafier  for  a  Tutor  to  command,  than 
to  teach.  Secondly^  Another  Thing  got  by 
it,  will  be  this,  that  by  repeating  the  fame 
Aclion,  till  it  be  grown  habitual  in  them, 
the  Performance  will  not  depend  on  Me- 
mory or  Reflecftion,  the  Concomitant  of 
Prudence  and  Age,  and  not  of  Childhood, 
but  will  be  natural  in  them.  Thus  bowing 
to  a  Gentleman  when   he  falutes  him,  and 

look- 


^4        Of   EDUCATION. 

looking  in  his  Face  when  he  fpeaks  to  him, 
is  by  conftant  Ufe  as  natural  to  a  well-bred 
Man,  as  breathing ;  it  requires  no  Thought, 
no  Reflection.  Having  this  Way  cured  in 
your  Child  any  Fault,  it  is  cured  for  ever  : 
And  thus,  one  by  one,  you  may  weed 
them  out  all,  and  plant  what  Habits  you 
pleafe. 

§.  6^.  I  have  feen  Parents  fo  heap  Rules 
on  their  Children,  that  it  was  impofiible  for 
the  poor  little  Ones  to  remember  a  tenth 
Part  of  them,  much  lefs  to  obferve  them. 
However,  they  were  either  by  Words  or 
Blows  corre6led  for  the  Breach  of  thofe  mul- 
tiplied, and  often  very  impertinent  Precepts. 
Whence  it  naturally  followed,  that  the  Chil- 
dren minded  not  what  was  faid  to  them,  when 
it  was  evident  to  them,  that  no  Attention 
they  were  capable  of  was  fufficient  to  preferve 
them  from  Tranfgreflion,  and  the  Rebukes 
which  followed  it. 

Let  therefore  your  Rules  to  your  Son  be  as 
few  as  is  polTible,  and  rather  fewer  than  more 
than  feem  abfolutely  neceflary.  For  if  you 
burden  him  with  many  RuIeSy  one  of  thefe 
two  Things  muft  neceffarily  follow,  that 
either  he  muft  be  very  often  puniflied,  which 
•will  be  of  ill  Confequence,  by  making  Pu- 
nilhment  too  frequent  and  familiar  ^  or  elfe 
you  muft  let  the  TranfgrefTions  of  fome  of 
your  Rules  go  unpuniftied,  whereby  they 
will,  of  Courfe,  grow  contemptible,  and  your 

Authority 


Of  EDUCATION.  6x 


Authority  become  cheap  to  him.  Make 
but  few  Laws,  but  fee  they  be  well  obferved, 
when  once  made.  Few  Years  require  but 
few  Laws,  and  as  his  Age  increafes,  when 
one  Rule  is  by  Pradlice  well  eilablifhed,  you 
may  add  another. 

§.  66.  But,  pray  remember.  Children  are 
;7(9/  to  be  taught  by  Riiles^  which  will  be  al- 
ways flipping  out  of  their  Memories.  What 
you  think  neceffary  for  them  to  do,  fettle 
in  them  by  an  indifpenfible  i'ra6lice,  as 
often  as  the  Occafion  returns ;  and,  if  it  be 
poffible,  make  Occafions.  This 
will  beget  Habits  in  them,  which,  Habits. 
being  once  eilablifhed,  operate  of 
themfelves  eafily  and  naturally,  without 
the  Afliftance  of  the  Memory.  But  here 
let  me  give  two  Cautions,  i.  The  one  is, 
that  you  keep  them  to  the  Pra6tice  of  what 
you  would  have  grow  into  a  Habit  in  them, 
by  kind  Words,  and  gentle  Admonitions, 
rather  as  minding  them  of  what  they  for- 
get, than  byharfh  Rebukes  and  Cniding,  as 
if  they  were  wilfully  guilty.  2.  Another 
Thing  you  are  to  take  Care  of,  is,  not  to 
endeavour  to  fettle  too  many  Habits  at  once, 
leaft  by  Variety  you  confound  them,  and 
fo  perfedl  none.  When  conftant  Cufiom  has 
made  any  one  Thing  eafy  and  natural  to  them, 
and  they  pra6life  it  without  Reflection,  you 
may  then  go  on  to  another. 

D  This 


66         Of   E  D  U  C  A  T  I  O  N. 

This  Method  of  teaching  Chil- 
Pra^ice.  dren  by  a  repeated  Pra^ice^  and 
the  fame  A6lion  done  over  and 
over  again,  under  the  Eye  and  Direction  of 
the  Tutor,  till  they  have  got  the  Habit  of 
doing  it  well,  and  not  by  relying  on  Rules 
trufled  to  their  Memories,  has  fo  many  Ad- 
vantages, which  Way  foever  we  confider  it, 
that  I  cannot  but  wonder  (if  ill  Cuiloms 
could  be  wondered  at  in  any  Thing)  how 
it  could  poffibly  be  fo  much  neglected.  I 
iliall  name  one  more  that  comes  now  in  miy 
Way.  By  this  Method  we  fliall  fee,  whe- 
ther what  is  required  of  him  be  adapted  to 
his  Capacity,  and  any  Way  fuited  to  the 
Child's  natural  Genius  and  Conflitution  ; 
for  that  too  muft  be  confidered  in  a  right 
Education.  We  mufl:  not  hope  w^holely  to 
change  their  original  Tempers,  nor  make 
the  Gay  penfive  and  grave,  nor  the  Melan- 
choly fportive,  without  fpoiling  them.  God 
has  ftampt  certain  Characters  upon  Mens 
Minds,  which,  like  their  Shapes,  may  per- 
haps be  a  little  mended,  but  can  hardly  be 
totally  altered,  and  transformed  into  the 
contrary. 

He,  therefore,  that  is  about  Children, 
fhould  well  fludy  their  Nature  and  Apti- 
tudes, and  fee,  by  often  Trials,  what  Turn 
they  eafily  take,  and  v/hat  becomes  them  r 
Obferve  what  their  native  Stock  is,  how  it 
may  be  improved,  and  what  it  is  fit  for  : 
He  fhould  confider  what   they  v/anr,  whe- 


Of  E  D  U  C  A  T  I  O  N.         67 

ther  they  be  capable  of  having  it  wrought 
into  them  by  Indultry,  and  incorporated 
there  by  Pradlice  ;  and  whether  it  be  worth 
while  to  endeavour  it.  For,  in  many  Cafes, 
all  that  we  can  do,  or  fhould  aim  at,  is,  to 
make  the  bell  of  v/hat  Nature  has  given,  to 
prevent  the  Vices  and  Faults  to  which  fuch 
a  Conftitution  is  moll  inclined,  and  give  in 
all  the  Advantages  it  is  capable  of.  Eveiy 
one's  natural  Genius  fliould  be  carried  as 
far  as  it  could ;  but,  to  attempt  the  putting 
another  upon  him,  will  be  but  Labour  in 
vain  ',  and  what  is  fo  plailered  on,  will,  ac 
bell  fit  but  untowardly,  and  have  always 
hanging  to  it  the  Ungracefulnefs  of  Con- 
ftraint  and  Affectation. 

Affectation  is  not,  I  confefs,  an     jfr^^c^^^ 
early  Fault  of  Childhood,  or  the     thn'  ^ 
Produ6l  of  untaught  Nature.  It  is 
of  that  Sort  of  Weeds  v/hich  grow  not  in  the 
wild  uncultivated  Wade,  but  inGarden-Plots, 
under  the  negligent  Fland,  or  unfl<:ilful  Care 
of  a  Gardener.     Manag-ement  and  Inilruc- 
tion,and  fome  Senfeof  theNeceffity  of  Breed- 
ing, are  requifite  to  make  any  one  capable 
of  Affectation^    which  endeavours  to  correct 
natural   Defedls,  and  has  always  the  laud- 
able Aimi  of  Pleafing,  though  it  always  mifles 
it  j    and   the  more  it  labours    to  put    on 
Gracefulnefs,  the  farther  it  is  from  it.     For 
this  Reafon,  it  is  the  more  carefully  to  be 
watched,  becaufe   it  is   the  proper  Fault  of 
Education  :  A  perverted  Education  indeed, 
D  2  but 


€$  Of  ED  U  CAT  I  ON. 

but  fuch  as  young  People  often  fall  into, 
either  by  their  own  yf.iflake,  or  the  ill  Con- 
du6l  of  thofe  obout  them. 

He  that  will  examine  wherein  that  Grace- 
fulnefs  lies,  which  always  pleafes,  will  find 
it  arifes  from  that  natural  Coherence,  which 
appears  between  the  Thing  done,  and  fuch 
a  Temper  of  Mind,  as  cannot  but  be  ap- 
proved of,  as  fui table  to  the  Occafion.  We 
cannot  but  be  pleafed  with  an  human, 
friendly,  civil  Temper,  wherever  we  meet 
with  it.  A  Mind  free,  and  Mailer  of  it- 
felf,  and  all  its  A6tions,  not  low  and  nar- 
row, not  haughty  and  infolent,  not  ble- 
mifhed  with  any  great  Defecl,  is  what 
every  one  is  taken  with.  The  Actions,  which 
naturally  flow  from  fuch  a  well-formed 
Mind,  pleafe  us  alfo,  as  the  genuine  Marks 
of  it ',  and  being,  as  it  v/ere,  natural  Ema- 
nations from  the  Spirit  and  Difpofition 
within,  cannot  but  be  eafy  and  unconftrained. 
This  feems  to  me  to  be  that  Beauty  which 
fhines  through  fome  Men's  Adlions,  fets  off 
all  that  they  do,  and  takes  all  they  come 
near ;  when,  by  a  conftant  Practice,  they 
have  fafnioned  their  Carriage,  and  made 
all  thofe  little  Expreflions  of  Civility  and 
Refpe^l,  which  Nature  or  Cuilom  has  eila- 
blifhed  in  Converfarion  lb  eafy  to  them- 
felves,  that  they  feem  not  artificial  or  flu- 
died,  but  naturally  to  follow  from  a  Sweetnefs 
of  Mind,  and  a  well-turned  Difpofition. 

On 


Of   EDUCATION.  69 

On  the  other  Side,  AffeElation  is  an  awk- 
ward and  forced  Imitation  of  what  fhould 
be  genuine  and  eafy,  wanting  the  Beauty 
that  accompanies  what  is  natural  \  becaufe 
there  is  always  a  Difagreement  between 
the  outward  A6lion,  and  the  Mind  with- 
in, one  of  thefe  two  Ways :  \ .  Either 
when  a  Man  would  outwardly  put  on 
a  Diipofition  of  Mind,  which  tlien  he 
really  has  not,  but  endeavours,  by  a  forced 
Carriage,  to  make  Shew  ©f  •,  yet  fo,  that 
the  Conftraint  he  is  under  difcovers  itfelf. 
And  thus  Men  affedl  fometimes  to  appear 
fad,  merry,  or  kind,  when,  in  Truth,  they 
are  not  fo. 

2.  The  other  is,  when  they  do  not  en- 
deavour to  make  Shew  of  Difpofitions  of 
Mind  which  they  have  not,  but  to  exprefs 
thofe  they  have  by  a  Carriage  not  fuited 
to  them :  And  fuch  in  Converfation  are  all 
conftrained  Motions,  A6lions,  Words,  or 
Looks,  which,  though  defigned  to  Ihev/ 
either  their  Refpe<5l  or  Civihty  to  the  Com- 
pany, or  their  Satisfaction  and  Eafinefs  in 
it,  are  not  yet  natural  nor  genuine  Marks  of 
the  one  or  the  other,  but  rather  of  fome 
Ti^i^Q^  or  Miilake  within.  Imitation  of 
others,  wiihout  difcernino-  what  is  orraceful 
in  them,  or  what  is  pecuHar  to  their  Cha- 
raclers,  often  makes  a  great  Part  of  this  : 
But  Affectation  of  all  Kmds,  whencefoever 
it  proceeds,  is  always  offenfive  •,  becaufe  we 
naturally  hate  whatever  is  counterfeit,  and 
C  3  con- 


70  Of  E  D  U  C  A  T  I  O  N. 

condemn  thofe  who  have  nothing  better  to 
recommend  themfelves  by. 

Plain   and   rough  Nature,    left    to   itfelf, 
is   much  better  than  an  artificial  Ungrace* 
fulnefs,  and  fuch  ftudied  Ways  of  being  ill- 
fafnioned.     The  Want  of  an  Accom.plifh- 
ment,  orfome  Defect  in  our  Behaviour,  com- 
ing fhort  of  the  utmofl  Gracefulnefs,   often 
efcapes  Obfervation  and  Cenfure.     But  Af- 
feElation  in  any  Part  of  our  Carriage  is  light- 
ing up  a  Candle  to  our  Defers,  and  never 
fails  to  make  us  be  taken  Notice  of,   either 
as   wanting    Senfe,    or    wanting    Sincerity. 
This  Governors  ought  the  more  diligent- 
ly to  look  after,  becaufe,  as    I   above  ob- 
ferved,  it  is  an  acquired  Uglinefs,  owing  to 
iniftaken  Education,  fev/  being  guilty  of  it, 
but   thofe    who   pretend  to   Breeding,  and 
would    not   be  thought  ignorant  of    what 
is   fafliionable   and  becoming  in   Converfa- 
tion ;  and,  if    I   miftake    not,  it  has  often 
its  Rife  from  the  lazy  Admonitions  of  thofe 
who  give  Rules,  and  propofe Examples,  with- 
out joining  Practice  with  their  Inflru6lions, 
and  making  their  Pupils   repeat  the  A6tion 
in  their  Sight,  that  they  may  correct  what 
is  indecent   or  conftrained  in  it,  'till   it  be 
.perfedled  into    an   habitual   and    becoming 
Eafinefs. 

§.  67.  Manners^  as  they  call  it. 
Manners,      about  which  Children    are  fo  of- 
ten perplexed,   and  have  fo  many 
goodly  Exhortations   made  them   by  their 

wife 


Of   EDUCATION;  71 

wife  Maids  and  Governefles,    I  think,  are 
rather  to  be  learnt  by  Example,  than  Rules  •, 
and  then  Children,   if  kept  out  of  ill  Com- 
pany, will  take  a   Pride    to  behave  them- 
lelves  prettily,  after  the  Fafliion  of  others, 
perceiving   themfelves   efteemed  and  com- 
mended for  it.  But  if,  by  a  little  Negligence 
in  this  Part,  the  Boy  fhould  not  put  off  his 
Hat,    nor    make   Legs  very  gracefully,    a 
Dancing-mafter  Vv^ill  cure  that  Defect,  and 
wipe  off  all  that  Plainnefs  of  Nature,  which 
the    a-la-mode    People    call  ClowniQinefs : 
And,   fince  nothing  appears  to  me  to  give 
Children  fo  much  becoming  Confidence  and 
Behaviour,  and  fo  to  raife  them  to  the  Con- 
verfation  of  thofe  above  their  Age, 
as  Dancings   I   think  they  fliould     Dancing, 
be  taught  to  dance  as  foon  as  they 
are  capable  of  learning  it.     For,  though  this 
confifts  only  in  outward  Gracefulnefs  of  Mc- 
tion,  yet,  I  know  not  how,  it  gives  Children 
manly  Thoughts   and  Carriage,  more  than 
any  Thing.     But  otherwife  I  would  not  have 
little  Children  much  tormented  about  Punc- 
tilio's, or  Niceties  of  Breeding. 

Never  trouble  yourfelf  about  thofe  Faults 
in  them,  which  you  know  Age  will  cure  : 
And  therefore  Wantof  well-fafhioned  Civi- 
lity in  the  Carriage,  whilft  Civility  is  not 
wanting  in  the  Mind,  (for  there  you  muff 
take  Care  to  plant  it  early)  fliould  be  the 
Parents  lead  Care,  whilfl:  they  are  young. 
If  his  tender  Mind  be  filled  with  a  Vene- 
D  4  ration 


72         Of   E  D  U  C  A  T  I  O  N. 

ration  for  his  Parents  and  Teachers,  which 
confnl:s  in  Love  and  Efteem,  and  a  Fear  to 
offend  them  ;  and  with  Refpe^  and  Good-Will 
to  all  People  •,  that  Reiped  will  of  itlelf 
teach  thofe  Ways  of  exprefTing  it,  which 
he  obferves  mofl:  acceptable.  Be  fure  to 
keep  np  in  him  the  Principles  of  Good  Na- 
ture and  Kindnels ;  make  them  as  habitual 
as  you  can,  by  Credit  and  Commendation, 
and  the  good  Things  accompanying  that 
State :  And,  when  they  have  taken  Root 
in  his  Mind,  and  are  fettled  there  by  a 
continued  Pra6lice,  fear  not;  the  Orna- 
ments of  Converfation,  and  the  Outfide  of 
faihionable  Manners,  will  come  in  their  due 
Tiinej  if,  when  they  are  removed  out  of 
their  Maid's  Care,  they  are  put  into  the 
Hands  of  a  well-bred  Man  to  be  their  Go- 
vernor. 

Whilft  they  are  very  young,  any  Care- 
lejjnefs  is  to  be  born  with  in  Children,  that 
carries  not  with  it  the  Marks  of  Pride  or 
Ill-Nature  ;  but  thofe,  whenever  they  ap- 
pear in  any  Action,  are  to  be  corre6led  im- 
mediately, by  the  Ways  above-mentioned. 
W^hat  I  have  jaid  concerning  Manners,  I 
would  not  have  fo  underftood,  as  if  I  meant, 
that  thofe  who  have  the  Judgement  to  do  it, 
fhould  not  gently  fafhion  the  Motions  and 
Carriage  of  Children,  when  they  are  very 
young.  It  would  be  of  great  Advantage, 
if  they  had  People  about  them  from  their 
being  firll   able  to  go,  that  had  the  Skill, 

and 


1 


Of  EDUCATION.  73 

and  would  take  the  right  Way  to  do  it. 
That  which  I  complain  of,  is,  the  wrong 
Courfe  that  is  ufiialjy  taken  in  this  Matter. 
Children,  who  were  never  taught  any  fuch 
Thing  as  Behaviour,  are  often  (efpecially 
when  Strangers  are  prelent)  chid  for  hav- 
ing fome  Way  or  other  failed  in  Good 
Manners,  and  have  thereupon  Reproofs  and 
Precepts  heaped  upon  them,  concerning  put- 
ting off  their  Hats,  or  making  of  Legs, 
^c.  Though  in  this,  thoie  concerned  pre- 
tend to  correct  the  Child,  yet,  in  Truth, 
for  the  nioil  Part,  it  is  but  to  cover  their 
own  Shame  •,  and  they  lay  the  Blame  on 
the  poor  little  Ones,  fometimes  pafllonate- 
ly  enough  to  divert  it  from  themielves,  for 
fear  the  By-llanders  Ihould  impute  to  their 
want  of  Care  and  Skill,  the  Child's  ill  Be- 
haviour. 

For,  as  for  the  Children  themfelves,  they 
are  never  one  Jot  bettered  by  fuch  occa- 
fional  Le6lures.  They  at  other  Times  iliould 
be  fliewn  what  to  do,  and,  by  reiterated  Ac- 
tions, be  fafhioned  before-hand  into  the 
Pra61:ice  of  what  is  fit  and  becoming,  and 
not  told  and  talked  to  do  upon  the  Spot, 
of  what  they  have  never  been  accuftomed, 
nor  know  how  to  do  as  they  fhould.  To 
hare  and  rate  them  thus  at  every  Turn,  is 
not  to  teach  them,  but  to  vex  and  torment 
them  to  no  Purpofe.  Th.^y  fhould  be  let 
alone,  rather  than  chid  for  a  Fault,  which  is 
none  of  theirs,  nor  is  in  their  Power  to  mend 
D  5  for 


74  Of  E  D  U  C  A  T  I  O  N. 

for  fpeaking  to.  And  it  were  much  better 
their  natufSl  childifh  Neghgence  or  Plain- 
nefs  fhould  be  left  to  the  Care  of  riper  Years, 
than  that  they  fhould  frequently  have  Re- 
bukes mifplaced  upon  them,  which  neither 
do,  nor  can  give  them  graceful  Motions. 
If  their  Minds  are  well-difpofed,  and  prin- 
cipled with  inward  Civihty,  a  great  Part  of 
the  Roughnefs,  which  flicks  to  the  Out- 
fide  for  Want  of  better  Teaching,  Time  and 
Obfervation  will  rub  off,  as  they  grow  up, 
if  they  are  bred  in  good  Company  •,  but,  if 
in  ill,  all  the  Rules  in  the  World,  all  the 
Correction  imaginable,  will  not  be  able  to 
polifh  them.  For  you  muft  take  this  for  a 
certain  Truth,  that  let  them  have  what  In- 
ftruclions  you  will,  and  ever  fo  learned  Lec- 
tures of  Breeding  daily  inculcated  into  them, 
that  v/hich  will  moll  influence  their  Car- 
riage, will  be  the  Company  they  converfe 
with,  and  the  Fafhion  of  thofe  about  them. 
Children  (nay,  and  Men  too)  do  moil  by 
Example.  We  are  all  a  Sort  of  Camelions, 
that  flill  take  a  Tindlure  from  Things  near 
us  5  nor  is  it  to  be  wondered  at  in  Children, 
who  better  underfland  what  they  fee,  than 
what  they  hear. 

§.  68.  I  mentioned  about  one 
Company,  great  Mifchief  that  came  by  Ser- 
vants to  Children,  when  by  their 
Flatteries  they  take  off  the  Edge  and  Force 
of  the  Parents  Rebukes,  and  fo  lefTen  their 
Authority.  And  here  is  another  great  In- 
3  con- 


Of   EDUCATION.  75 

convenience  which  Children  receive  from  the 
ill  Examples  which  they  meet  with  amongft 
the  meaner  Servants. 

They  are  wholely,  if  pofTible,  to  be  kept 
from  fuch  Converfation  ;  for  the  Contagion 
of  thefe  ill  Precedents,  both  in  Civility  and 
Virtue,  horribly  infecls  Children,  as  often  as 
they  come  within  Reach  of  it.  They  fre- 
quently learn  from  unbred  or  debauched  Ser- 
vants, fuch  Language,  untowardly  Tricks 
and  Vices,  as  other\vife  they  polTibly  would 
be  .ignorant  of  all  their  Lives. 
:i,^^%  69.  It  is  a  hard  Matter  wholely  to  pre- 
vent this  Mifchief.  You  will  have  very 
good  Luck,  if  you  never  have  a  clowniHi 
or  vicious  Servant,  and  if  from  them  your 
Children  neyer  get  any  Infedion  :  But  yet, 
as  much  muft  be  done  towards  it  as  can  be, 
and  the  Children  kept  as  much  as  may  be 
*  in  the  Company  of  their  Parents^  and  thofe 
to  whofe  Care  they  are  committed.  To 
this  Purpofe,  their  being  in  their  Prefence 
Ihould  be  made  eafy  to  them  ;  they  fhould 
be  allowed  the  Liberties  and  Freedom  fuit- 
able  to  their  Ages,  and  not  be  held  under  un- 
neceflary  Reflraints,  when  in  their  Parents 
or  Governors  Sig-ht.     If  it  be  a  Prifon  to 

o 

*  Hon.v  much   the   Romans   thought    the  Education    ^/] 
their   Children  a    Biijtucfs   that  properly    belonged  to   the 
Parents    themfel^es,  fee  in  Suetonius  Augull.  Sed.    64. 
Plutarch,   in  Vita  Catonii  Cenjonu     Diodorus  Siculus, 
/.  2.  cap.  3, 

them, 


^6  Of   EDUCATION. 

them,  it  is  no  Wonder  they  lliould  not  like 
it  They  mud  not  be  hindered  from  being 
Children,  or  from  playing,  or  doing  as 
Children,  but  from  doing  ill  -,  all  other  Li- 
berty is  to  be  allowed  them.  Next,  to  make 
them  in  Love  with  the  Company  of  their  Pa- 
rents^ they  fhould  receive  all  their  good 
Things  there,  and  from  their  Hands.  The 
Servants  fhould  be  hindered  from  making 
court  to  them,  by  giving  them  ftrong  Drink, 
Wine,  Fruit,  Play-Things,  and  other  fuch 
Matters,  which  may  make  them  in  Love 
with  their  Converfation. 

§.  70.  Having  named  Companyy 
Company.  \  am  almoft  ready  to  throw  a- 
way  my  Pen,  and  trouble  you  no 
farther  on  this  Subjedl:  For  fmce  that  does 
more  than  all  Precepts,  Rules,  and  Inftruc- 
tions,  methinks  it  is  almoft  wholely  in  vain 
to  make  a  long  Difcourfe  of  other  Things, 
and  to  talk  of  that  almoft  to  no  Purpofe. 
For  you  will  be  ready  to  fay.  What  fhall 
I  do  with  my  Son  ?  If  I  keep  him  always 
at  home,  he  will  be  in  Danger  to  be  my 
young  Mafter;  and,  if  I  fend  him  abroad, 
how  is  it  poflible  to  keep  him  from  the 
Contagion  of  Rudenefs  and  Vice,  which  is 
every  where  fo  in  Faftiion  ?  In  my  Houfe 
he  will  perhaps  be  more  innocent,  but  more 
ignorant  too  of  the  World.  Wanting  there 
Change  of  Company,  and  being  ufed  con- 
ftantly   to  the  lame  Faces,    he  will,  when 

he 


Of  EDUCATION.  77 

he  come  abroad,  be  a  fheepilli  or  conceited 
Creature. 

I  confefs,  both  Sides  have  their  Inconve- 
niences. Being  abroad,  it  is  true,  will  make 
him  bolder,  and  better  able  to  buftle  and 
fhift  amongft  Boys  of  his  own  Age  ;  and  the 
Emulation  of  School-fellows  often  puts  Life 
and  Induflry  into  young  Lads.  But,  till 
you  can  find  a  School,  wherein  it  is  poiTible 
for  the  Mafler  to  look  after  the  Manners 
of  his  Scholars,  and  can  llicw  as  great 
Effecls  of  his  Care  of  forming  their  Minds 
to  Virtue,  and  their  Carriage  to  Good  Breed- 
ing, as  of  forming  their  Tongues  to  the 
learned  Languages,  you  muil  confefs,  that 
you  have  a  Itrange  Value  for  Words,  when 
preferring  the  Languages  of  the  antient 
Greeks  and  Romans^  to  that  which  made  them 
fuch  brave  Men,  you  think  it  worth  while 
to  hazard  your  Son's  Innocence  and  Vir- 
tue, for  a  little  Greek  and  Latin.  For,  as 
for  that  Boldnefs  and  Spirit  which  Lads 
get  amongft  their  Play-fellows  at  School, 
it  has  ordinarily  fuch  a  Mixture  of  Rude- 
nefs  and  ill-turned  Confidence,  that  thofe 
mifbecoming  and  difingenuous  Ways  of 
ihifting  in  the  World  muft  be  unlearnt,  and 
all  the  Tindlure  wafhed  out  again,  to  make 
Way  for  better  Principles,  and  fuch  Man- 
ners, as  make  a  truely-worthy  Man.  He 
that  confiders  how  diametrically  oppofite 
the  Skill  of  living  well,  and  managing,  as 
a  Man  fhould  do,  his  Affairs  in  the  World, 
4  is 


78  Of   EDUCATION 

is  to  that  Malapertnefs,  Tricking,  or  Vio- 
lence learnt  amongft  School-Boys,  will  think 
the  Faults  of  a  privater  Education  infinite- 
ly to  be  preferred  to  fuch  Improvements, 
and  will  take  Care  to  prcferve  his  Child's 
Innocence  and  Modelly  at  home,  as  being 
nearer  of  Kin,  and  more  in  the  Wayofthofe 
Qualities  which  make  an  ufeful  and  able 
Man.  Nor  does  any  one  find,  or  fo  much 
as  fufpedl,  that  that  Retirement  and  Bafh- 
fulnefs,  which  their  Daughters  are  brought 
up  in,  makes  them  lefs  knowing  or  lefs  able 
Women.  Converfation,  when  they  come 
into  the  World,  foon  gives  them  a  becoming 
AfTurance  ;  and  whatfoever,  beyond  that, 
there  is  of  rough  and  boifterous,  may  in  Men 
be  very  well  fpared  too  ;  for  Courage  and 
Steadinefs,  as  I  take  it,  lie  not  in  Rough- 
nefs  and  Ill-breeding. 

Virtue  is  harder  to  be  got  than  a  Know- 
ledge of  the  World  ;  and  if  loft,  in  a  young 
Man,  is  feldom  recovered.  Sheepifhnefs  and 
Ignorance  of  the  World,  the  Faults  impu- 
ted to  a  private  Education,  are  neither  the 
neceflary  Confequences  of  being  bred  at 
home  •,  nor,  if  they  were,  are  they  incur- 
able Evils.  Vice  is  the  more  ftubborn,  as 
well  as  the  more  dangerous  Evil  of  the  two  ; 
and  therefore,  in  the  firfl  place,  to  be  fen- 
ced againft.  If  that  fheepifh  Softnefs,  which 
often  enervates  thofe  who  are  bred  like  Fond- 
lings at  home,  be  carefully  to  be  avoided, 
it  is  principally  fo  for  Vittuc's  Sake  j    for 

fear 


Of  EDUCATION.         79 

fear  left  fuch  a  yielding  Temper  Ihould  be 
too  fufceptible  of  vicious  ImprefTions,  and 
expofe  the  Novice  too  eafily  to  be  corrupt- 
ed. A  young  Man,  before  he  leaves  the 
Shelter  of  his  Father's  Houfe,  and  the  Guard 
of  a  Tutor,  ihould  be  fortified  with  Refo- 
lution,  and  made  acquainted  with  Men,  to 
fecure  his  Virtues,  left  he  fhould  be  led  in- 
to fonie  ruinous  Courfe,  or  fatal  Precipice, 
before  he  is  fufficiently  acquainted  with  the 
Dangers  of  Converfation,  and  has  Steadi- 
nefs  enough  not  to  yield  to  every  Tempta- 
tion. Were  it  not  for  this,  a  young  Man's 
Bafhfulnefs,  and  Ignorance  in  the  World, 
would  not  fo  much  need  an  early  Care. 
Converfation  would  cure  it  in  a  great  Mea- 
fure  ;  or,  if  that  will  not  do  it  early  enough, 
it  is  only  a  ftronger  Reafon  for  a  good  Tu- 
tor at  home.  For  if  Pains  be  to  be  taken  to 
give  him  a  manly  Air  and  AfTurance  be- 
times, it  is  chiefly  as  a  Fence  to  his  Virtue 
when  he  goes  into  the  World  under  his  own 
Condud. 

It  is  prepofterous  therefore  to  facrifice  his 
Innocency  to  the  attaining  of  Confidence, 
a«d  fome  little  Skill  of  buftling  for  himfeif 
among  others,  by  his  Converfation  with  ill- 
bred  and  vicious  Boys  •,  when  the  chief  Ufe 
of  that  Sturdinefs,  and  ftanding  upon  his 
own  Legs,  is  only  for  the  Prefervation  of 
his  Virtue.  For,  if  Confidence  or  Cunning 
come  once  to  mix  with  Vice,  and  fupporc 
his  Mifcarriages,    he  is  only  the  furer  loft  ; 

and 


8o  Of   ED  UC  AT  I  ON. 

and  you  muit  undo  again,  and  itrip  him 
of  that  he  has  sot  from  his  Comuanions,  or 
give  hini  up  to  Ruin  Boys  will  unavoid- 
ably be  taught  Afilirance  by  Converfation 
with  Men,  when  they  are  brought  into  it  ; 
and  that  is  Time  enough.  Modefby  and 
SubmilTion,  till  then,  better  fits  them  for 
Inftrudion  •,  and  therefore  there  needs  not 
any  great  Care  to  flock  them  with  Confi- 
dence before-hand.  That  which  requires 
moft  Time,  Pains,  and  AiTiduity,  is,  to 
work  into  them  the  Principles  and  Pradlice 
of  Virtue  and  Good-Breeding.  This  is  the 
Seafoning  they  iTiould  be  prepared  with,  fo 
as  not  ealily  to  be  got  out  again.  This  they 
bad  need  to  be  well  provided  with  -,  for  Con- 
verfation, when  they  come  into  the  World, 
will  add  to  their  Knowledge  and  AiTurance, 
but  be  too  apt  to  take  from  their  Virtue  ; 
which  therefore  they  ought  to  be  plentifully 
fbored  with,  and  have  the  Tindture  funk  deep 
into  them. 

How  they  fhould  be  fitted  for  Converfa- 
tion, and  entered  into  the  World,  when  they 
are  r:pe  for  it,  we  fhall  Cv^miider  in  another 
Place.  But  how  any  one's  being  put  into  a 
mixed  Herd  of  unruly  Boys,  and  there 
learning  to  wrangle  at  Trap,  or  rook  at 
Span-farthing,  fits  him  for  civil  Converfa- 
tion or  Bufmefs,  I  do  not  fee.  And  what 
Qualities  are  ordinarily  to  be  got  from  fuch 
a  Troop  of  Play-fellows  as  Schools  ufually 
aiTeaible    together    from    Parents     of    all 

Kinds, 


Of    EDUC  ATION.         8i 

Kinds,  that  a  Father  fhould  lb  much  covet, 
is  hard  to  divine.  I  am  fure,  he,  who  is 
able  to  be  at  the  Charge  of  a  Tutor  at 
home,  may  there  give  his  Son  a  more  gen- 
teel Carriage,  more  manly  Thoughts,  and 
a  Senfe  of  what  is  worthy  and  becoming, 
with  a  greater  Proficiency  in  Learning  into 
the  Bargain,  and  ripen  him  up  fooner  into 
a  Man,  than  any  at  School  can  do.  Not 
that  I  blame  the  Schoolmafter  in  this,  or 
think  it  to  be  laid  to  his  Charge.  The  Dif- 
ference is  great  between  two  or  three  Pupils 
in  the  fame  Houfe,  and  three  or  four  Score 
Boys  lodged  up  and  down  :  For,  let  the  Maf- 
ter's  Induflry  and  Skill  be  never  fo  great, 
it  is  impofiible  he  fnould  have  fifty  or  an 
hundred  Scholars  under  his  Eye,  any  longer 
than  they  are  in  the  School  together  :  Nor 
can  it  be  expe6led,  that  he  fhould  inftruct 
them  fuccefsfully  in  any  Thing  but  their 
Books ',  the  forming  of  their  Minds  and 
Manners  requiring  a  conftant  Attention, 
and  particular  Application  to  every  fingle 
Boy,  which  is  impofTible  in  a  numerous 
Flock,  and  would  be  wholely  in  vain  (could 
he  have  Time  to  fludy  and  correft  every 
one's  particular  Defedts,  and  wrong  Inclina- 
tions) when  the  Lad  was  to  be  left  to  him- 
felf,  or  the  prevailing  Infection  of  his  Fel- 
lows, the  greatefl  Part  of  the  four  and  twenty 
Hours. 

But   Fathers  obferving,    that  Fortune    is 
often  mofl  fuccefsfully  courted  by  bold  and 

buftling 


Si  Of    EDUCATION. 

buftling  Men,  are  glad  to  fee  their  Sons 
pert  and  froward  betimes  ;  take  it  for  an 
happy  Omen,  that  they  will  be  thriving 
Men,  and  look  on  the  Tricks  they  play  their 
School-fellows,  or  learn  from  them,  as  a 
Proficiency  in  the  Art  of  Living,  and  ma- 
king their  Way  through  the  World.  But 
I  muft  take  the  Liberty  to  fay,  that  he- 
that  lays  the  Foundation  of  his  Son's  For- 
tune in  Virtue  and  Good  Breeding,  takes 
the  only  fure  and  warrantable  Way.  And 
it  is  not  the  Waggeries  or  Cheats  pradlifed' 
amongft  School-boys  ♦,  it  is  not  their  Rough- 
nefs  one  to  another,  nor  the  well-laid  Plots 
of  robbing  an  Orchard  together,  that  make 
an  able  Man  ^  but  the  Principles  of  Juftice, 
Generofity,  and  Sobriety,  joined  with  Ob- 
fervation  and  Induflry  •,  Qualities  which  I 
judge  School-boys  do  not  learn  much  of  one 
another.  And  if  a  young  Gentleman,  bred 
at  home,  be  not  taught  more  of  them  than 
ke  could  learn  at  School,  '  his  Father  has 
made  a  very  ill  Choice  of  a  Tutor.  Take 
a  Boy  from  the  Top  of  a  Grammar-School, 
and  one  of  the  fame  Age,  bred  as  he  fhould 
be,  in  his  Father's  Family,  and  bring  them 
into  good  Company  together,  and  then  fee 
which  of  the  two  will  have  the  more  man- 
ly Carriage,  and  addrefs  himfelf  with  the 
more  becoming  AfTurance  to  Strangers. 
Here  I  imagine  the  School-boy's  Confidence 
will  either  fail  or  difcredit  him  •,  and,,  if  it 
be  fuch  as  fits  him  only  for  the  Converfa- 

tioa 


Of  E  D  U  C  A  T  I  O  N.  F3 

Cion   of  Boys,    he  had   better  be  without 
it. 

Vice,  if  we  may  believe  the  general  Com- 
plaint, ripens  fo  fail  now-a-days,  and   runs 
up  to  Seed  fo  early  in  young  People,  that 
it  is  impoflible  to  keep  a  Lad  from  the  fpread- 
ing   Contagion,    if  you    will   venture    him 
abroad  in  the  Herd,  and  truft  to  Chance  or 
his  own   Inclination  for  the  Choice  of  his 
Company  at  School.  By  what  Fate  Vice  has 
fo  thriven  amongft  us  thefe  few  Years  pail, 
and  by  what  Hands  it  has  been  nurfed  up 
into   fo  uncontrouled   a  Dominion,  I   fhall 
leave  to  others   to  enquire.     I    wifh,    that 
thofe  who  complain  of  the  great  Decay  of 
Chriftian    Piety    and   Virtue    every    where, 
and  of  Learning  and  acquired  Improvements 
in   the  Gentry  of  this   Generation,    would 
confider  how  to  retrieve  them  in   the  next. 
This  I  am  fure,  that  if  the  Foundation  of 
it  be  not  laid  in  the   Education   and   Prin- 
cipling  of  the  Youth,  all  other  Endeavours 
will  be  in  vain.     And  if  the  Innocence,  So- 
briety, and  Induflry  of  thofe  who  are  com- 
ing up,    be  not    taken  Care  of  and   pre- 
ferved,  it  will  be  ridiculous  to  exped,  that 
thofe  who  are  to  lucceed  next  on  the  Stage, 
fhould  abound  in  that  Virtue,  Ability,  and 
Learning,  which   has    hitherto  made   Eng- 
la'nd  confiderable  in  the  World  :     I  was  go- 
ing to  add  Courage  too,  though  it  has  been 
looked  on  as  the  natural  Inheritance  of  Eng- 
lijhmen.     What  has  been   talked   of  fome 

lace 


84         Of   EDUCATION. 

late  Adlions  at  Sea,  of  a  Kind  unknown  to 
our  Anceflors,  gives  me  Occafion  to  fay, 
that  Debauchery  fmks  the  Courage  of  Men ; 
and,  when  DifTolutenefs  has  eaten  out  the 
Senfe  of  true  Honour,  Bravery  feldom  flays 
long  after  it.  And  I  think  it  impofiible 
to  find  an  Inftance  of  any  Nation,  how- 
ever renowned  for  their  Valour,  who  ever 
kept  their  Credit  in  Arms,  or  made  them- 
felves  redoutable  amongfb  their  Neighbours, 
after  Corruption  had  once  broke  through, 
and  diffolved  theReilraint  ofDifcipUne,  and 
Vice  was  grown  to  fuch  a  Head,  that  it 
durft  fhew  itfelf  barefaced,  without  being  out 
of  Countenance. 

It  is  Virtue  then,  dire6l  Virtue^ 
Virtue.  which  is  the  hard  and  valuable 
Part  to  be  aimed  at  in  Education, 
and  not  a  forward  Pertnefs,  or  any  little 
Arts  of  Shifting.  Ail  other  Confiderations 
and  riccomplidiments  lliould  give  Way  and 
be  poftponed  to  this.  This  is  the  folic!  and 
fubilantial  Good,  v/hich  Tutors  fhould  not 
only  read  Ledlures  and  talk  of,  but  the 
Labour  and  Art  of  Education  fhould  furnifh 
the  Mind  with,  and  faften  there,  and  never 
ceafe  till  the  young  Man  has  a  true  Relifh  of 
it,  and  placed  his  Strength,  his  Glory,  and 
his  Pleafure  in  it. 

The  more  this    Advances,  the 

Company,      eafier    Way     will   be     made    for 

other  Accomplifhments,  in   their 

Turns,     For  he  that  is  brought  to  fubmit 

to 


Of    E  D  U  CATION.  ^s 

to  Virtue,  will  not  be  iefr^dory,  or  refty 
ill  any  Thing  that  becomes  him--,  and  there- 
tore  I  cannot  but  prefer  Breeding  of  a  young 
Ge^t^leman  at  home  in  his  Father's  Sight, 
undefx^ood  Governor,  as  much  the  befl; 
and  fafeft  Way  to  this  great  and  main  End 
of  Education,  when  it  can  be  had,  and  is  or- 
dered as  it  fliould  be.  Gentlemen's  Houfes 
are  feldom  without  Variety  of  Company : 
They  ihould  ufe  their  Sons  to  all  the  fb^nge 
Faces  that  come  there,  and  engage  them 
in  Converfation  with  Men  of  Parts^and 
Breeding,  as  foon  as  they  are  capable 
of  it.  And  why  thole  v/ho  live  in  %^p. 
Country  (hould  not  take  them  v/ith  thehv 
when  they  make  Vifits  of  Civility  to  their 
Neighbours,  I  know  not.  This  I  am  fure, 
a  Father  that  breeds  his  Son  at  home,  has 
the  Opportunity  to  have  him  more  in  his 
own  Company,  and  there  give  him  what 
Encouragement  he  thinks  fit ;  and  can  keep 
him  better  from  the  Taint  of  Servants,  and 
the  meaner  Sort  of  People,  than  is  poffible 
to  be  done  abroad.  But  what  fliall  be  re- 
folved  in  the  Cafe,  muft,  in  great  Meafure, 
be  left  to  the  Parents,  to  be  determined  by 
their  Circumllances  and  Conveniences;  only 
I  think  it  the  worfl  Sort  of  good  Hus- 
bandry, for  a  Father  not  to  (train  himfelf 
a  little  for  his  Son's  Breeding ;  which,  let 
his  Condition  be  what  it  will,  is  the  beft 
Portion  he  can  leave  him.  But  if,  after 
all,  it   fhail  be  thought  by   feme,  that  the 

Breeds 


86         Of   EDUCATION. 

Breeding  at  home  has  too  little  Company, 
and  that  at  ordinary  Schools,  not  fuch  as  it 
fhould  be  for  a  young  Gentleman,  I  think 
there  might  be  Ways  found  out  to  avoid 
the  Inconveniences  on  the  one  Side  and  the 
other. 

§,  71.  Having  under  Confideration  how 
great  the  Influence  of  Company  is,  and  how 
prone  we  are  all,  efpecially  Children,  to  Imi- 
tation, I  muil  here  take  the  Liberty  to 
mind  Parents  of  this  one  Thing,  viz.  That 
he  that  will  have  his  Son  have  a  Refpect  for 
him,  and    his  Orders,  muft  himfelf  have  a 

great  Reverence  for  his  Son:  Max- 
Example,      ima  dehetur  PuerisReverentia.  You 

muft  do  nothing  before  him,  which 
you  would  not  have  him  imitate.  If  any 
Thing  efcape  you,  which  you  would  have 
pafs  for  a  Fault  in  him,  he  \n\\  be  fure  to 
fheker  himfelf  under  your  Example,  and 
flicker  himfelf  fo  as  that  it  will  not  be 
eafy  to  come  at  him,  to  corred  it  in  him 
the  right  Way.  If  you  punifh  him  for 
what  he  fees  you  pradife  yourfelf,  he  v,'ill 
not  think  that  Severity  to  proceed  fromKind- 
nefs  in  you,  or  Carefulnefs  to  amend  a  Fault 
in  him  ;  but  will  be  apt  to  interpret  it,  the 
Peeviflinefs  and  arbitrary  Imperioulhefs  of  a 
P'ather,  Vi'ho,  without  any  Ground  for  it, 
would  deny  his  Son  the  Liberty  and  Plea- 
fures  he  takes  himfelf  Or,  if  you  alTume 
to  yourfelf  the  Liberty  you  have  taken, 
as    a    Privelege  belongLng  to  riper  Years, 

to 


Of  EDUCATION.  87 

to  which  a  Child  muft  not  afpire,  you  do 
but  add  new  Force  to  your  Example,  and 
recommend  the  Aclion  the  more  powerfully 
to  him.  For  you  muft  always  remember, 
that  Children  affe6t  to  be  Men  earlier  than 
is  thought  i  and  they  love  Breeches,  not  for 
their  Cut  or  Eafe,  but  becaufe  the  having 
them  is  a  Mark  or  Step  towards  Manhood. 
What  I  fay  of  the  Father's  Carriage  before 
his  Children,  muft  extend  itfelf  to  all  thofe 
who  have  any  Authority  over  them,  or  for 
whom  he  would  have  them  have  any  Re- 
fped. 

§.  72.  But  to  return  to  the 
Bufinefs  of  Re^-juards  and  Punijh-  ^^^^f' 
merits.  All  the  A6lions  of  Child- 
iftinefs  and  unfafhionable  Carriage,  and 
whatever  Time  and  Age  will  of  itfelf  be 
fure  to  reform,  being  (as  I  have  faid)  ex- 
empt from  the  Difcipline  of  the  Rod,  there 
will  not  be  fo  much  need  of  beating  Chil- 
dren, as  is  generally  made  Ufe  of.  To 
which,  if  we  add  learning  fo  read,  write, 
dance,  foreign  Language,  &c.  as  under  the 
fame  Privilege,  there  will  be  but  very  rare- 
ly any  Occafion  for  Blows  or  Force  in  an 
ingenuous  Education.  The  right  Way  to 
teach  them  thofe  Things,  is,  to  give  them 
a  Liking  and  Inclination  to  v/hat  you  pro- 
pofe  to  them  to  be  learned,  and  that  will 
engage  their  Induftry  and  Application.  This 
I  think  no  hard  Matter  to  do,  if  Children 
be  handled  as  they  ftiould  be,  and  the  Re- 
wards 


SS  Of  EDUCATION. 

wards  and  Puniihments  above-mentioned  be 
carefully  apply ed,  and  with  them  thefe  few 
Rules  obferved  in  the  Method  of  inflrudling 
them. 

§.  73.   I.  None  of  the  Things, 
^^A'  they  are  to  learn,  fhould  ever  be 

made  a  Burthen  to  them,  or  im- 
pofed  on  them  as  a  "Tajk,  Whatever  is  fo 
propofed,  prefently  becomes  irkfome ;  the 
Mind  takes  an  Averfion  to  it,  though  before 
it  were  a  Thing  of  Delight  or  Indifferency. 
Let  a  Child  be  but  ordered  to  whip  his  Top 
at  a  certain  Time  every  Day,  whether  he  has 
or  has  m)t  a  Mind  to  it ;  let  this  be  but 
required  of  him  as  a  Duty,  wherein  he  muft 
Ipend  fo  many  Hours  Morning  and  After- 
noon, and  fee  whether  he  will  not  foon  be 
weary  of  any  Play  at  this  Rate.  Is  it  not  fo 
with  grov^n  Men  ?  What  they  do  chearftally 
of  themfelves,  do  they  not  prefently  grow 
fick  of,  and  can  no  more  endure,  as  foon  as 
they  find  it  is  expected  of  them  as  a  Duty  ? 
Children  have  as  much  a  Mind  to  ihew  that 
they  are  free,  that  their  own  good  Adlions 
come  from  themfelves,  that  they  are  abfo- 
lute  and  independent,  as  any  of  the  proudeft 
of  you  grown  Men,  think  of  them  as  you 
pleafe. 

§.  74.  2.  As  a  Confequence  of 
f,^'^"        ^^^^'  ^^^y  ^OL^ld  feldom   be  put 

about  doing  even  thofe  Things 
you  have  got  an  Inclination  in  them  to, 
but  when  they  have  a  Mind   and  Difpofi- 

tion 


Of  EDUCATION,  S9 

tton  to  it.     He   that  loves   Pleading,  Vv'tit- 
ing,  Mufick,  ^c.  finds  yet  in  himlelf  cer- 
tain   Seafons    whei-ein    thofe  Things    have 
no  Relifh  to    him-,  and  if  at  that  Time  he 
forces  himfelf  to  ir,  he  only   pothers    and 
wearies  himfelf  to  no  Purpoie.     So  it  is  vWth 
Children.     This  Change  of  Temper  fiiould 
be  carefully  obferved  in   them,  and  the  ra- 
vourable  Seafons  of  Aptitude  and  Inclination 
be  hecdfully   laid   hold   of:    And,  if  they 
are  not  often  enough  forward  of  themfelves* 
a  good  Difpofition   fhould   be    talked  into 
them,  before  tiiey  be  fet  upon  any  Thing. 
This,  I  think,  no   hard  Matter  for    a   dii- 
creet  Tutor   to    do^   who   has   iludied  hk 
Pupil's  Temper,  and  will  be  at  little  Pain.s 
to  fill   his    Head  with  fuitable  Ideas,  fuch 
as  may  make   him   in  Love  with  the  pre- 
fent  Bufineis.     By  this  Means,  a  great  deal 
of  Time   and  Tiring  would   be  faved  i  for> 
a  Child  will  learn  three  times  as  much  vvhea 
he  is  //;  ^une^  as  he  will,  v;itli  double  the 
Time  and  Pains,  when  he  goes  aukwardly, 
or  is  draQ:s;ed  unwiliincrlv   to  ir.      If    this 
were   minded  as  it  ihould.  Children  might 
be    permitted    to    weary   themfelv^es     with 
Play,  and  yet  have  Time  enough  to  leara 
what  is  fuited  to  the  Capacity  of  each  Age. 
But    no  fuch  Thing    is   confidered    in    the 
ordinary     Way   of   Education,    nor  can    it 
well  be.     That  rough  Difciplirie  of  the  Rod 
IS  built  upon  other  Principle?,  has    no  At- 
traiftion  in    it,  regards  not    vrhat  Humoui' 
E  Cliir 


oo  Of  E  D  U  C  A  T  I  O  N. 

Children  are  in,  nor  looks  after  favour- 
ble  Seafons  of  Inclination.  And,  indeed,  it 
"v^'ould  be  ridiculous,  when  Compulfion 
and  Blows  have  raifed  an  Averfion  in  the 
Child  to  his  Tafk,  to  exped  he  ihould 
freely,  of  his  own  Accord,  leave  his  Play, 
and  with  Pleafure  court  the  Occafions  of 
Learning  ;  whereas,  were  Matters  ordered 
right,  learning  any  Thing  they  fhould  be 
taught,  might  be  made  as  much  a  Recre- 
ation to  their  Play,  as  their  Play  is  to 
their  Learning :  The  Pains  are  equal  on 
both  Sides  :  Nor  is  it  that  which  troubles 
them  •,  for  they  love  to  be  bufy,  and  the 
Chano;e  and  Varietv  is  that  which  natu- 
rally  delights  them.  The  only  Odds  is  in 
that  which  we  call  Play  •,  they  acl  at  Li- 
berty, and  employ  their  Pains  (whereof 
you  may  obferve  them  never  fparingj  free- 
ly ;  but  what  they  are  to  learn,  is  forced 
upon  them ;  they  are  called,  compelled, 
and  driven  to  it.  This  is  that,  which  at  firft 
Entrance  balks  and  cools  them  j  they  want 
their  Liberty  :  Get  them  but  to  aik  their 
Tutor  to  teach  them,  as  they  do  often 
their  Play-fellows,  infread  of  his  calling  up- 
on them  to  learn,  and  they  being  fatisfied, 
that  they  adl  as  freely  in  this,  as  they  do 
in  other  Things,  they  will  go  on  with  as 
much  Pleafure  in  it,  and  it  will  not  dif- 
fer from  their  other  Sports  and  Play.  By 
thefe  Ways,  carefully  purfued,  a  ChiJd  may 

be 


I 


Of  EDUCATION.  91 

be  brought  to  defire  to  be  taught  any  Thing 
you  have  a  Mind  he  fhould  learn.  The 
hardeft  Part,  I  confefs,  is  with  the  firft  or 
eldefl ;  but  when  once  he  is  fee  right, 
it  is  eafy  by  him  to  lead  the  reft  whither 
one  will. 

§.  75.  Though  it  be  paft  Doubt,'  that 
the  fitteft  Time  for  Children  to  learn  any 
Thing,  is,  when  their  Minds  are  in  ^Tune^ 
and  well  difpofed  to  it;  when  neither  Flag- 
ging of  Spirit,  nor  Intentnefs  of  Thought 
upon  fomething  elfe,  makes  them  aukward 
and  averfe  •,  yet  two  Things  are  to  be  taken 
Care  of,  i.  That  thefe  Seafons  either 
not  being  warily  obferved,  and  laid  hold 
on,  as  often  as  they  return  ;  or  elfe,  not  re- 
turning as  often  as  they  fhould,  the  Im- 
provement of  the  Child  bs  not  thereby  neg- 
lected, and  fo  he  be  let  grow  into  an  ha- 
bitual Idlenefs,  and  confirmed  in  this  Indif- 
pofition.  2.  That  though  other  Things  are 
ill  learned,  when  the  Mind  is  either  indif- 
pofed,  or  otherwife  taken  up,  yet  it  is  of 
great  Moment,  and  worth  our  Endeavours, 
to  teach  the  Mind  to  get  the  Maflery 
over  itfelf,  and  to  be  able,  upon  Choice, 
to  take  itfelf  off  from  the  hot  Purfuit 
of  one  Thing,  and  fet  itfelf  upon  another 
witk  Facility  and  Delight  -,  or  at  any 
Time  to  ihake  off  its  Sluggifhnels,  and 
vigoroufly  employ  itfelf  about  what  Rea- 
fon,  or  the  Advice  of  another  fliall  direcl. 
This  is  to  be  done  in  Children,  by  try- 
E  2  ing 


92  Of  E  D  U  C  A  T  I  O  N. 

ing  them  fometimes,  when  they  are  by  La- 
zinefs  unbent,  or  by  Avocation  bent  an- 
other Way,  and  endeavouring  to  make  them 
buckle  to  the  Thing  proposed.  If  by  this 
iVIeans  the  Mind  can  get  an  habitual  Do- 
minion over  itfelf,  lay  by  Ideas  or  Bufinels, 
as  Occafion  requires,  end  betake  itlelf  to 
tiew  and  leis  acceptable  Em.ployments,  with- 
out Reluctance  or  Difcompofure,  it  will  be 
an  Advantage  of  more  Confequence  than 
•Latin  or  Logick,  or  moft  of  thole  Things 
Children  are  ufually  required  to  learn. 

§.  'j6.  Children  being  more 
Cornpu^ictt,  active  and  bufy  in  that  Age,  than 
in  any  other  Part  of  their  Life, 
•and  being  indifferent  to  any  Thing  they 
can  do,  lb  they  may  be  but  doing.  Tranc- 
ing and  Scotch-Hoppers  would  be  the  fame 
Thing  to  them,  were  the  Encouragements 
•and  Difcouragements  equal.  But  to  Things 
w€  v/ould  have  them  learn,  the  great  and 
only  Difcouragement  I  can  obferve,  is,  that 
they  are  called  to  it,  it  is  made  their  Bttftnefs^ 
they  are  ttazed  and  chid  about  it,  and  do 
it  with  Trembling  and  Apprehenfion ;  or, 
when  they  come  willingly  to  it,  ^re  kept 
too  long  at  it,  till  they  are  quite  tired  : 
All  which  intrenches  too  much  on  that  na- 
tural Freedom  they  extremely  affect.  And 
it  is  that  Liberty  alone  which  gives  the 
true  Rehfh  and  Delight  to  their  ordinary 
Play-Games.     Turn  the   Tables,    and   you 

yt  iB 


Of   EDUCATION.  93 

ViU   find,  they  will  foon   change  their  Apr 
plication  •,  eipecially    if  they  fee  the  Exam- 
ples of  others,  whom  they  elleem  and  think 
abov^e  themfelves.     And  if  the  Thin  o;s  which 
they   obferve  others   to    do/  be  ordered  fo, 
that   they   infinuate    themfelves  into  them, 
as    the    Privilege  af  an   Age  or  Condition 
above  theirs,    then  Ambition,  and  the  Dc- 
fire  ftili  to  get  forward  and   higher,  and  to 
be  like    thofe  above  them,  will  fet  them  on 
work,  and   make  them  go  on  with.  Vigour 
and   Pleafure-,  PJeafure    in.  what -they  have 
begun    by    their    own    Defire  •,    in   which 
Way    the    Enjoym.ent  of  their    dearly-be- 
loved Freedom  will  be  no  fmall  Encourage- 
ment to  them.     To  all  which,  if  there  be 
added  the   Satisfaction  of  Credit    and  Re- 
putation,- I  am  apt-  to  think  there  v/ill  need 
no  other   Spur   to  excite  their  Application 
and  Afliduity,  as  much  as   is  neceffary.     I 
confeis  there  needs  Patience  and  Skill,  Gqu- 
tlenefs  and  Attention,  and  a  prudent  Con- 
dud  to  attain  this  at  firft.     But  why  have 
you  a  Tutor,    if  there  needed  no  Pains  ? 
But  when   this  is   once   eftablifhed,  all  the 
reft  will   follow,    more   eafily  than  in    any 
more  fevere  and  imperious  Difcipline.    And 
I  think  it  no    hard   Matter   to    gain    this 
Point  :  1  am    fure    it  will   not  be,    where 
Children    have    no  ill   Example   fet  before 
them.     The  great  Danger,  therefore,  I  ap- 
prehend, is    only  from  Servants,  and  other 
ill-ordered  Children,  or   fuch  other  vicious 
E  3  or 


94  Of   EDUCATION. 

Or  foolidi  People,  who  fpoil  Children  both 
by  the  ill  Pattern  they  fet  before  them  in 
their  own  ill  Manners,  and  by  giving  them 
together  the  two  Things  they  fhould  never 
have  at  once  ;  I  mean  vicious  Pleafures  and 
Commendation. 

§.  77.  As  Children  fnould 
Chiding,  very  feldom  be  correded  by  Blows, 
fo  I  think  frequent,  and  efpeci- 
cially  pafiionate  Chiding  of  aimed  as  ill  Con- 
fequence.  It  le^Tens  the  Authority  of  the 
Parents,  and  the  Refpecl  of  the  Child  ;  for 
I  bid  you  ftiii  remember,  they  diftinguilh 
early  betwixt  Pafiion  and  Reafon  :  And,  as 
they  cannot  but  liave  a  Reverence  for 
v/hac  comes  from  the  latter,  fo  they  quickly 
grow  into  a  Contempt  of  the  former  •, 
or,  if  it  caufes  a  prefent  Terror,  yet  it 
focn  wears  off,  and  natural  Inclination  will 
eafily  learn  to  (light  fuch  Scare-Crows,  which 
make  a  Noife,  but  are  not  animated  by 
Reafon.  Children  being  to  be  reftrained  by 
the  Parents  only  in  vicious  (which,  in  their 
tender  Years,  are  only  a  few)  Things, 
a  Look  or  Nod  only  ought  to  correfl  them, 
when  they  do  amifs  -,  or,  if  Woilds  are 
fometimes  to  be  vStdi^  they  ought  to  be 
grave,  kind,  and  fober,  reprefenting  the 
111  or  Unbecomingnefs  of  the  Faults,  ra- 
ther than  a  hafty  Rating  of  th^  Child  for  it  j 
which  makes  him  not  fufHciently  diflin- 
guifh,  whether  your  Diflike  be  not  more 
directed    to    him,     than    his   Fault.     Paf- 

fionate 


Of   E  D  U  C  A  T  I  O  N.  95 

fionate  Chiding  ufually  carries  rough  and  ill 
Lano;uaQ;e  with  it,  which  has  this  further 
ill  Effe(?t,  that  it  teaches  and  juftifies  it  in 
Children  :  And  the  Names  that  their  Pa- 
rents or  Preceptors  give  them,  they  will 
not  be  afhamed  or  backward  to  beilow  on 
others,  having  fo  good  Authority  for  the 
Ufe  of  them. 

§.  78.  I  forefee  here  it  will  be 
objedled  to  me,  What  then,  will  Ohjhnacy. 
you  have  Children  never  beaten, 
nor  chid  for  any  Fault  ?  This  will  be  to 
let  loofe  the  Reins  to  all  Kind  of  Difor- 
der.  Not  fo  much  as  is  imagined,  if  a 
right  Courfe  has  been  taken  in  the  firft 
Seafoning  of  their  Minds,  and  implanting 
that  Awe  of  their  Parents  above-men- 
tioned \  for  Beating,  by  conftant  Obferva- 
lion,  is  found  to  do  little  Good,  where  the 
Smart  of  it  is  all  thePuniihment  that  is  feared 
or  felt  in  itj  for  the  Influence  of  that 
quickly  wears  out  with  the  Memory  of  it  r 
But  yet  there  is  one,  and  but  one  Fault, 
for  which,  I  think,  Children  fnould  be 
beaten  •,  and  that  is,  Ohftlnacy  or  Rebel- 
lion.  And  in  this  too,  I  would  have  it  or- ' 
dered  fo,  if  it  can  be,  that  the  Shame  of 
the  Whipping,  and  not  the  Pain,  (hould 
be  the  greateit  Part  of  the  Punifhmertr. 
Shame  of  doing  amifs,  and  deferving  Chaf- 
tifement,  is  the  only  true  Reilraint  belong- 
ing to  Virtue.  The  Smart  of  the  Rod,  if 
Shame  accompanies  it  not,  foon  ccafes,  and 
E  4  is 


$6  Of   E  D  U  C  A  T  I  O  N. 

is  forgotten,  and  will  quickly,  by  Ufe,  lofe 
its  Terror.  I  have  known  the  Children 
of  a  Perfon  of  Quality  kept  in  Awe,  by 
the  Fear  of  having  their  Shoes  pulled  off, 
ss  much  as  others  by  Apprehenfions  of  a 
Rod  hanging  over  them.  Seme  fuch  Pu- 
jnifhment  1  think  better  than  Beating ;  for, 
it  i:  a  Shame  of  the  Fault,  and  the  Difgrace 
that  attends  it,  that  they  fhould  Hand  in 
Fear  of,  rather  than  Pain,  if  you  would 
have  them  have  a  Temper  truly  ingenuous. 
But  S>tuhhornnefs^  and  an  chftinate  Difcbedi- 
ence^  muft  be  maftered  with  Force  and  Blows  •, 
for  this  there  is  no  other  Remedy.  What- 
ever particular  Action  you  bid  him  do,  or 
forbear,  you  muft  be  fure  to  fee  yourfelf 
obeyed:  No  Qiiarter  in  this  Cafe,  noRefiil- 
ance.  For  when  once  it  comes  to  be  a 
Trial  of  Skill,  a  Canteft  for  Maftery  be- 
twixt you,  as  it  is  if  you  command,  and 
he  refufes,  you  muft  be  fure  to  carry  ir, 
v/natever  Blows  it  cofts,  if  a  Nod  or  Words 
will  not  prevail  •,  unlefs,  for  ever  after, 
you  intend  to  live  in  Obedience  to  your 
Son.  A  prudent  and  kind  Mother,  of  my 
Acquaintance,  was,  on  fuch  an  Occaiion, 
forced  to  whip  her  little  Daughter,  at  her 
firft  coming  home  from  Nurfe,  eight  Times 
fuccefTively  the  fame  Morning,  before  fhe 
could  mafter  her  Stubbornnefs^  and  obtain  a 
Compliance  in  a  very  eafy  and  indifferent 
Matter.  If  llie  had  left  off  fooner,  and 
flopped  at  the  feventh  Whipping,  fhe  had 

Ipoiled 


Of  EDUCATION.  97 

fpoiled  the  Child  forever,  and,  by  her  un- 
pre vailing  Blows,  only  confirmed  her  Re- 
frailarinefs ^  very  hardly  afterwards  to  be 
cured  :  But  wifely  perfifting,  till  fhe  had 
bent  her  Mind,  and  luppled  her  Will,  the 
only  End  of  Corredion  and  Chaflifement, 
fhe  eftabhfhed  her  Authoritv  thorou^hlv  in 
the  very  firft  Occafions,  and  had  ever  after  a 
very  ready  Compliance  and  Obedience  in  all 
Thino;s  from  her  Dauo-hter;  for  as  this  was 
the  hril  Time,  lb  I  think  it  w^as  the  lail  toa 
fhe  ever  fbruck  her. 

The  Pain  of  the  Rod,  the  firft  Occafion 
that  requires  it,  continued  and  increafed, 
without  leaving  off  till  it  has  thoroughly  pre- 
vailed, fhould  tirfl  bend  the  Mind,  and  fettle 
the  Parent's  Authotity  -,  and  then  Gravity, 
mixed  with  Kindnefs,  fhould  for  ever  after 
keep  it. 

This,  if  well  refleded  on,  would  make- 
People  more  wary  in  the  Ufe  of  the  Rod 
and  the  Cudgel,  and  keep  them  from  being 
fo  apt  to  think  Beating  the  fafe  and  uni- 
verlal  Remedy  to.  be  applyed  at  Random, 
on  all  Occafions.  This  is  certain,  however, 
if  it  does  no  Good,  it  does  great  Harm.j 
if  it  reaches  not  the  Mind,  and  makes  not 
the  Will  fupple,  it  hardens  the  Offender  •, 
and  whatever  Pain  he  has  luffered  for  i?, 
it  does  but  indear  to  him  his  beloved  Stuhr- 
hornefs^  which  has  get  him  tliis  Time  the 
Vi^ory,  and  prepares  him  to  contefl,  an-d 
hope  for  it  for  the  future.  Thus,  I  doubt 
F.  5  not, 


9^  Of   EDUC  AT  I  ON. 

not,  but  by  ill-ordered  Correction,  many 
have  been  taught  to  be  ohjlinate  and  re- 
fra5fary^  who  otherwife  would  have  been 
very  pliant  and  tradable  :  For  if  you 
punifh  a  Child  lb,  as  if  it  were  only  to  re- 
venge the  pail  Fault,  which  has  railed  your 
Choler,  what  Operation  can  this  have  up- 
on his  Mind,  which  is  the  Part  to  be 
amended  ?  If  there  were  no  Jlurdy  Humour^ 
or  Wilftdnefs  mixed  with  his  Fault,  there 
was  nothing  in  it  that  required  the  Severi- 
ty of  Blov/s.  A  kind  or  grave  Admoni- 
tion is  enough  to  remedy  the  Slips  of 
Frailty,' Forgetfulnefs,  or  Inadvertency,  and 
is  as  much  as  they  will  Hand  in  Need  of  : 
But  if  there  were  a  Ferverjenefs  in  the  Will, 
if  it  were  a  defigned,  refolved  Difobedience, 
the  Punifhment  is  not  be  meafured  by  the 
Greatnefs  or  Smallnefs  of  the  Matter  where- 
in it  appeared,  but  by  the  Oppofition  it 
carries,  and  ftands  in,  to  that  Refpecl  and 
Submiffion  that  is  due  to  the  Father's  Orders  -, 
which  muft  always  be  rigoroufly  exacted, 
and  the  Blows  by  Paufes  laid  on,  till  they 
reach  the  Mind,  and  you  perceive  the  Signs 
of  a  true  Sorrow,  Shame,  and  Purpofe  of 
Obedience. 

This,  I  confefs,  requires  fomething  more 
than  fetting  Children  a  Talk,  and  whip- 
ping them  without  any  more  ado,  if  it  be 
not  done,  and  done  to  our  Fancy.  This 
requires  Care,  Attention,  Oblervation,  and 
a  nice  Study  of  Children's   Tempers,  and 

weighing 


Of  EDUCATION.  99 

\^eiging  their  Faults  well,  before  we  come 
to  this  Sort  of  Punifhment.  But  is  not 
that  better,  than  always  to  have  the  Rod 
in  Hand,  as  the  only  Inftrument  of  Go- 
vernment; and  by  frequent  Ufe  of  it  on 
all  Occafions,  milapply  and  render  ineffica- 
cious this  lail  and  iifeful  Remedy,  where 
there  is  Need  of  it  ?  For  Vv'hat  elfe  can  be 
expedled,  when  it  is  promifcuoufly  ufed 
upon  every  little  Slip  ?  When  a  Miftake  in 
Ccnccrdancs^  or  a  wrong  Pofnicn  in  Verfe, 
fliall  have  the  Severity  of  the  Lafh,  in  a 
well- tempered  and  induftrious  Lad,  as  fure- 
ly  as  a  wilful  Crime  in  an  obilinate  and  per- 
vtY^t  OPFender,  how  can  fuch  a  Way  of 
Correction  be  expedied  to  do  Good  on  the 
Mind,  and  fet  that  right  ?  which  is  the 
only  Thing  to  be  looked  after  ;  and,  when  fet 
right,  brings  all  the  reft  that  you  can  defirc 
along  with  it. 

§.  79.  Where  a  'wrong  Bent  of  the  Will 
wants  not  Amendment,  there  can  be  no 
Need  of  Blows.  All  other  Faults,  where 
the  Mind  is  rightly  difpofed,  and  refufes 
not  the  Government  and  Authority  of  the 
Father  or  Tutor,  are  but  Miftakes,  and 
may  often  be  over-looked  •,  or,  when  they  are 
taken  Notice  of,  need  no  other  but  the 
gentle  Remedies  of  Advice,  Diredion,  and 
Reproof,  till  the  repeated  and  wilful  Neg- 
led:  of  thofe,  fhews  the  Fault  to  be  in  the 
Mind,  and  that  a  manifeft  Perverfenefs  of 
the  Will  hes  at  the  Root  of  their  Dilbbe- 
E  6  die  nee. 


100        Of    EDUCATION. 

dience.  But  whenever  Objlinac)\  which  is 
an  open  Defiance,  appears,  that  cannot  be 
winked  at,  or  neglected,  but  muft,  in  the 
firft  Inftance,  be  iubduedand  maftered  \  on- 
ly Care  muft  be  had,  that  we  miftake  not; 
and  we  muft  be  fare  it  is  Obftinacy,  and 
nothing  elfe. 

§.  80.  But  fince  the  Occafions  of  Punifh- 
ment,  efpecially  Beating,  are  as  much  to 
be  avoided  as  may  be,  I  think  it  fhould 
not  be  ofcen  brought  to  this  Point.  If  the 
Awe  I  fpoke  of  be  once  got,  a  Look  will 
be  fufficient  in  moft  Cafes.  Nor  indeed 
fhould  the  fame  Carriage,  Serioufnefs,  or 
Application  be  expected  from  young  Chil- 
dren, as  from  thofe  of  riper  Growth.  They 
muft  be  permitted,  as  I  faid,  the  foolifh 
and  childifh  Adtions  fuitable  to  their  Years, 
Vt'ithout  taking  Notice  of  them.  Inadver- 
tency, Carelelfnefs,  and  Gaiety  is  the  Cha- 
racter of  that  Age.  I  think  the  Severity 
I  fpoke  of  is  not  to  extend  itfelf  to  fuch 
unfeafonable  Reftraints  ;  nor  is  that  haftily 
to  be  interpreted  Obftinacy  or  Wilful- 
nt(Sy  which  is  the  natural  Product  of  their 
Age  or  Temper.  In  Rich  Mifcarriages 
they  are  to  be  affifted,  and  helped  to- 
wards an  Amendment,  as  weak  People  un- 
der a  natural  Infirmity ;  which,  though 
they  are  warned  of,  yet  every  Relapfe  muft 
not  be  counted  a  perfect  Negledt,  and  they 
prefently  treated  as  obftinate.  Faults  of 
Frailty,  as  they  fhould  never  be  negledted, 

or 


Of  EDUCATION.         loi 

or  let  pafs  without  minding,  fo,  unlefs  the 
Will  mix  with  them,  they  ihould  never  be 
exaggerated,  or  very  fharply  reproved ;  but 
with  a  gentle  Hand  fet  right,  as  Time  and 
Age  permit.     By  this  Means,  Children  will 
come  to  fee  what  it  is  in  any  Mifcarriage 
that  is   chiefly  off'enfive,    and   fo   learn   to 
avoid  it.     This  will  encourage  them  to  keep 
their  "Wills  right,  which  is  the  great  Bu- 
fmefs,    when    they    find    that   it   preferves 
them  from  any  great  Difpleafure,  and   that, 
in  all  their  other  Failings,  they  meet  with 
the  kind   Concern   and  Help,    rather  than 
the  Anger,    and  palTionate  Reproaches  of 
their  Tutor  and  Parents.     Keep  them  from 
Vice,  and  vicious  Difpofitions,  and  fuch  a 
Kind   of  Behaviour  in    general  will  come 
with  every  Degree  of  their  Age,  as  is  fuit- 
able  to  that  Age,  and  the  Company  they 
ordinarily  converfe  with  -,  and,  as  they  grow 
in    Years,  they  will  grow  in  Attention  and 
Application.     But   that   your   Words   may 
always   carry  Weight  and    Authority  with 
them,  if  it  Ihall  happen,  upon  any    Occa- 
fion,  that  you  bid  him  leave  off   the  doing 
of  any,  even  childifh  Things,  you  mufl  be 
lure    to  carry  the  Point,  and    not  let  him 
have  the  Maftery.     But  yet,  I  fay,  I  would 
have  the    Father  feldom  interpofe  his  Au- 
thority and  Command  in  thefe  Cafes,  or  in 
any   other,   but  fuch  as   have  a  Tendency 
to  vicious  Habits.     I  think  there  are  bet- 
ter Ways   of  prevailing  with  them  :    And 

a  u-ntle 


io2  Of  EDUCATION.       - 

a  gentle  Perfwafion  in  Reafoning,  (when 
the  iirft  Point  of  Submilfion  to  your  Will 
is  got)  will  moft  Times  do  much  bet- 
ter. 

§.  8 1.  It  will  perhaps  be  won- 
Reetjon-  (^^red,  that  I  mention  Reafming 
with  Children  ;  and  yet  I  cannot 
but  think  that  the  true  Way  of  dealing 
with  theni.  They  underfland  it  as  early  as 
they  do  Language ;  and,  if  I  mif-oblerve 
not,  they  love  to  be  treated  as  rational  Crea- 
tures, fooner  than  is  imagined.  It  is  a  Pride 
fhould  be  cherifli'd  in  them,  and,  as  much  as 
can  be,  made  the  greateft  Inflrument  to  turn 
them  by. 

But  when  I  talk  of  Reafoning^  I  do  not 
intend  any  other,  but  fuch  as  is  fuited  to 
xhz  Child's  Capacity  and  Apprehenfion.  No 
Body  can  think  a  Boy  of  three  or  {cvt'Ci 
Year^  old  fhould  be  argued  with,  as  a  grown 
Man.  Long  Difeourfes,  and  Philofophical 
Reafonings,  at  beft  amaze  and  confound, 
but  do  not  inflrucl  Children.  When  I 
fay,  therefore,  that  they  muft  be  treated  us 
rational  Creatures^  I  mean,  that  you  fhould 
make  them  fenfible,  by  the  Mildnefs  of  your 
Carriage,  and  the  Compofure  even  in  your 
Correction  of  them,  that  what  you  do  is 
reafonable  in  you,  and  ufeful  and  necelTary 
for  them  •,  and  that  it  is  not  owio^  Ca^prichiOy 
Pafiion,  or  Fancy,  that  you  connand  or 
ibrbid  them  any  Thing.  This  they  are 
capable   of  underflanding  \  and  there  is  no 

Virtue 


Of  EDUCATION.  103 
Virtue  they  fhould  be  excited  to,  nor  Fault 
they  fhould  be  kept  from,  which  I  do  not 
think  they  may  be  conv^inced  of;  but  it 
muft  be  by  fuch  Reafcns  as  their  Age 
and  Underftanding  are  capable  of,  and 
thofe  propofe  always  /;/  very  few  and  plain 
Words.  Tiie  Foundations  on  which  feveral 
Duties  are  built,  and  the  Fountains  of 
Right  and  Wrong  from  which  they  fpring, 
are  not  perhaps  eafily  to  be  let  into  the  Minds 
of  grown  Men,  not  ufcd  to  abflraft  their 
Thoughts  from  common  received  Opinions. 
Much  lefs  are  Children  capable  of  i^^.'?/^;z;>/^5 
from  remote  Principles.  They  cannot  con- 
ceive the  Force  of  long  Deductions.  The 
Meafons  that  move  them  mufl  be  obvious^  and 
level  to  their  Thoughts,  and  fuch  as  may 
(if  I  may  lb  fay)  be  felt  and  touched.  But 
yet,  if  their  Age,  Temper  and  Inclinations, 
be  confidered,  there  will  never  want  fuch 
Motives,  as  may  be  fufficient  to  convince 
them.  If  there  be  no  other  more  particular, 
yet  thefe  will  always  be  intelligible,  and  of 
Force,  to  deter  them  from  any  Fault,  fit 
to  be  taken  Notice  of  in  them,  {viz.)  That 
it  will  be  a  Difcredit  and  Difgrace  to  them, 
and  difpleaie  you. 

§.    82.    But  of  all   the   Ways 
Examples,     whereby   Children  are  to  be    in- 
ftrudled,  and  their  Manners  form- 
ed, the   plained,  eafieil,  and  moft  efficaci- 
ous, is,  to  fet  before  their  Eyes  the  Exam- 
ples 


104  Of  EDUCATION 
fles  of  thofe  Things  you  would  have  them 
do  or  avoid  j  v/hich,  when  they  are  pointed 
out  to  them,  in  the  Pradlice  of  Perfons 
within  their  Knowledge,  with  fome  Re- 
flexions on  their  Beauty  or  Unbecoming- 
nels,  are  of  more  Force  to  draw  or  deter 
their  Imitation,  than  any  Difcourfes  which 
can  be  made  to  them.  Virtues  and  Vices 
can  by  no  Vv^ords  be  fo  plainly  fet  before 
their  Underflandings,  as  the  Actions  of  other 
Men  will  fhev/ them,  when  you  direct  their 
Obfervation,  and  bid  them  view  this  or  that 
good  or  bad  Quality  in  their  Pradlice.  And 
the  Beauty  or  Uncomlinefs  of  many  Things, 
in  good  and  ill  Breeding,  will  be  better  learnt, 
and  make  deeper  Impreflions  on  them,  -in 
the  Examples  of  others,  than  ftom  any  Rules 
or  Inftructions  can  be  given  about  them. 

This  is  a  Method  to  be  ufed,  not  only 
whilil;  they  are  young,,  but  to  be  continued 
even  as  long  as  they  iliall  be  under  another's 
Tuition  or  Condudc;  nay,  I  know  not  whe- 
ther it  be  not  the  beft  Way  to  be  ufed  by 
a  Father,  as  long  as  he  fhall  think  fit,  on 
any  Oceafion,  to  reform  any  thing  he  wifhes 
mended  in  his  Son  ^  nothing  finking,  fo 
gently,  and  fo  deep,  into  Men^s  Minds,  as 
Example.  And  what  111  ;they  either  over- 
look, or  indiilg^j  in  themfelves,  they  cannot 
but  diflike,  and  be  aibamed  of,  when  it  is 
fet  before  them  in  another. 

§.  83'. 


Of  E  D  U  C  A  T  I  O  N.         105 

§.  83.  It  may  be  doubted,  con- 
cerning Whippng^  when,  as  the  Whipping, 
lafl  Remedy,  it  comes  to  be  ne- 
ceflary,  at  what  Times,  and  by  whom  it 
fhould  be  done^  whether  prefently  upon 
the  committing  the  Fault,  whilft  it  is  yet 
frefh  and  hot;  and  whether  Parents  them- 
felves  fhould  beat  their  Children.  As  to  the 
lirft,  I  think  it  Ihould  not  be  done  -prefently^ 
left  FalTion  mingle  with  it  -,  and  fo,  though 
it  exceed  the  juft  Proportion,  yet  it  lofe 
of  its  due  Weight  •,  for  even  Children  dif- 
cern  when  we  do  Things  in  PalTion.  But, 
as  I  faid  before,  that  has  moft  Weight 
with  them,  that  appears  fedately  to  come 
from  their  Parents  Realbn  ;  and  they  are 
not  without  this  Diilindtion,  Next,  if  you 
have  any  difcreet  Servant  capable  of  it,  and 
has  the  Place  of  governing  your  Child,  (for, 
if  you  have  a  Tutor,  there  is  no  Doubt) 
I  think  it  is  the  beft  the  ^m^rt  fhould  come 
more  immediately  from  anothefs  Haiul^ 
though  by  the  Parents  Order,  who  fhould 
fee  it  done  ;  whereby  the  Parent's  Authority 
will  be  preferved,  and  the  Child's  Averfion, 
for  the  Pain  it  fuffers,  rather  to  be  turned  on 
the  Perlbn  that  immediately  inflicls  it :  For 
I  would  have  a  Father  feldoni  Jlrikc  his  Childy 
but  upon  very  urgent  NecefTity,  and  as  the 
laft  Remedy  •,  and  then,  perhaps,  it  will  be 
fit  to  do  it  fo,  that  the  Child  fhould  not 
quickly  forget  it. 


io6        Of  EDUCATION. 

§  84.  But,  as  1  faid  before.  Beating  is 
the  worft,  and  therefore  the  lail  Means  to 
be  uied  in  the  Corredtion  of  Children  -,  and 
that  only  in  Cafes  of  Extremity,  after  all 
gentler  Ways  have  been  tried,  and  proved 
unfuccefsful  j  which,  if  well  obferved,  there 
will  be  very  feldom  any  Need  of  Blows  : 
For,  it  not  being  to  be  imagined,  that  a 
Child  will  often,  if  ever,  difpute  his  Fa- 
ther's prefent  Command  in  any  particular 
Jnftance;  and  the  Father  not  incerpofing 
his  abfolute  Authority,  in  peremptory 
Rules  concerning  either  childifh  or  indif- 
ferent Actions,  wherein  his  Son  is  to  have 
his  Liberty,  or  concerning  his  Learning  or 
Improvement,  wherein  there  is  no  Compui- 
fion  to  be  ufed  j  there  remains  only  the 
Prohibition  of  fome  vicious  A6lions,  wherein 
a  Child  is  capable  of  Ohftinacy^  and  con- 
fequently  can  deferve  Beating  \  and  fo  there 
will  be  but  very  few  Occafions  of  that  Dif- 
cipline  to  be  ufed  by  any  one,  who  confiders 
well,  and  orders  his  Child's  Education  as  it 
fhould  be.  For  the  firfl:  feven  Years,  what 
Vices  can  a  Child  be  guilty  of,  but  Lying, 
or  fome  ill-natured  Tricks,  the  repeated 
CommilTion  whereof,  after  his  Father's  di- 
red:  Commaand  againft  it,  fhall  bring  him 
into  the  Condemnation  of  Ohjlinacy\  and  the 
Chaflifement  of  the  Rod  ?  If  any  vicious 
Inclination  in  him  be,  in  the  firft  Appear- 
ances and  Inflances  of  it,  treated  as  it  Ihould 
be,  firfl  with  your  Wonder,  and  then,  if  re- 
turning 


Of   EDUCATION.         107 

turning  again  a  lecondTime,  difcountenanced 
with  the  levere  Brow  of  the  Father,  Tutor, 
and  all  about  him,  and  a  Treatment  fuit- 
able  to  the  State  of  Difcredit  beforemen- 
tioned,  and  this  continued  tiii  he  be  made 
fenfible,  and  alhamed  of  his  Fault,  I  imagine 
there  will  be  no  Need  of  any  other  Correc- 
tion, nor  ever  any  Occafion  to  come  to 
Blows.  The  Necefilty  of  fuch  Chaftife- 
ment  is  ufually  the  Confequence  only  of 
former  Indulgencies  or  Negle6ls.  If  vicious 
Inclinations  were  watched  from  the  Be- 
ginning, and  the  firft  Irregularities,  which 
they  caufed,  corrected  by  thofe  gentler  Ways, 
we  Ihould  leldom  have  to  do  with  more  than 
one  Diforder  at  once  •,  which  would  be 
eafily  fet  right,  without  any  Stir  or  Noife, 
and  not  require  fo  harfh  a  Difcipline  as 
Beating.  Thus,  one  by  one,  as  they  ap- 
peared, they  might  all  be  weeded  out,  with 
out  any  Signs  or  Memory  that  ever  they 
had  been  there.  But  we  letting  their  Faults 
(by  indulging  and  humouring  our  little  Ones) 
grow  up,  till  they  are  fturdy  and  numerous, 
and  the  Deformity  of  them  makes  us 
afhamed  and  uneafy,  we  are  fain  to  come  to 
the  Plough  and  the  Harrow  ;  the  Spade 
and  the  Pix-Ax,  mufl  go  deep  to  come 
at  the  Roots  •,  and  all  the  Force,  Skilly 
and  Diligence  we  can  ufe,  is  fcarce  enough 
to  cleanfe  the  viciated  Seed- Plat,  over- 
grown   with    Weeds,    and   reftore    us  the 

Hopes 


jo8        Of   EDUCATION 

Hopes  of  Fruits,  to  reward  our  Pains  in  it3 
Seafon. 

§.  85.  This  Courfe,  if  obferved,  will  fpare 
both  Father  and  Child  the  Trouble  of  re- 
peated Injunctions,  and  multiplyed  Rules 
of  Doing  and  Forbearing  :  For  I  am  of 
Opinion,  that  of  thofe  Adions  which  tend 
to  vicious  Habits,  (which  are  thofe  alone 
that  a  Father  fhould  interpofe  his  Autho- 
rity and  Commands  in)  none  ihould  be  for- 
bidden Children,  till  they  are  found  guilty 
of  them.  For  fuch  untimely  Prohibitions, 
if  they  do  nothins;  worfe,  do  at  lead  fo 
much  towards  teaching  and  allowing  them, 
that  they  fuppofe,  that  Children  may  be 
guilty  of  them,  who  would  polTibly  be  fafer 
in  the  Ignorance  of  any  fuch  Faults  :  And 
the  befl  Remedy  to  flop  them,,  is,,  as 
■I  have  faid,  to  fnew  Wonder  and  Amaze- 
meni  at  any  fuch  A6lion,  as  hath  a  vicious 
Tendency,  when  it  is  firft  taken  Notice 
of  in  a  Child.  For  Example  j  when  he 
is  firfl  found  in  a  Lye,,  or  any  ill-natured- 
Trick,  the  firft  Remedy  fhould  be,  to 
talk  to  him  of  it  as  a  Jlrange  monjlrous 
Matter^  that  it  could  not  be  imagined  he 
would  have  done;  and  fo  fhame  him  out 
of  it. 

§.  86.  It  will  be  (it  is  like)  objedled,  that 
whatfoever-  1  fancy  of  the.  Tra6lablenefs  of 
Children,  and  the  Prevalency  of  thofe 
fofter  Ways  of  Shame,  and  Commendation, 
yet  there  are  many,  who  will  never  apply 

them- 


Of  EDUCATION.         109 

themielves  to  their  Books,  and  to  what  they 
ought  to  learn,  unlels  they  are  Icourged  to 
it.  This,  I  fear,  is  nothing  but  the  Lan- 
guage of  ordinary  Schools  and  Fafhion, 
which  have  never  fufFered  the  other  to  be 
tryed  as  it  fhould  be,  in  Places  where  it 
could  be  taken  Notice  of.  lVhy\  elfe,  does 
the  Learnmg  of  Latin  and  Greek  need  the  Rod, 
'-jjhen  French  and  Italian  7ieed  it  not  ?  Chil- 
dren learn  to  dance  and  fence  without  Whip- 
ping ;  nay,  Arithmetick,  Drawing,  Cffr. 
they  apply  themfelves  well  enough  to  with- 
out Beating  :  Which  would  make  one  fufpe(ft5 
.that  there  is  fomething  ftrange,  unnatural, 
and  dilagreeable  to  that  Age,  in  the  Things 
required  in  Grammar-Schools,  or  in  the 
Methods  ufed  there,  that  Children  cannot  be 
brought  to,  without  the  Severity  of  the 
Lafn,  and  hardly  with  that  too ;  or  elfe, 
that  it  is  a  Miftake,  that  thofe  Tongues 
could   not  be    tau9:ht   them  without  beat- 


ing. 


§.  87.  But  let  us  fuppofe  fome  fo  negli- 
gent or  idle,  that  they  will  not  be  brought 
to  learn  by  the  gentle  Ways  propofed ;  for 
v/e  muft  grant,  that  there  will  be  Children 
found  of  all  Tempers  -,  yet  it  does  not  thence 
follow,  that  the  rough  Difcipline  of  the 
Cudgel  Ls  to  be  ufed  to  all.  Nor  can  any 
one  be  concluded  unmanageable  by  the 
milde)'  Methods  of  Government,  till  they  have 
been  thoroughly  tryed  upon  him  ;  and  if  they 
will  not  prevail  with  him  to  ufe  his  En- 
deavour 


no  Of  EDUCATION. 

deavours,  and  do  what  is    in  his  Power  to 
do,  we  make  no  Excufes  for  the  Obftinate. 
Blows  are   the  proper  Remedies  for  thofe ; 
but   Blows  laid    on    in    a    Way    different 
from  the  ordinary.     He  that  willfully  neg- 
leds  his  Book,  and  flubbornly  refufes  any 
Thing  he  can  do,  required  of  him  by  his 
Father,    exprefiing    himi'elf  in    a    pofidve 
ferious  Command,  fhould  not  be  corrected 
with   two  or  three   angry   Lafhes,    for  not 
performing  his  Tafk,  and   the  fame  Punifh- 
itient  repeated  again  and  again  upon  every 
the  like  Default :  But  when  it  is  brought  to 
that   Pafs,  that  Wilfulnefs  evidently  fhews 
itfelf,  and  makes  Blows  neceffary,  1  think 
the  Chaftifement  fhould   be  a  little   more 
fedate,    and  a  little    more  fevere,    and  the 
Whipping   (mingled  with  Admonition  be- 
tween) fo  continued,  till  the    Imprcfllons  of 
it  on  the  Mind  were  found    legible  in    the 
Face,  Voice,  and  Submifllon  of  the  Child, 
not  fo  fenfible  of  the  Smart,  as  of  the  Fault 
he  has  been  guilty  of,  and  melting   in  true 
Sorrow  under  it.     If  fuch  a  Correction  as 
this,    tryed   fome    few    Times    at  fit    Dif 
tances,  and  carried  to  the  utmofb  Severity, 
with  the  vifible  Difpleafure  of  the  Father 
ail  the  while,  will  not  work  the  Effed,  turn 
the   Mind,    and    produce   a   future  Com- 
pliance, what  can  be  hoped  from  Blows,  and 
to  what  Purpofe  fhould  they  be  any  more 
V  f jd  ?    Beating,    when  you   can  expect  no 
Good  from  it,  will  look  more  like  the  Fury  of 
5  «^ 


Of    EDUCATION.         in 

an  enraged  Enemy,  than  the  Good- Will  of 
a  companionate  Friend  ;  and  fuch  Chaf- 
tifement  carries  with  it  only  Provocation, 
without  any  Profpect  of  Amendment.  If  it 
be  any  Father's  Misfortune  to  have  a  Son 
thus  perverfe  and  untraclable,  I  know  not 
what  more  he  can  do,  but  pray  for  him. 
But,  I  imagine,  if  a  right  Couife  be  taken 
wqth  Children  from  the  Beginning,  very  few 
will  be  found  to  be  fuch  -,  and  when  there 
are  any  fuch  Inftances,  they  are  not  to  be 
the.  Rule  for  the  Education  of  thofe,  who 
are  better  natured,  and  may  be  managed  with 
better  Ufage. 

§.  S^"'.  If  a  Tulor  can  be  got, 
that,  thinking  himfelf  in  the  Fa-  ^'Wcr. 
ther's  Place,  charged  with  his 
Care,  and  relifhing  thefe  Things,  will  at 
the  Beginning  apply  himlHf  to  put  them 
in  Practice,  he  will  afterwards  find  his  Work 
very  eafy  •,  and  you  will,  I  guefs,  have 
your  Son  in  a  little  Time  a  greater  Profi- 
cient in  both  Learning  and  Breeding  than 
perhaps  you  imagine.  But  let  him  by  no 
Means  beat  him  at  any  Time,  without  your 
Confent  and  Direc^lion  -,  at  lead  'till  you  have 
Experience  of  his  Difcretion  and  Temper. 
But  yet  to  keep  up  his  Authority  with  his 
Pupil,  befides  concealing  that  he  has  not 
the  Power  of  the  Pvod,  you  mud  be  fure- 
to  ufe  him  with  great  Refped  yourfelf, 
and  caufe  all  your  Family  to  do  fo  too  : 
For  you  cannot  expedt  your  Son  Ihould  have 


an^v 


112         OfEDUCATION.  i 

any  Regard  for  one,  whom  he  fees  yon,  or  j 
his  Mother,  or  others  jflight.  If  you  think  ' 
him  worthy  of  Contempt,  you  have  chofen 
amifs  •,  and  if  you  fhew  any  Contempt  of 
him,  he  will  hardly  efcape  it  from  your  Son:  ' 
And  whenever  that  happens,  whatever  Worth  \ 
he  may  have  in  himfelf,  and  AbiHties  for  j 
this  Employment,  they  are  all  loft  to  your  i 
Child,  and  can  afterwards  never  be  made  I 
ufeful  to  him.  I 

§.  Sg.  As  the   Father's    Example  mufl  | 
teach  the  Child  Refpect  for  his  Tutor,    fo  | 
the  Tutor's  Example  muft  lead  the  Child  j 
into  thofe  Anions  he  would  have  him  do.  \ 
His   Pra6lice  muft  by    no  Means  crofs  his  : 
Precepts,  unlefs  he  intend  to  fet  him  wrong. ; 
It  will  be  to   no  Purpofe  for  the  Tutor  to  j 
talk  of  the  Reftraint  of  the  PafTions,  whilft  i 
any  of  his  own  are  let  loofe  ;    and  he  will  i 
in  vain  endeavour  to  reform  any  Vice  or ! 
Indecency   in    his  Pupil,    which  he  allows  i 
in    himlelf.       Ill    Patterns  are  fure  to  be  i 
followed  more  than  good  Rules  •,  and  there-  ; 
fore  he   muft    alio    carefully   preferve  him 
from    the  Influence  of  ill  Precedents,  eipe- 
-cially  the  moft  dangerous    of  all,    the  Ex- 
amples of  the  Servants  -,   from   whofe  Com-  i 
pany   he  is  to    be  kept,    not  by   Prohibi- 
tions,   for  that  will   but  give  him  an  Itch 
after  it,    but  by  other  Ways  I  have  men-i 
tioned. 

§•  90. 


Of  EDUCATION.         113 

§.  90.  In  all  the  whole  Bufi- 
neis  of  Education^  there  is  no-  Go'vemor. 
thing  like  to  be  lels  harkened  to, 
or  harder  to  be  well  obferved,  than  what  I 
am  now  going  to  lay  ;  and  that  is,  That: 
Children  fliouid,  from  their  firil  Beginning 
to  talk,  have  fome  difcreet^  fo^^r^  nay,  wife 
Perfon  about  them,  whofe  Care  it  fhould 
be  to  falhion  them  aright,  and  keep  them 
from  all  111,  efpecially  the  Infection  of  bad 
Company.  I  think  this  Province  requires 
great  Sobriety^  'Temperance^  l^endernefs^  Dili- 
gence,  and  Difcretion ;  Quahties  hardly  to 
be  found  united  in  Perfons,  that  are  to  be 
had  for  ordinary  Salaries ;  nor  eafily  to  be 
found  any  where.  As  to  the  Charge  of  ir, 
I  think  it  will  be  the  Money  beft  laid  out, 
that  can  be,  about  our  Children  •,  and  there- 
fore, though  it  may  be  expenfive  more  than 
is  ordinary,  yet  it  cannot  be  thought  dear. 
He  that  at  any  Rate  procures  his  Child  di 
good  Mind,  well  principled,  tempered  to 
Virtue  and  Ufefulnefs,  and  adorned  with 
Civility  and  Good  Breeding,  makes  a  better 
Purchale  for  him,  than  if  he  laid  out  the 
Money  for  an  Addition  of  more  Earth  to 
his  former  Acres.  Spare  it  in  Toys  and 
Play-Games,  in  Silk  aud  Ribbonds,  Laces, 
and  other  ufelefs  Expences,  as  much  as  yoa 
pleafe  ^  but  be  not  fparing  in  fo  necelTary 
a  Part  as  this.  It  is  not  good  Hufbandry 
to  make  his  Fortune  rich  and  his  Mind 
poor,  I  have  often,  with  great  Admiration, 
F  ieea 


114        Of  ED  U  CAT  I  ON. 

feen  People  lavilh  it  profufely  in  tricking 
up  their  Children  in  fine  Clothes,  lodging 
and  feeding  them  fumptuoully,  allowing 
them  more  than  enough  of  ufelefs  Servants, 
and  yet  at  the  fame  Time  ftarve  their  Minds, 
and  not  take  fufficient  Care  to  cover  that, 
■which  is  the  moft  fhameful  Nakednefs,  viz. 
their  natural  wrong  Inclinations  and  Ig- 
norance. This  I  can  look  on  as  no  other 
than  a  facrificing  to  their  own  Vanity,  it 
fhewing  more  their  Pride,  than  true  Care 
of  the  Good  of  their  Ciiildren.  Whatfoever 
you  employ  to  the  Advantage  of  your  Son's 
Mind,  will  (hew  your  true  Kindnefs,  though 
it  be  to  the  leflfening  of  his  Eftate.  A  wife 
and  good  Man  can  hardly  want  either  the 
Opinion  or  Reality  of  being  great  and 
happy  ;  but  he  that  is  foolifh  or  vicious,  can 
be  neither  great  nor  happy,  what  Eftate 
foever  you  leave  him  :  And  I  aik  you,  Whe- 
ther there  be  not  Men  in  the  World,  whom 
you  had  rather  have  your  Son  be  with  five 
hundred  Pounds  per  Annum,  than  fome  other 
you  know  with  five  thoufand  Pounds  ? 

§.91.  The  Confideration  of  Charge  ought 
not  therefore  to  deter  thofe  who  are  able. 
The  great  Difficulty  will  be  where  to  find  a 
proper  Perfon  :  For  thofe  of  fmall  Age,  Parts, 
and  Virtue,  are  unfit  for  this  Employment ; 
and  thofe  that  have  greater,  will  hardly 
be  got  to  undertake  fuch  a  Charge.  You 
mull  therefore  look  out  early,  and  enquire 
every  where  j   for  the  World  has  People  of 

all 


Of  EDUCATION.  115 

all  Sorts.  And  I  remember,  Montaigne  fays, 
in  one  of  his  EiTays,  That  the  learned 
Cafialio  was  fain  to  make  Trenchers  at  Bajle^ 
to  keep  himfelf  from  ftarving,  when  his 
Father  would  have  given  any  Money  for 
fuch  a  Tutor  for  his  Son,  and  Cafialio  have 
willingly  embraced  fuch  an  Employment 
upon  very  reafonable  Terms  ;  but  this  was 
for  want  of  Intelligence. 

§.  92.  If  you  find  it  difficult  to  meet 
with  fuch  a  Tutor  as  we  defire,  you  are  not 
to  wonder.  I  only  can  fay,  fpare  no  Care 
nor  Coft  to  get  fuch  an  one.  All  Things 
are  to  be  had  that  Way  :  And  I  dare  alTure 
you,  that  if  you  can  get  a  good  one,  you 
will  never  repent  the  Charge  i  but  will  al- 
ways have  the  Satisfaction  to  think  it  the 
Money,  of  all  other,  the  befl  laid  out. 
But  be  fure  take  no  Body  upon  Friends,  or 
Charity,  no,  nor  bear  great  Commenda- 
tions. Nay,  if  you  will  do  as  you  ought, 
the  Reputation  of  a  fober  Man,  with  a  good 
Stock  of  Learning,  (which  is  all  ufually 
required  in  a  Tutor)  will  not  be  enough  to 
ferve  your  Turn.  In  this  Choice,  be  as 
curious  as  you  would  be  in  that  of  a  Wife 
for  him ;  for  you  mufl  not  think  of  Tryal, 
or  Changing  afterwards  :  That  will  caufe 
great  Inconvenience  to  you,  and  greater  to 
your  Son.  When  I  confider  the  Scruples 
and  Cautions  I  here  lay  in  your  Way,  me- 
ihinks  it  looks  as  if  I  advifed  you  to  fome- 
think,  which  I  would  have  offered  at,  but 
F  2  ia 


ii6        Of  EDUCATION.  .      , 

in  Effect  not  done.  But  he  that  fhall  con-  \ 
fider,  how  much  the  Bufinefs  of  a  Tutor,  ] 
rightly  employed,  lies  out  of  the  Road,  \ 
and  hov/  remiote  it  is  from  the  Thoughts  ' 
cf  many,  even  of  thole  who  propole  to  '• 
themfelves  this  Employment,  will  perhaps  : 
be  of  my  Mind,  that  one  lit  to  educate  ' 
and  form  the  Mind  of  a  young  Gentleman  ; 
is  not  ever}^  where  to  be  found,  and  that  j 
rnore  than  ordinary  Care  is  to  be  taken  in  ! 
the  Choice  of  him,  or  diG  you  may  fail  of  ' 
your  End.  ; 

§.  93.  The  Character  of  a  fober  Man  and  1 
a  Scholar,  is,  as  I  have  above  obferved,  | 
'what  every  one  expects  in  a  Tutor.  This  ] 
generally  is  thought  enough,  and  is  all  that  j 
Parents  commonly  look  for  :  But  when  luch  j 
an  one  has  emptied  out  into  his  Fupil  all  i 
the  Latin  and  Logick  he  has  brought  from  ! 
the  Univerfity,  w:ll  that  Furniture  make  1 
him  a  a  fine  Gentleman  ^  Or  can  it  be  ex'- 
pected,  that  he  ihould  be  better  bred,  bet-  , 
ter  fkilled  in  the  World,  better  principled  1 
in  the  Grounds  and  Foundations  of  true  * 
Virtue  and  Generofity,  than  his  young  j 
^uior  is  ?  : 

To  form  a  young  Gentleman  as  he  fhould  \ 
be,  it  is  fit  his  Gcvenwr  fhould  himfelf  be  \ 
well  bred,  underftand  the  Ways  of  Car- 
riage, and  Meafures  of  Civility  in  all  the 
Variety  of  Perfons,  Times,  and  Places,  and 
keep  his  Pupil,  as  m^uch  as  his  Age  requires, 
conilantly  to  the  Obfervation  of  them.  This 

is 


Of   EDUCATION.         117 

is  an  Art  not  to  be  learnt  nor  taught  by- 
Books  :  Nothing  can  give  it  but  good  Com- 
pany, and  Obfervation  joined  together.  The 
Taylor  may  make  his  Clothes  modifh,  and 
the  Dancing-Mailer  give  Falhion  to  his  Mo- 
tions, yet  neither  of  thefe,  though  they  fet 
off  well,  make  a  well-bred  Gentleman  -,  no,' 
though  he  have  Learning  to  boot,  which,  if 
not  well  managed,  makes  him  more  imper- 
tinent and  intolerable  in  Converfation.  Breed-*' 
ing  is  that  which  fets  a  Glofs  upon  all  his 
other  good  Qualides,  and  renders  them  ufe- 
ful  to  him,  in  procuring  him  theEfteem  and 
Good-Will  of  all  that  he  comes  near.  With- 
out good  Breeding  his  other  Accomplifli- 
ments  make  him  pafs  but  for  proud,  con- 
ceited, vain,  orfooliili. 

Courage  in  an  ill-bred  Man  has  the  Air, 
and  efcapes  not  the  Opinion  of  Brutality. 
Learning  becomes  Pedantry  ;  Wit,  Buffoon- 
ry  •,  Plainnefs,  Rufticity  -,  Good  Nature, 
Fawning.  And  there  cannot  be  a  good 
Quality  in  him,  which  Want  of  Breeding 
will  not  warp  and  disfigure  to  his  Difad- 
vantage.  Nay,  Virtue  and  Parts,  though 
they  are  allowed  their  due  Commendation, 
yet  are  not  enough  to  procure  a  Man  a 
good  Reception,  and  m.ake  him  welcome 
wherever  he  comes.  No  body  contents 
himllif  v/ith  rough  Diamonds,  and  wears 
them  fo,  who  would  appear  v/ith  Advan- 
tage. When  they  are  poliilied  and  fet,  then 
they  give  a  Lultre.  Good  Qualities  are 
F  3  the 


ii8        Of   EDUCATION. 

the  fubftantial  Riches  of  the  Mind  j  but  it  is 
Good-Breeding  fets  them  off :  And  he  that 
will  be  acceptable,  muft  give  Beauty  as 
well  as  Strength  to  his  Adions.  Solidity, 
or  even  Ufefulnefs,  is  not  enough  :  A  grace- 
ful Way  and  Fafhion  in  every  Thing,  is 
that  v/hich  gives  the  Ornament  and  Li- 
king :  And,  in  mofl  Cafes,  the  Manner  of 
doing  is  of  more  Confequence  than  the 
Thing  done  ;  and  upon  that  depends  the 
Satisfaction  or  Difguft  wherewith  it  is  re- 
ceived. This,  therefore,  which  lies  not  in 
the  putting  off  the  Hat,  nor  making  of 
Compliments,  but  in  a  due  and  free  Com- 
pofure  of  Language,  Looks,  Motion,  Pof- 
ture,  Place,  i^c,  fuited  to  Perfons  and  Oc- 
cafions,  and  can  be  learned  only  by  Habit 
and  Ufe,  though  it  be  above  the  Capacity 
of  Children,  and  Little  Ones  fhould  not  be 
perplexed  about  it,  yet  it  ought  to  be  be- 
gun, and  in  a  good  Meafure  learned  by  a 
young  Gentlem.an  whilft  he  is  under  a  Tu- 
tor, before  he  comes  into  the  World  upon 
his  own  Legs  •,  for  then  ufually  it  is  too 
late  to  hope  to  reform  feveral  habitual  In- 
decencies which  lie  in  little  Things.  For 
the  Carriage  is  not  as  it  fhould  be,  untill  it 
is  become  natural  in  every  Part,  falling,  as 
fkilful  Muficians  Fingers  do,  into  harmo- 
nious Order,  without  Care,  and  without 
Thought.  If  in  Converfation  a  Man's  Mind 
be  taken  up  with  a  follicitous  Watchfulnefs 
about  any  Part  of  his  Behaviour,  inftead  of 

being 


Of  EDUCATION.        119 

being  mended  by  it,  it  will  be  conftrained, 
uneafy,  and  ungraceful. 

Befides,  this  Part  is  moil  neceflary  to 
be  formed  by  the  Hands  and  Care  of  a  Go- 
vernor  j  becaufe,  though  the  Errors  commit- 
ted in  Breeding  are  the  firil  that  are  taken 
Notice  of  by  others,  yet  they  are  the  lafl 
that  any  one  is  told  of;  not  but  that  the 
Malice  of  the  World  is  forward  enough  to 
tattle  of  them-,  but  it  is  always  out  of  his 
Hearing,  who  fhould  make  Profit  of  their 
Judgment,  and  reform  himfelf  by  their  Cen- 
liire.  And,  indeed,  this  is  fo  nice  a  Point 
to  be  meddled  with,  that  even  thofe  who 
are  Friends,  and  with  it  were  mended,  fcarce 
ever  dare  mention  it,  and  tell  thole  they 
love,  that  they  are  guilty  in  fuch  or  fuch 
Cafes  of  Ill-Breeding.  Errors  in  other 
Things  may  often  with  Civility  be  fhewn 
another  ;  and  it  is  no  Breach  of  Good-Man- 
ners or  Friendlhip,  to  fet  him  right  in 
other  Miflakes ;  but  Good-Breeding  itfelf 
allows  not  a  Man  to  toucli  upon  this,  or 
to  infinuate  to  another,  that  he  is  guilty 
of  Want  of  Breeding.  Such  Information 
can  come  only  from  thofe  v/ho  have  Au- 
thority over  them  •,  and  from  them  too  it 
comes  very  hardly  and  harihly  to  a  grown 
Man  ;  and,  however  foftened,  goes  but  ill 
down  with  any  one,  who  has  lived  ever  fo 
little  in  the  World.  Wherefore  it  is  necef- 
fary,  that  this  Tart  mould  De  tne  ijover- 
nofs  principal  Care,  that  an  habitual  Grace- 
F  4  fulnefs, 


120       Of   EDUCATION. 

fulnefs,  and  Politenefs  in  all  his  Carriage^ 
may  be  i'ettled  in  his  Charge,  as  much  as 
may  be,  before  he  goes  out  of  his  Hands ; 
and  that  he  may  not  need  Advice  in  this 
Point,  when  he  has  neither  Time  nor  Dif- 
pofition  to  receive  it,  nor  has  any  body  left 
to  give  it  him.  The  T'///^r,  therefore,  ought, 
in  the  firft  Place,  to  be  well  bred  :  And  a 
young  Gentlemian,  who  gets  this  one  Qua- 
iihcation  from  his  Governor,  fets  out  with 
great  Advantage,  and  will  find,  that  this 
one  Accomplifliment  will  more  open  his 
Way  to  him,  get  him  more  Friends,  and 
carry  him  farther  in  the  World,  than  all  the 
hard  Words,  or  real  Knowledge,  he  has  got 
from  the  liberal  Arts,  or  his  Outer's  learned 
Encxdopo'dia.  Not  that  thofe  fhould  be 
negiecled,  but  by  no  Means  preferred,  or 
fuffcred  to  thruft  out  the  other. 

§.  94.  Befides  being  well-bred,  the  T«- 
t^r  fhould  know  the  World  v/ell :  The  Ways, 
the  Humours,  the  Follies,  the  Cheats,  the 
Faults  of  the  Age  he  is  fallen  into,  and 
particularly  of  the  Country  he  lives  in. 
Thefe  he  fhould  be  able  to  fhew  to  his  Pu- 
pil, as  he  finds  him  capable  •,  teach  him 
Skill  in  Men  and  their  Manners ;  pull  off 
the  Mafk  which  their  feveral  Callings  and 
Pretences  cover  them  with,  and  make  his 
Pupil  difcern  what  lies  at  the  Bottom,  un- 
-'—  u^r\^  Appearpnce.  that  he  may  not,  as 
unexperienced  young  Men  are  apt'to  do,  if 
they  arc    unwarned,    take  one   Thing  for 

another, 


Of  EDUCATION.  i2i 

another ;  judge  by  the  Outfide,  and  give 
himfclf  up  to  Shew,  and  the  Infinuation  of 
a  fair  Carriage  or  an  obliging  Application. 
A  Governor  fhould  teach  his  Scholar  to 
guefs  at,  and  beware  of  the  Defigns  of  Men 
he  hath  to  do  with,  neither  with  too  much 
Suspicion,  nor  too  much  Confidence  j  but, 
as  the  young  Man  is,  by  Nature,  moft 
inchned  to  either  Side,  reftify  him,  and 
bend  him  the  other  Way.  He  fliould  ac- 
cuftom  him  to  make,  as  much  as  is  poffible, 
a  true  Judgement  of  Men  by  thofe  Marks 
which  ferve  beft  to  fhew  what  they  are, 
and  give  a  Profpe6l  into  their  In  fide,  v/hich. 
often  fhews  itfelf  in  little  Things,  efpccially 
when  they  are  not  in  Parade,  and  upoa 
their  Guard.  He  fhould  acquaint  him  with 
the  true  State  of  the  World,  and  difpofe 
him  to  think  no  Man  better  or  worfe, 
wifer  or  foolifher,  than  he  really  is.  Thus, 
by  fafe  and  infenfible  Degrees,  he  will  pafs 
from  a  Boy  to  a  Man;  which  is  the  mofl 
hazardous  Step  in  ail  the  whole  Courie  of 
Life.  This,  therefore,  Ihoukl  be  carefully 
watched,  and  a  young  Man  with  great  DilL- 
gence  handed  over  it ;  and  not,  as  now 
ufuaily  is  done,  be  taken  from  a  Governor'*^ 
Condud,  and  all  at  once  thrown  into  the 
World  under  his  own,  not  without  m-iniftrlt 
Dangers  of  immediate  Spoiling  •,  there  being 
nothing  more  frequent  than  Inilances  of 
the  great  Loolenels,  Extravagance,  and 
Debauchery,  which  young  iMen  have  rurk 

F  5  into 


122  Of  EDUCATION. 

into  as  foon  as  they  have  been  let  loofe  from 
a  fevere  and  flridlEdiication:  Which,  I  think, 
may  be  chiefly  imputed  to  their  wrong  Way 
of  Breeding,  efpecially  in  this  Fart ;  for 
having  been  bred  up  in  great  Ignorance  of 
what  the  World  truly  is,  and  finding  it  quite 
another  Thing,  when  they  come  into  it, 
than  what  they  v/ere  taught  it  fhould  be, 
and  fo  imagined  it  was,  are  cafily  perfuaded, 
by  other  Kind  of  Tutors,  which  they  are 
fure  to  meet  with,  that  the  Difcipline  they 
were  kept  under,  and  the  Ledures  that  were 
read  to  them,  w^re  but  the  Formalities  of 
Education,  and  the  Reftraints  of  Childhood  ; 
that  the  Freedom  belonging  to  Men,  is  to 
take  their  Swing  in  a  full  Enjoyment  of 
what  was  before  forbidden  them.  They 
fhew  the  young  Novice  the  World  full  of 
fafhionable  and  glittering  Examples  of  this 
every  where,  and  he  is  prefently  dazzled 
with  them.  My  young  Mafter  failing  not 
to  be  willing  to  fhew  himfeif  a  Man,  as 
much  as  any  of  the  Sparks  of  his  Years, 
lets  himfeif  loofe  to  all  the  Irregularities 
he  finds  in  the  mofl  debauched  -,  and  thus 
courts  Credit  and  Manlinefs,  in  the  calling 
-off  the  Modefty  and  Sobriety  he  has  till 
then  been  kept  in  •,  and  thinks  it  brave,  at 
his  firft  fetting  out,  to  fignalize  himfeif  in 
running  counter  to  all  the  Rules  of  Virtue 
which  have  been  preached  to  him  by  his 
Tutor. 

The 


Of  EDUCATION.         123 

The  fliewing  him  the  World  as  really 
it  is,  before  he  comes  wholely  into  it,  is 
one  of  the  bell  Means,  I  think,  to  prevent 
this  Mifchief  He  fhould,  by  Degrees,  be 
informed  of  the  Vices  in  Fafhion,  and 
warned  of  the  Applications  and  Defigns  of 
thofe,  who  will  make  it  their  Bufinefs  to 
corrupt  him.  He  Ihould  be  told  the  Arts 
they  ufe,  and  the  Trains  they  lay ;  and 
now  and  then  have  Cet  before  him  the  tra- 
gical or  ridiculous  Example,  of  thofe,  who 
axe  ruining  or  ruined  this  Way.  The  Age 
is  not  like  to  want  Infta^ces  of  this  Kind, 
which  Hiould  be  made  Land-Marks  to  him, 
that  by  the  Difgraces,  Difeafes,  Beggary, 
and  Shame  of  hopeful  young  Men  thus 
bi-ought  to  Ruin,  he  may  be  precautioned, 
and  be  made  fee,  how  thofe  join  in  the 
Contempt  and  Neglect  of  them  that  are 
undone,  who,  by  Pretences  of  Friendfhip 
and  Refpedt,  lead  them  into  it,  and  help  to 
prey  upon  them  whilft  they  were  undoing  : 
That  he  may  lee,  before  he  buys  it  by  a 
too  dear  Experience,  that  thofe  who  per- 
fuade  him  not  to  follow  the  fober  Advices 
he  has  received  from  his  Governors ,  2nd 
the  Counfel  of  his  own  Reafon,  which  thcv 
tall  being  governed  by  others,  do  it  only, 
that  they  may  have  the  Government  of 
him  themfelves ;  and  make  him  believe,  he 
goes  like  a  Man  of  himfelf,  by  his  own 
Condudt,  and  for  his  own  Plealure,  when 
in  Truth  he  is  wholely  as  a  Child  led   by 

them 


124        Of    EDUCATION. 

them  into  thofe  Vices  which  beft  ferve  their 
Purpofes.  This  is  a  Knowledge,  which, 
upon  all  Occafions,  a  'Tutor  fliould  endea- 
vour to  inftil,  and  by  all  Methods  try- 
to  make  him  comprehend,  and  thoroughly 
reiiih. 

I  know  it  is  often  faid,  that  to  dilcover  to 
a  young  Man  the  Vices  of  the  Age,  is  to 
teach  them  him.  That,  I  confefs,  is  a  good 
deal  fo,  according  as  it  is  done ;  and  there- 
fore requires  a  difcreet  Man  of  Farts,  who 
knows  the  World,  and  can  judge  of  the 
Temper,  Inclination,  and  weak  Side  of  his 
Pupil.  This  farther  is  to  be  remembered, 
that  it  is  not  pofllble  now  (as  perhaps  former- 
ly it  was)  to  keep  a  young  Gentleman  from 
Vice,  by  a  total  Ignorance  of  it,  unlefs  you 
will,  all  his  Life,  mue  him  up  in  a  Clofet, 
and  never  let  him  go  into  Company.  The 
3onger  he  is  kept  thus  hoodv/inked,  the  lefs 
he  will  fee  when  he  comes  abroad  into  open 
Day-light,  and  be  the  more  expofed  to  be  a 
Prey  to  himfelf  and  others.  And  an  old 
Boy,  at  his  firii  Appearance,  with  all  the 
Gravity  of  his  Ivy-Bufh  about  him,  is  fure 
to  draw  on  him  the*  Eyes  and  Lhirping 
of  the  whole  Town  Volery  ;  amongft  which, 
there  will  not  be  wanting  fome  Birds  of 
Prey,  that  will  prefently  be  on  the  Wing  for 
him. 

The  only  Fence  againfl:  the  World,  is,  a 
thorough   Knowledge    of  it,    into    which  a 
young  Gentleman  fhould  be  entered  by  De- 
grees, 


Of   EDUCATION.         125 

grees,  as  he  can  bear  it;  and  the  earlier 
the  better,  lb  he  be  in  fate  and  fkilful  Hands 
to  guide  him.  The  Scene  ihould  be  gently- 
opened,  and  his  Entrance  made  Step  by- 
Step,  and  the  Dangers  pointed  out  that  at- 
tend him,  from  the  feveral  Degrees,  Tem- 
pers, Defigns,  and  Clubs  of  Men.  He 
fhould  be  prepared  to  be  fhocked  by  fome, 
and  careiTed  by  others  •,  warned  who  are  like 
to  oppofe,  who  to  miflead,  who  to  under- 
mine him,  and  who  to  ferve  him.  He  ihould 
be  inftruded  how  to  know  and  diftino-uifii 
them  •,  where  he  fhould  let  them  fee,  and 
when  dilTemble  the  Knowledge  of  them,  and 
their  Aims  and  Workings.  And  if  he  be 
too  forward  to  venture  upon  his  own  Strength 
and  Skill,  the  Perplexity  and  Trouble  of  a 
Mifadventure  now  and  then,  that  reaches  not 
his  Innocence,  his  Health,  or  Reputation, 
may  not  be  an  ill  Way  to  teach  him  more 
Caution. 

This,  I  confefs,  containing  one  great  Part 
of  Wifdom,  is  not  the  Product  of  fome  fu- 
perficial  Thoughts,  or  much  Reading ;  but 
the  EfFcvSl  of  Experience  and  Obfervation  in 
a  Man,  who  has  lived  in  the  World  with  his 
Eyes  open,  and  converfed  with  Men  of  all 
Sorts;  And  therefore  I  think  it  of  mod 
Value  to  be  inftilled  into  a  young  Man,  upon 
all  Occafions  which  offer  themfelves,  that 
when  he  comes  to  launch  into  the  Deep 
himfelf,  he  may  not  be  like  one  at  Sea  with- 
out  a  Line,  Compafs,  or  Sea-Chart;  but 
5  ni'^y 


126         Of   EDUCATION. 

may  have  fome  Notice  before-hand  of  the 
Rocks  and  Shoals,  the  Currents  and  Quick- 
fands,  and  know  a  little  how  to  (leer,  that 
he  fink  not,  before  he  get  Experience.  He 
that  thinks  not  this  of  more  Moment  to 
his  Son,  and  for  which  he  more  needs  a 
Governor,  than  the  Languages  and  learned 
Sciences,  forgets  of  how  much  more  Ufe 
it  is  to  judge  right  of  Men,  and  manage 
his  Atfairs  wifely  with  them,  than  to  fpeak 
Greek  and  Laiin^  or  argue  in  Mood  and 
Fiorure  •,  or  to  have  his  Head  filled  with 
the  abilrufe  Speculations  of  natural  Philo- 
fophy,  and  Metaphyficks  ;  nay,  than  to  be 
well  verfed  in  Greek  and  Roman  Writers, 
though  that  be  much  better  for  a  Gentle- 
man, than  to  be  a  good  Peripatetick  or 
Cartefian,  becaufe  thofe  ancient  Authors  ab- 
ferved  and  painted  Mankind  well,  and  give 
the  beft  Light  into  that  Kind  of  Know- 
ledge. He  that  goes  into  the  Eaftern  Parts 
of  Ajla,  will  find  able  and  acceptable  Men, 
without  any  of  thefe  -,  but  without  Virtue, 
Knowledge  of  the  World,  and  Civility,  an 
accomplifned  and  valuable  Man  can  be  found 
no  where. 

A  great  Part  of  the  Learning  now  in 
Fafhion  in  the  Shools  of  Europe^  and  that 
go^s  orcinariiy  into  the  Round  of  Educa- 
tion, a  Gentleman  may,  in  a  good  Meafure, 
be  unfurnilhed  with,  without  any  great  Dif- 
paiagement  to  himfelf,  or  prejudice  to  his 
Affairs.     But  Prudence  and  good  Breeding 

are 


Of  EDUCATION.         127 

are  in  all  the  Stations  and  Occurrences  of 
Life  necefTary;  and  mod  young  Men  fufFer 
in  the  Want  of  them,  and  come  rawer 
and  more  awkward  into  the  World,  than 
they  fhould,  for  this  very  Reafon,  becaufe 
thele  Qualities,  which  are  of  all  other  the 
mofl  necelTary  to  be  taught,  and  ftand  mofi: 
in ,  need  of  the  AfTiftance  and  Help  of  a 
Teacher,  are  generally  negledled,  and  thought 
but  a  flight,  or  no  Part  of  a  Tutor'^s  Bufi- 
nefs.  Latin  and  Learning  make  all  the 
Noife ;  and  the  main  Strefs  is  laid  upon 
his  Proficiency  in  Things,  a  great  Part 
whereof  belong  not  to  a  Gentleman's  Cal- 
ling ;  which  is  to  have  the  Knowledge  of  a 
Man  of  Bufinefs,  a  Carriage  fuitable  to  his 
Rank,  and  to  be  eminent  and  uieful  in  his 
Country,  according  to  his  Station.  When- 
ever either  fpare  Hours  from  that,  or  an 
Inclination  to  perfe6l  himfelf  in  fome  Parts 
of  Knowledge,  which  his  'Tutor  did  but  juft 
enter  him  in,  fets  him  upon  any  Study, 
the  firft  Rudiments  of  it,  which  he  learned 
before,  will  open  the  Way  enough  for  his 
own  Induflry  to  carry  him  as  tar  as  his 
Fancy  will  prompt,  or  his  Parts  enable  him 
to  go.  Or,  if  he  thinks  it  may  ftve  his 
Time  and  Pains  to  be  helped  over  fome 
Difficulties  by  the  Hand  of  a  Mafter,  he  may 
then  take  a  Man  that  is  perfectly  well  {kill- 
ed in  it,  or  choofe  fuch  an  one  as  he  thinks 
fittell:  for  his  Purpofe.  But  to  mitiate  his 
Pupil  in  any  Part  of  Learning,  as  far  as 

is 


128        Of   ED  U  CAT  I  ON 

is  neceflary  for  a  young  Man  in  the  ordi- 
nary Courle  of  his  Studies,  an  ordinary  Skill 
in  the  Governor  is  enough.  Nor  is  it  re- 
quifite  that  he  (hould  be  a  thorough  Scho- 
lar, or  pofTefs  in  Perfedion  all  thofe  Sci- 
ences, which  it  is  convenient  a  young  Gen- 
tleman fhould  have  a  Tafte  of  in  fome  ge- 
neral View,  or  fhort  Syfrem.  A  Genile- 
man  that  would  penetrate  deeper,  mufl:  do 
it  by  his  own  Genius  and  Induftry  after- 
wards :  For  no  Body  ever  went  far  in  Knov/- 
ledge,  or  became  eminent  in  any  of  the 
Sciences,  by  the  Difcipline  and  Conflraint  of 
a  Mailer. 

The  great  Work  of  a  Governor^  is  to 
fafhion  the  Carriage,  and  form  the  Mind ; 
to  fettle  in  his  Pupil  good  Habits,  and  the 
Principles  of  Virtue  and  Wifdom ;  to  give 
him  by  little  and  little  a  View  of  Man- 
kind, and  work  him  into  a  Love  and  Imi- 
tation of  what  is  excellent  and  praife-wor- 
thy ;  and  in  the  Profecution  of  it,  to  give 
him  Vigor,  Activity,  and  Induftr)'.  The 
Studies,  which  he  fets  him  upon,  are  but 
as  it  were  the  Exerciles  of  his  Faculties,  and 
Employment  of  his  Time,  to  keep  him 
from  Sauntering  and  Idlenefs,  to  teach  him 
Application,  and  accudom  him  to  tai.e  Pains, 
and  to  give  him  fome  little  Tafte  of  what 
his  own  Induftry  muft  perfect.  For  wfio 
expt:6ls,  that  under  a  'Tutor  a  young  Gen- 
tleman ftiould  be  an  accomplillied  Ctitick, 
Orator,  or  Logician  ?    go  to  the  Bottom  of 


Of  EDUCATION.         129 

Metaphyficks,  natural  Philofophy,  or  Ma- 
thematicks  ?  or  be  a  Mailer  in  Hiflory  or 
Chronology  ?  Though  fomething  of  each 
of  thefe  is  to  be  taught  him  :  But  it  is 
only  to  open  the  Door,  that  he  may  look 
in,  and  as  it  were  begin  an  Acquaintance, 
but  not  to  dwell  there:  And  a  Governor 
would  be  much  blamed,  that  fhould  keep 
his  Pupil  too  long,  and  lead  him  too  far  in 
moft  of  them.  But  of  Good  Breeding, 
Knowledge  of  the  World,  Virtue,  Induflry, 
and  a  Love  of  Reputation,  he  cannot  have 
too  much  :  And  if  he  have  thefe,  he  will  not 
long  want  what  he  needs  or  defires  of  the 
other. 

And  fince  it  cannot  be  hoped  he  fhould 
have  Time  and  Strength  to  learn  all  Things, 
moll  Pains  Ihould  be  taken  about  that  which 
is  moft  neceffary,  and  that  principally  look- 
ed after,  which  will  be  of  moft  and  fre- 
quenteft  Ufe  to  him  in  the  World. 

Seneca  complains  of  the  contrary  Prac- 
tice in  his  Time-,  and  yet  the  Btirgerfdi- 
cius's  and  the  Scbeiblers  did  not  fwarm  in 
thofe  Days,  as  they  do  now  in  thefe.  What 
would  he  have  thought,  if  he  had  lived 
now,  when  the  Tutors  think  it  their  great 
Bufinefs  to  fill  the  Studies  and  Heads  of 
their  Pupils  with  fuch  Authors  as  thefe  ? 
He  would  have  had  much  more  Reafon  to 
fay,  as  he  does,  Non  Vit^e  fed  SchoL^  difci- 
musy  we  learn  not  to  live,  but  to  difpute ; 
and  our  Education  fits  us  rather  for  the  U- 

niver- 


I30        Of  EDUCATION. 

niverfity,  than  the  World.  But  it  is  no  Won- 
der if  thofe  who  make  the  Fafliion,  fuit 
it  to  what  they  have,  and  not  to  what  their 
Pupils  want.  The  Fafhion  being  once  ella- 
blifhed,  who  can  think  it  ftrange,  that 
in  this,  as  well  as  in  all  other  Things,  it 
ilaould  prevail  ?  And  that  the  greateft  Part 
of  thole,  who  find  their  Account  in  an 
eafy  Submiffion  to  it,  Ihould  be  ready  to 
cry  out  Herefy^  when  any  one  departs  from 
it.  It  is  never  the  lefs  Matter  of  Aftonilh- 
ment,  that  Men  of  Quality  and  Parts  fhould 
fufier  themfelves  to  be  fo  far  mifled  by  Cuf- 
tom  and  implicit  Faith.  Reafon,  if  con- 
fulted  with,  would  advife,  that  their  Chil- 
dren's Time  fhould  be  fpent  in  acquiring 
^hat  might  be  ufeful  to  them  when  they 
come  to  be  Men,  rather  than  to  have  their 
Heads  (luffed  with  a  deal  of  Trafh,  a  great 
Part  whereof  they  ufually  never  do  ('it  is 
certain  they  never  need  to)  think  on  again 
as  long  as  they  live  •,  and  fo  much  of  it 
as  does  flick  by  them,  they  are  only  the 
worfe  for.  This  is  fo  well  known,  that  I 
appeal  to  Parents  themfelves,  who  have  been 
at  Coft  to  have  their  young  Fleirs  taught 
it,  whether  it  be  not  ridiculous  for  their 
Sons  to  have  any  Tincture  of  that  Sort  of 
Learning,  when  they  come  abroad  into 
the  World  •,  whether  any  Appearance  of  it 
would  not  leflen  and  difgrace  them  in  Com- 
pany. And  that  certainly  mud  be  an  ad- 
mirable  Acquifition,  and  defcrves  well  to 

make 


Of   EDUCATION.         131 

make  a  Part  in  Education,  which  Men  are 
afhamed  of,  where  they  are  moft  concerned 
to  fhew  their  Parts  and  Breeding. 

There  is  yet  another  Reafon  why  Polite- 
nefs  of  Manners,  and  Knowledge  of  the 
World,  Ihould  principally  be  looked  after 
in  a  ^utor ;  and  that  is,  becaufe  a  Man  of 
Parts  and  Years  rway  enter  a  Lad  far 
enough  in  any  of  thofe  Sciences,  which  he 
has  no  deep  Infight  into  himfelf.  Books  in 
thefe  will  be  able  to  furnifh  him,  and  give 
him  Light  and  Precedency  enough  to  go 
before  a  young  Follower  :  But  he  will 
never  be  able  to  let  another  right  in  the 
Knowledge  of  the  World,  and  above  all 
in  Breeding,  who  is  a  Novice  in  them  him- 
felf. 

This  is  a  Knowledge  he  mud  have  about 
him,  worn  into  him  by  Ufe  and  Conver- 
fation,  and  a  long  forming  himfelf  by  what 
he  has  obferved  to  be  pradlifed  and  allowed 
in  the  bed  Company.  This,  if  he  has  it 
not  of  his  own,  is  no  where  to  be  borrowed 
for  the  Ufe  of  his  Pupil  :  or,  if  he  could 
find  pertinent  Treatifes  of  it  in  Books,  that 
would  reach  all  the  Particulars  of  an  Eng- 
liflj  Gentleman's  Behaviour,  his  own  ill- 
fafhioned  Example,  if  he  be  not  well-bred 
himfelf,  would  fpoil  all  his  Le6tures  ;  it  be- 
ing impoffible  that  any  one  Ihould  come 
forth  well-fafhioned  out  of  unpolifhed  ill- 
bred  Company. 

I  fay 


1^2        Of  EDUCATION. 

I  fay  this,  not  that  I  think  fuch  a  Tutor 
is  every  Day  to  be  met  with,  or  to  be 
had  at  the  ordinary  Rates  ;  but  that  thofe 
who  are  able,  may  not  be  fparing  of  En- 
quiry or  Coil  in  w^hat  is  of  fo  great  Mo- 
ment ;  and  that  other  Parents,  whofe 
Eftates  will  not  reach  to  greater  Salaries,  may 
yet  remember  what  they  fhould  principally 
have  an  Eye  to  in  the  Choice  of  one  to 
whom  they  would  commit  the  Education 
of  their  Children,  and  what  Part  they 
fhould  chiefly  look  after  themfelves,  whilft 
they  are  under  their  Care,  and  as  often  as 
they  come  v/ithin  their  Obfervation  ^  and 
not  think  that  all  lies  in  Latin  and  French^ 
or  fome  dry  Syftems  of  Logick  and  Philofo- 
phy. 

§.  95.  But  to  return  to  our 
Familiarity.  Method  again.  Though  I  have 
mentioned  the  Severity  of  the  Fa- 
ther's Brow,  and  the  Awe  fettled  thereby 
in  the  Mind  of  Children  when  young,  as 
one  miain  Inftrument  w^hereby  their  Educa- 
tion is  to  be  managed  •,  yet  I  am  far  from 
being  of  an  Opinion  that  it  fhould  be  con- 
tinued all  along  to  them,  whilft  they  are 
under  the  Dilcipline  and  Government  of 
Pupilage.  I  think  it  fhould  be  relaxed  as 
■faft  as  their  Age,  Difcretion,  and  good  Be- 
haviour could  allow  it  ;  even  to  that  De- 
gree, that  a  Father  will  do  well,  as  his 
Son  grows  up,  and  is  capable  of  it,  to  talk 
amliarly  with  him  j    nay,    afi  bis   Advice^ 

a  fid 


Of  EDUCATION.         133 

rmd  cofifult  with  him  about  thofe  Things 
wherein  he  has  any  Knowledge  or  Under- 
ftanding.  By  this  the  Father  will  gain  two 
Things,  both  of  great  Moment :  The  one 
is,  that  it  will  put  ferious  Confiderations 
into  his  Son's  Thoughts,  better  than 'any 
Rules  or  Advices  he  can  giv^e  him.  The 
fooner  you  treat  him  as  a  Man^  the  fooner 
he  will  begin  to  be  one  :  And  if  you  ad- 
mit him  mto  ferious  Difcourfes  fometimes 
with  you,  you  will  infenfibly  raife  his  Mind 
above  the  ufual  Amufements  of  Youth,  and 
thofe  trifling  Occupations  which  it  is  com- 
monly wafted  in.  For  it  is  eafy  to  obferve, 
that  many  young  Men  continue  longer  in 
the  Thought  and  Converfation  of  School- 
Boys,  than  otherwife  they  would,  becaufe 
their  Parents  keep  them  at  that  Dittance, 
and  in  that  low  Rank,  by  all  their  Carriage 
to  them. 

§.96  Another  Thing  of  greater  Confe- 
quence,  which  you  will  obtain  by  fuch  a 
Way  of  treating  him,  will  be  his  Friend- 
Jljif.  Many  Fathers,  though  they  propor- 
tion to  their  Sons  liberal  Allowances,  ac- 
cording to  their  Age  and  Condition,  yet  they 
keep  the  Knov/ledge  of  their  Eilates  and 
Concerns  from  them,  with  as  much  Refer- 
vednefs,  as  if  they  were,  guarding  a  Secret 
of  State  from  a  Spy  or  an  Enemy.  This, 
if  it  looks  not  like  Jealoufy,  yet  it  wants 
thofe  Marks  of  Kindnefs  and  Intimacy 
which  a  Father  Ihould  (hew  to  his  Son,  and 

no 


134-  Of  EDUCATION. 

no  Doubt  often  hinders  or  abates  that  Cheer- 
fulnefs  and  Satisfaction  wherewith  a  Son 
fhould  addrefs  himfelf  to,  and  rely  upon 
his  Father.  And  I  cannot  but  often  won- 
der to  fee  Fathers,  who  love  their  Sons  very 
well,  yet  lb  order  the  Matter  by  a  con- 
fiant  Stiffnels,  and  a  Mien  of  Authority 
and  Diftance  to  them  all  their  Lives,  as  if 
they  were  never  to  enjoy,  or  have  any  Com- 
fort from  thole  they  love  bed  in  the  World, 
untill  they  had  loft  them,  by  being  removed 
into  another.  Nothing  cements  and  eflab- 
iifhes  Friendiliip  and  Good-Will  fo  much 
as  confiderit  Co7nmunicatton  of  Concernments 
and  Afrairs.  Ouher  KindnelTes,  v/ithout 
this,  leave  ftiil  fome  Doubts  :  But  when 
your  Son  fees  you  open  your  Mind  to  him  ; 
when  he  finds,  that  you  intereil  him  in  your 
Affairs,  as  Things  you  are  willing  fhould 
in  their  Turns  come  into  his  Hands,  he  will 
be  concerned  for  them,  as  for  his  own,  wait 
his  Seafon  with  Patience,  and  love  you  in 
the  mean  Time,  who  keep  him  not  at  the 
Diflance  of  a  Stranger.  This  will  alfo 
make  him  fee,  that  the  Enjoyment  you  have, 
is  not  'vithout  Care  ;  which  the  more  he  is 
fennblc  of,  the  lefs  will  he  envy  you  the 
Foflefliun,  and  the  more  think  himfelf  hap- 
py under  the  Management  of  fo  favourable 
a  Friend,  and  fo  careful  a  Father.  There 
is  fcarce  any  young  Man  of  lb  little  Thought, 
or  fo  void  of  Senfe,  that  would  not  be  glad 
of  a  fiivd  Frisndy   that  he  might  have  Re- 

courle 


Of    EDUCATION.         135 

courfe  to,    and  freely  confulc  on  Occafion. 
The   Refervednefs    and   Diilance   that    Fa- 
thers keep,  often  deprive  their  Sons  of  that 
Refuge,  which  would  be  of  more  Advantage 
to  them  than  an  hundred  Rebukes  andChi- 
dings.     Would  your  Son  engage  in  fome 
Frolick,  or  take  a  Vagary,  were  it  not  much 
better  he  fhould  do  it  with,    than  without 
your  Knowledge  ?    Per  fince  Allowances  for 
fuch  Things  mull  be  made  to  young  Men, 
the  more  you  know  of  his  Intrigues  and 
Defigns,  the  better  will  you  be  able  to  pre- 
vent great  Miichiefs  •,    and  by  letting  him 
fee  what  is  like   to  follow,    take  the  right 
Way  of  prevailing  v/iih   him  to  avoid  lefs 
Inconveniences.      Would    you     have    him 
open  his  Heart  to  you,    and  afk  your  Ad- 
vice,   you   muil  begin  to   do  fo   with   him 
firfl,    and  by  your  Carriage  beget  that  Con- 
fidence. 

§.  97.  But  whatever  he  confults  you 
about,  unlefs  it  lead  to  fome  fatal  and  irre- 
mediable Milchief,  be  fure  you  advife 
only  as  a  Friend  of  more  Experience  •,  but 
with  your  Advice,  mingle  nothing  of  Com- 
mand or  Authority,  nor  more  than  you 
would  to  your  Equal,  or  a  Stranger.  That 
would  be  to  drive  him  for  ever  from  any 
farther  demanding,  or  receiving  Advantage 
from  your  Counlel.  You  muft  confider, 
that  he  is  a  young  Man,  and  has  Pleaiures 
and  Fancies,  which  you  are  pafTed.  You 
mull  not  exped  his  Inclinations  fhould  be 

juft 


136         Of  EDUCATION. 

juft  as  yours,  nor  that  at  twenty  he  fhoiild 
have  the  fame  Thoughts  you  have  at  fifty. 
All  that  you  can  wifh,  is,  that  fince  Youth 
niufl  have  fome  Liberty,  feme  Out-leaps, 
they  might,  be  with  the  Ingenuity  of  a  Son, 
and  under  the  Eye  of  a  Father^  and  then  no 
very  great  Harm  can  come  of  it.  The  Way 
to  obtain  this,  as  I  faid  before,  is  (accord- 
ing as  you  find  him  capable)  to  talk  with 
him  about  your  Afi^airs,  propofe  Matters 
to  him  familiarly^  and  afk  his  Advice ;  and 
when  he  ever  lights  on  the  Right,  follow  it 
as  his  •,  and  if  he  fucceeds  well,  let  him  have 
the  Commendation.  This  will  not  at  all 
lefTen  your  Authority,  but  increafe  his  Love 
and  Efteem  of  you.  Whilfl  you  keep  your 
Eflate,  the  Staff  will  ftill  be  in  your  own 
Hands;  and  your  .authority  the  furer,  the 
more  it  is  llrengthened  with  Confidence  2ind 
Kindnefs.  For  you  have  not  that  Power 
you  ought  to  have  over  him,  till  he  .:omes 
to  be  more  afraid  of  offending  fo  good  a 
Friend,  than  of  lofing  fome  Part  of  his 
future  Expe6lation. 

§.  98.  Familiarity  of  Difcourfe,  if  it  can 
become  a  Father  to  his  Son,  may  much  more 
be  condefcended  to  by  a  Tutor  to  his 
Pupil.  All  their  Time  together  fhould  not 
be  fpent  in  reading  of  J  ectures,  and  magi- 
llerially  dicftatmg  to  him,  what  he  is  to  ob- 
ferve  and  follow.  Hearing  him  in  his  Turn, 
and  ufing  him  to  reafon  about  what  is  pro- 
pofedj  will  make  the  Rules  go   down    the 

cafier, 


Of  EDUCATION.  137 

eafier,  and  fink  the  deeper,  and  will  give 
him  a  Liking  to  Study  and  Inilruclion :  And 
he  will  then  bedn  to  value  Knowledo-e, 
when  he  fees,  that  it  enables  him  to  dii- 
courfe,  and  he  finds  the  Pleafure  and  Cre- 
dit of  bearing  a  Part  in  the  Converfation, 
and  of  having  his  Reafons  fornetimes  ap- 
proved, and  hearkened  to :  Particularly  in 
Morality,  Prudence,  and  Breeding,  Cafes 
fhould  be  put  to  him,  and  his  Judgment 
afked.  This  opens  the  Underflanding  better 
than  Maxims,  how  well  foever  explained, 
and  fettles  the  Rules  better  in  the  Memory 
for  Pra6lice.  This  Way  lets  Things  into 
the  Mind,  wJiich  flick  there,  and  retain 
their  Evidence  with  them  -,  whereas  Words 
at  befl  are  faint  Reprefentations,  being  not 
fo  much  as  the  true  Shadows  of  Things^ 
and  are  much  fooner  forg-otten.  Ele  will  hct^ 
ter  comprehend  the  Foundations  and  Mea- 
fures  of  Decency  and  Jullice,  and  have  live- 
lier, and  more  lafling  ImpreiTions  of  what 
he  ought  to  do,  by  giving  his  Opinion'on 
Cafes  propofed,  and  reafoning  with  his  Tu- 
tor on  fit  Inftances,  than  by  giving  a 
filent,  negligent,  Qeepy  Audience  to  his 
Tutor's  Leftures ;  and  much  more  than  by 
captious  logical  Difputcs,  or  fti  Declama- 
tions of  his  own,  upon  any  Qiieftion.^  TIte 
one  fets  the  Thoughts  upon  Wit  and  falfe 
:Colours,  and  not  upon  Truth  3  the  other 
teaches  Fallacy,  Wrangling,  and  Opinia- 
trey  •,  and  they  are  both  of  tlicm  Things 
G  that 


JSS        Of  EDUCATION. 

that  fpoil  the  Judgment,  and  put  a  Man  out 
of  the  Way   of  right  and  fair  Reafoning  ;    ; 
and  therefore  carefully  to  be  avoided  by  one 
who  would  improve  himfelf,  and  be  accept-    i 
able  to  others.  | 

§.  gq.  When,  by  making  your    < 
Reverence^     Son  fenfible  that  he  depends  on   ■ 
you,  and  is    in  your  Power,  you    ! 
have   eflablifhed  your    Authority  ;    and   by   j 
being  inflexibly  levere  in  your  Carriage  to   i 
him,  when  obilinately  perfifting   in  any  ill- 
natured  Trick,  which  you  have  forbidden, 
efpecially   Lying,    you    have  imprinted   on  J 
his   Mind   that   Awe,    which  is   neceflary :  - 
And,  on  the  other  Side,  when  (by  permit-  i 
ting  him  the  full  Liberty  due    to  his  Age,  i 
and  laying    no  Reflraint  in   your  Prefence  I 
to  thofe   childifh     Adlions    and    Gaiety  of  ] 
Carriage,  which,  whilfl   he    ia  very  young,  I 
.  are  as  neceflary  to  him  as  Meat  or  Sleep)  | 
you    have    reconciled    him  to   your  Com-  \ 
pany,  and  made   him   fenflble  of  your  Care  ! 
and  Love  of  him,  by  Indulgence  and  Ten-  , 
dernefs,  efpecially  carefling   him  on  all  Oc-  , 
caflons   wherein     he  does  any    thing   well,  i 
and  being  kind    to   him  after  a  thoufand  , 
Fafiiions,  fuitable  to  his   Age,    which  Na-  ■ 
ture  teaches  Parents  better  than  I  can :  When  i 
I  fay,  by  thefe  Ways  of  Tendernefs  and  Af-  i 
fedion,  which  Parents  never  want  for  their  | 
Children,  you   have  alfo  planted  in  him  a  i 
particular  Affedtion  for  you,  he  is  then  in  | 
the   State  you  could  defire,  and  you  have ; 

formed  \ 


Of  EDUCATION.         139 

formed  in  his  Mind  that  true  Reverence 
which  is  always  afterwards  carefully  to  be 
continued,  and  maintained  in  both  Parts  of 
it.  Love  and  Fear^  as  the  great  Principles 
whereby  you  will  always  have  Hold  upon 
him,  to  turn  his  Mind  to  the  Ways  of  Vir- 
tue and  Honour. 

§.  100.  When  this  Founda- 
tion is  once  well  laid,  and  you  find  Temper. 
this  Reverence  begin  to  work  in 
him,  the  next  Thing  to  be  done,  is  care- 
fully to  confider  his  "Temper^  and  the  parti- 
cular Conftitution  of  his  Mind.  Stuborn- 
nefs.  Lying,  and  ill-natured  Actions,  are  not 
(as  has  been  faid)  to  be  permitted  in  him 
from  the  Beginning,  whatever  his  Temper 
be.  Thofe  Seeds  of  Vices  are  not  to  be 
fuffered  to  take  any  Root,  but  mud  be  care- 
fully v/eeded  out,  as  foon  as  ever  they  begin 
to  l"hew  themfelves  in  him  -,  and  your  Au- 
thority is  to  take  place,  and  influence  his 
Mind  from  the  very  Dawning  of  Know- 
ledge in  him,  that  it  may  operate  as  a  na- 
tural Principle,  whereof  he  never  perceived 
the  Beginning,  never  knew  that  it  was,  or 
could  be  otherwife.  By  this,  if  the  Reverence 
he  owes  you  be  eflablifhed  early,  it  will  al- 
ways be  facred  to  him,  and  it  will  be  as  hard 
for  him  to  refill  it,  as  the  Principles  of  his 
Nature. 

§.   loi.  Having  thus  very   early   fet  up 

your  Authority,  and,  by  the  gentler  Appli- 

G  2  cations 


140         Of  ED  U  CAT  I  ON. 

.  cations  of  him,  fl:iamed  him  out  of  what  leads  j 

towards    any    immoral  Habit,     as   foon  as  \ 

you   have  obferved   it  in  him,  (for  I  would  : 

by  no  Means  have  Chiding  ufed,    much  lefs  i 

Blows,    until  Obflinacy  and  Incorrigiblenefs  \ 

make  it  abfolutely  necelTary)  it  will  be  fit  to  j 

confider   which  Way  the  natural  Malce  of  \ 

his  Mind  ifjclines  him.     Some  Men,    by  the  ] 

unalterable  Frame  of  their  Conftitutions,   are  ^ 

Jlout^  otYiQxs  ttjywrcus ',  .{om^  confident^  others  i 

modcfty  tr actable^  or  obftinate^  curious  or  care-  \ 

lefs^  quick  ox  Jloiv.     There  are  not  more  Dif-  .; 

ferences    in  Men's  Faces,   and  the  outward 

.Lineaments  of  their  Bodies,  than  there  are  i 

in  the  Makes  and  Tempers  of  their  Minds  -, 

only  there  is   this  Ditference,    that  the  di-  ; 

iliiiguifliing  Characters  of  the  Face,  and  the  | 

Lineaments  of  the  Body,  grow  more   plain  | 

and  vifible  with  Time  and  Age  *,  but  the  pe-  ; 

culiar  Vhyfiognomy  of  the  Mind  is  mod  dif-  : 

cernable  in  Children,  before  Art  and  Cun-  ' 

ning  have  tauQ;ht  them   to  hide  their  Defor-  \ 

mities,and  conceal  their  ill  Inclinations,  un-  j 

der  a  difiembled  Outfide.  ; 

§.   I02.  Begin  therefore  betimes  nicely  to 

obierve  your  Son's  Temper  -,    and  that,  when  , 

he  is  under  leaft  Reftraint,  in  his  Play,  and  j 

as  he  thinks  out  of  your  Sight :    See  what  > 

are  \\i^  pre  dominant  Pajfions^  d.nd  prevailing  In-  \ 

clinations  •,    whether  he  be  fierce  or   mild,  j 

bold  or   bafhful,     companionate   or    cruel,  : 

open  or  referved,  ^c,   for  as  thefe  are  dif- , 

ferenM 


Of   EDUCATION.  >      14? 

different  in  him,  lb  are  your  Methods  to  be 
different,  and  your  Authority  niuft  hence 
take  Meafures  to  apply  itfelf  different  Ways 
to  him.  T\\t\Q  -native  Prcpenfitics^  thefePre- 
valencies  of  Coniticuclon,  are  aot  to  be  cured 
by  Rules,  or  a  dire6l  Con  reft,  efpecialiy 
thole  of  them  that  are  the  hu rubier  and 
meaner  Sortj  which  proceed  from  Fear  and 
Lownefs  of  Spirit,  though  wiih  Art  they 
may  be  much  mended,  and  turned  to  good 
Purpofes.  .  But  this,  be  lure,  after  all  is 
done,  the  Byafs  will  alwa}  j  hang  on  that 
Side  that  Nature  firft  placed  it :  And  if  yoii 
carefully  obferve  the  Characters  of  his  Mind, 
now  in  the  firft  Scenes  of  his  Life,  you  will 
ever  after  be  able  to  judge  which  =  Way  his 
Thoughts  lean,  and  what  he  aims  at  even 
hereafter,  .when,  as  he  grows  up,  the  Plot 
thickens,  and  he  puts  on  feveral  Shapes  to 
a6t  it.: . 

§.  103.  I  told  you  before,  that 
Children  love  Liberty  \  and  there-     Dcminiott* 
fore  they   fhould    be  brought   to 
d®  the  1  hings  that  are  fit  for  them, 
without  feeling  any     Reilraint    laid    upon 
them..      I  nov/  tell  you,     they  love  fome- 
thing  more,     and    that   is  Dominion  :    And 
this    is   the  firfl:. Original   of  moft  vicious 
Habits,     that     are   ordinary     and    natural. 
This  Love  of  Power  and  Dominion  Ihews 
itfelf  very    early,    and  that    in   thefe  tv/o 
Things. 

G  3  §,  104, 


142        Of  EDUCATION. 

§.  104.  I.  We  Ice  Children,  (as  foon 
almoft  as  they  are  born,  I  am  furelong  be- 
fore they  can  fpeak)  cry,  grow  peeviih,  ful- 
len,  and  out  of  Humour,  for  nothing  but 
to  have  their  JVills.  They  would  have  their 
Dcfires  fubmitted  to  by  others  ;  they  con- 
tend for  a  ready  Compliance  from  all  about 
ihem,  efpecially  from  thofe  that  fband  near, 
or  beneath  them  in  Age  or  Degree,  as  foon 
as  they  come  to  confider  others  with  thofe 
Diilindtions. 

§.  105.  Another  Thing  wherein  they  fhew 
their  Love  of  Dominion,  is,  their  Defire  to 
Jiave  Things  to  be  theirs  :  They  would  have 
Propriety  and  PofTeff  on,  pleafing  themfelves 
with  the  Pov/er  which  that  feems  to' give, 
and  the  Right,  they  thereby  have,  to  dif- 
pofe  of  them  as  they  pleafe.  He  that  has  not 
obferved  thefe  two  Humours  working  very 
betimes  in  Children,  has  taken  little  Notice 
of  their  Adions  :  And  he  who  thinks  that 
thefe  two  Roots  of  almofl  all  the  Injuflice  and 
Contention  that  fo  diiiurb  Human  Life 
are  not  early  to  be  weeded  our,  and  con- 
t'ary  Habits  introduced,  neglects  the  proper 
Sealbn  to  lay  the  Foundations  of  a  good 
and  worthy  Man.  To  do  this,  Limagine 
thefe  following  Things  rray  fomewhat  con- 
duce, 

§.  106.   I.  That  a  Child  fhould 

C:-a-ving,    never  be  fuffered  to  have  what  he 
crai-esj  much  lefs  what  he  cry s  for ^ 

I 


Of  EDUCATION.         143 

I  had  faid,    or  fo  much  as  fpeaks  for :    But 
that  being  apt  to  be  mifunderflood,  and  in- 
terpreted as  if  I  meant  a  Child  fhould  never 
fpeak  to  his  Parents  for  any  Thing,    which 
will  perhaps  be  thought  to  lay   too  great  a 
Curb  on  the  Minds  of  Children,  to  the  Pre- 
judice of    that   Love  and  Affedion  which 
Ihould  be  between  them  and  their   Parents, 
I  (hall  explain  mylelf  a   little   more   parti- 
cularly.     It   is    fit  that  they    fhould   have 
Liberty  to  declare  their  Wants  to  their  Pa- 
rents, and   that  with    all    Tendernefs   they 
Ihould    be  hearkened  to,    and  fupplied,    at 
-leall  whiifl  they  are  little.      But  it  is  one 
Thing  to  fay  I  am  hungry,    another  to  fay 
I  would  have  Roafi   Meat.      Having   de- 
clared their  Wants,    their   natural  Wants, 
the  Pain  they  feel  from   Hunger,    Thirft, 
Cold,    or  any  other  Neceffity  of  Nature,  it 
is  the  Duty  of  their  Parents,  andthofe  about 
them,  to  relieve  them  :    But  Children  mud 
leave    it  to    the   Choice  and   Ordering   of 
their  Parents,   v/hat  they  think  properell  for 
them,    and  hov/  much  ;    and  mu!t   not  be 
permitted  to  choofe  for  themfelves,  and  fay, 
I  would  have  Wine,  or  White-bread  :   The 
very  naming  of  it  fhould  make  them   lofe 


o 

it. 


§.   107.  That  which  Parents  fliould  take 

Care  of  here,   is  to  diftinguiili  between  the 

Wants   of   Fancy,     and   thofe  of  Nature  ; 

G  4  which 


J44        Of   EDUCATION, 

v/hich  Horace  has  well  taught  them  to  do  in 
this  Verfe : 

^eis  hamanafthi  doleat  natura  uegatis. 

Thofe  are  truly  natural  Wants,  which 
R.ealbn  alone,  without  fome  other  Help,  is 
not  able  to  fence  againir,  nor  keep  from 
difiurbinr^  us.  The  Pains  of  Sicknefs  and 
Hurrs,  Hunger,  Thirft,  and  Cold,  Want 
of  Sleep,  and  Reft  or  Relaxation  of  the  Part 
wearied  with  Labour,  are  what  all  Men 
feel,  and  the  bell:  difpofed  Minds  cannot 
but  be  fenfible  of  their  Uneafinefs  -,  and 
therefore  ought,  by  fit  Applications,  to  feek 
their  Removal,  though  not  with  Impa- 
tience, or  over-great  Hafte,  upon  the  firft 
Approaches  of  them,  v/here  Deky  does  not 
threaten  fome  irreparable  Harm.  The 
Pains  that  come  from  the  Neceffities  of  Na- 
ture, are  Monitors  to  us  to  beware  of  great- 
er Mifchiefs,  which  they  are  the  Forerun- 
ners of ;  and  therefore  they  muft  not  be 
w^holcly  negledled,  nor  ftrained  too  far.  But 
vet  the  more  Children  can  be  inured  to 
ilardiliips  of  this  Kind,  by  a  wife  Care  to 
m^ake  them  ftronger  in  Body  and  Mind, 
the  better  it  will  be  for  them.  I  need  not 
here  give  any  Caution  to  keep  within  the 
Bounds  of  doing  them  good,  and  to  take 
Care,  that  v/hat  Children  are  made  to  fuf- 
fer,  Ihould  neither  break  their  Spirits,  nor 

in- 


Of  ED  U  CAT  I  ON»         145 

injure  their  Health,  Parents  being  but  too 
apt  of  themfelves  to  incline  more  than  they 
Ihould  to  the  fofter  Side. 

But  whatever  Compliance  the  NecefTitles 
of  Nature  may  require,  the  Wants  of  Fancy 
Children  Hiould   never  be   gratified   in,  nor 
fuffered  to  fnention.     The  very  fpeaklng  for 
any  fuch  Thing  fnould   make  them   lofe  it. 
Clothes,  -when  they  need,    they  mull  have  \ 
but  if  they y/)^^^  for  this  Stuff,  or  that  Co- 
lour, they  fhould  be  fure   to  go  without  it. 
Not  that  I  would  have   Parents   purpofely 
crofs  the  DeHres  of  their  Children  in   Mat- 
ters of  Indltierency  V  on  the  contrary,  where 
their   Carriage  delerves  ic,    and  one  is  lure 
it  v/ill    not    corrupt,     or   effeminate   their 
Minds,    and    make  them    fond  of  Trifles, 
i  think  all  Things  fhould   be  contrived,  as 
much    as    could    be,    to   their   Satisfaction, 
that  they  might  find  the  Eafe  and  Pleafure  of 
doing  well.      The  beil:  for  Children  is,  that 
they  fhould   not  place  any  Pleafure  in  fuch 
Things  at  all,  nor  legulate  their  Delight  by 
tlieir  FancieSj   but  be  indifferent  to  all  that 
Nature   has    made  fo       This  is  v/hat  their 
Parents  and    Teachers  fliould   chieilv    aim 
at  ;  but  until  this  be  obtained,  all  that  I  op- 
pofe  here,  is  the  Liberty  oi  Afkirig^  which,  in 
thefe  Things  of  Conceit,    (Xight   to  be  re- 
llrained  by  a   conftant    Fotfeiture   annexed 
to  h.  ■ 

G  5  This 


146        Of    EDUCATION. 

This  may,    perhaps,    be  thought  a  little 
too  fevere  by  the  natural  Indulgence  of  ten- 
der Parents  •,    but  yet  it  is  no    more  than 
neceflary  :    For  fince  the  Method  I  propofe 
is  to  banifh  the  Rod,  this  Rellraint  of  their 
Tongues  will  be  of  great  Ufe  to  fettle  that 
Awe  we   have   elfewhere  fpoken  of,  and  to 
keep  up  in  them  the  Refpecl  and  Reverence 
due  to  their  Parents.      Next,    it  v/ill  teach 
them  to  keep  in,  and  fo  mafter  their  Inclina- 
tions.    By  this  Means  they  will  be  brought 
to  learn    the  Art    of  {lifting  their  Defires, 
as  foon  as  they  rife  up  in  them,    when  they 
are  eafiefl  to  be  fubdued  :     For  o;ivinp;  Venc 
gives  Life  and  Strength   to  our  Appetites  •, 
and  he  that  has  the  Confidence  to  furn   his 
Wifhes   into  Demands,    will  be  but  a  little 
Way  from   thinking    he   ought    to    obtain 
them       This    I  am  fure  \    every  one  can 
more   eafily    bear   a   Denial   from    himfelf, 
than  from    any   body  elfe.        They  fhould 
therefore  be  accuftomed  betimes  to  confult, 
and  make  Ufe  of  their  Reafon,  before  they 
give  Allowance  to  their  Inclinations.     'Tis 
a  great  Step  towards  the  Maftery  of   our 
Defires,  to  give  this  Stop  to  them,  and  fhut 
them    up    in  Silence,     This  Habit   got  by 
Children,     of  flaying   the  Forwardnels    of 
their  Fancies,    and  deliberating  whether  it 
be  fit  or  no,    before  they  fpeak^    will  be  of 
no  fmall  Advantage  to  them  in   Matters  of 
greater  Confequencc,    in  the  future  Courfe 

of 


Of  ED  U  CAT  10  N.  14; 

of  their  Lives:  For  that  which  I  cannot  too 
often  inculcate,  is,  that  whatever  the  Mat- 
ter be,  about  which  it  is  converfant,  w^he- 
ther  great  or  fmall,  the  main  (I  had  ahnofl 
faid  only)  Thing  to  be  confidered,  in  every 
A6tion  of  a  Child,  is,  what  Influence  it  will 
have  upon  his  Mind  ;  what  Habit  it  tends 
to,  and  is  like  to  fettle  in  him  •,  how  it  will 
become  him  when  he  is  bigger  -,  and,  if  it  be 
encouraged,  whither  it  will  lead  him,  when 
he  is  grown  up. 

My  Meaning  therefore  is  not  that  Chil- 
dren iliould  purpofely  be  made  uneafy  -^  this 
would  reliih  too  much  of  Inhumanity  and 
Ill-nature,  and  be  apt  to  infedl  them  with 
it.  They  Ihould  be  brought  to  deny  their 
Appetites  -,  and  their  Minds,  as  well  as  Bo- 
dies, be  made  vigorous,  eafy,  and  ftrong, 
by  the  Cuilom  of  having  their  Inclina- 
tions in  Subjedion,  and  their  Bodies  exer- 
cifed  with  Hardlliips  :  But  all  this,  with- 
out giving  them  any  Mark  or  Apprehen- 
fion  of  Ill-will  towards  them.  The  con- 
llant  Lofs  of  what  they  cr^t'^^  or  carved  fG 
themfelves,  fhould  teach  them .  Modelly, 
Submiflion,  and  a  Power  to  forbear  :  But 
the  rewarding  their  Modelly  and  Silence,  by 
giving  them  what  they  liked,  fhould  alio 
aiTure  them  of  the  Love  of  thofe,  who  ri- 
goroufly  exacted  this  Obedience.  The  con- 
tenting themfelves  now  in  the  Want  of  what 
they    wi(h   for,    is   a  Virtue, .  that   another 

Time 


iaS       Of  educ  at  I  on. 

Time  fhould  be  rewarded  with  what  is 
fuited  and  acceptable  to  them  ;  which  fiiould 
be  bellowed  on  them  as  if  it  were  a  na- 
tural Confequence  of  their  good  Behaviour, 
and  not  a  Bargain  about  it.  But  you  will 
lofe  your  Labour,  and  what  is  more,  their 
Love  and  Reverence  too,  if  they  can  re- 
ceive from  others  what  you  deny  them. 
This  is  to  be  kept  very  Haunch,  and  care- 
fully to  be  watched.  And  here  the  Servants 
come  again  in  my  Way. 

§.  io8.  If  this  be  begun  be- 
Curkfity.  times,  and  they  accuftom  them- 
feives  early  to  filence  their  De- 
fires,  this  ufeful  Habit  will  fettle  cliem  ; 
and,  as  they  come  to  grow  up  in  Age  and 
Difcretion,  they  may  be  allowed  greater  Li- 
berty, when  Realbn  comes  tofpeak  in  them, 
and  not  Paffion :  For,  whenever  Reafon 
would  fpeak,  it  fhould  be  hearkened  to. 
But,  as  they  fhould. never  be  heard,  when 
they  fpeak  for  any  particular  Thing  they 
would  have^  unlefs  it  be  firfl  propofed  to 
them  i  fo  they  fhould  always  be  heard,  and 
fairly  and  kindly  anfwered,  when  they  alk 
after  any  thing  they  would  know^  and  defire 
to  be  informed  about.  Curtofity  fhould  be  as 
carefully  cherijhed  in  Children,  as  other  Ap- 
petite s  fu  pp  re  ffe  d . 

However  flri6l  an  Hand  is  to 
Recnatioa,     be  kept  upon  all  Defires  of  Fancy, 
yet   there    is    one   Cafe    where- 
in 


Of  EDUCATION.         i 

ill  Fancy  muft  be  permitted  to  fpeak,  anci 
be  hearkened  to  alio.  Recreation  is  as  ne- 
ceffary  as  Labour  or  Food.  But  becaule 
there  can  be  no  Recreation  without  Delio-hr, 
which  depends  not  always  on  Reafon,  but 
oftner  on  Fancy,  it  mufl  be  permitted  Chil- 
dren not  only  to  divert  themfelves,  but  to 
do  it  after  their  own  Fafhion,  provided  it 
be  innocently,  and  without  Prejudice  to 
their  Health  •,  and  therefore  in  this  Cafe 
they  fhould  not  be  denied,  if  they  propofed 
any  particular  Kind  of  Recreation,  Though, 
I  think,  in  a  well-ordered  Education,  they 
will  feldom  be  brought  to  the  NecelTity  of 
afking  any  fuch  Liberty :  Care  fnould  be 
taken,  that  what  is  of  Advantage  to  them, 
they  fhould  always  do  with  Delight;  and 
before  they  are  wearyed  v/ith  one,  they 
fhould  be  timely  diverted  to  fome  other  ufe- 
ful  Employment.  But  if  they  are  not  yet 
brought  to  that  Degree  of  Perfection,  that 
one  Way  of  Improvement  can  be  made  a 
Recreation  to  them,  they  muft  be  let  loofe 
to  the  childifli  Play  chey  fancy  •,  which  they 
fhould  be  weaned  from,  by  being  made  fur- 
feit  of  it :  But  from  Things  of  Ufe,  that 
they  are  employed  in,  the)  fhould  always 
be  fent  away  with  an  Appetite,  at  leaf!;  be 
difmiffed  before  they  are  tired,  and  grow 
quite  fick  of  it,  that  fo  they  m.ay  return 
to  it  again,  as  to  a  Pleafure  that  diverts 
them.     For  you  muft  never  think  them  fet 


right 


150        Of   EDUCATION 

right,  till  they  can  find  Delight  in  the 
Pradtice  of  laudable  Things  -,  and  the  iife- 
ful  Exercifes  of  the  Body  and  Mind,  taking 
their  Turns,  make  their  Lives  and  Improve- 
ment  pleafant  in  a  continued  Train  of  Re- 
creations^ wherein  the  wearyed  Part  is  con- 
flantly  relieved  and  refrefhed.  Whether  this 
can  be  done  in  every  Temper,  or  whether 
Tutors  and  Parents  v/ill  be  at  the  Pains, 
and  have  the  Difcretion  and  Patience  to 
bring  them  to  this,  I  know  not  j  but  that 
it  may  be  done  in  moft  Children,  if  a  right 
Courfe  be  taken  to  raife  in  them  the  De- 
fire  of  Credit,  Etleem,  and  Reputation,  I 
do  not  at  all  doubt.  And  when  they  have 
fo  much  true  Life  put  into  them,  they 
may  freely  be  talked  with  about  what  moft 
delights  them,  and  be  dire6led,  or  let  loofe 
to  it ;  fo  that  they  may  perceive  that  they 
are  beloved  and  cherifned,  and  that  thofe 
under  whofe  Tuition  they  are,  are  not  Ene- 
mies to  their  Satisfaction.  Such  a  Manage- 
ment Vv'ill  make  them  in  Love  v/ith  the 
Hand  that  direds  them,  and  the  Virtue 
they  are  direded  to. 

This  farther  Advantage  may  be  made  by  a 
free  Liberty  permitted  them  in  their  Recred- 
//^??j,tharit  will  diicover  their  naturalTempers,. 
fhew  their  Inclinations  and  Aptitudes,  and 
thereby  dired  wife  Parents  in  the  Choice, 
both  of   the  Courfe  of  Life  and  Employ- 

2  me  n't 


Of   EDUCATION.         151 

ment  they  lliall  defign  them  for,  and  of 
fit  Remedies,  in  the  m.ean  Time,  to  be  ap- 
plied to  whatever  Bent  of  Nature  they  may 
obferve  mod  likely  to  miflead  any  of  their 
Children. 

§.  1 09. 2 .Children  wholive together. 
Com-  often  ftrive  forMaftery,  v/hofe  Wilis 
flaints,  fhall  carry  itover  the  reft.  Whoever  be- 
gins the  Conteft^  fhould  be  fure  to  be  crofTed  in 
it.  But  notonly that,  but  they  Hiould  be  taught 
to  have  all  the  Deference^  Ccmplaifa?ice^  and 
Civility  one  for  another  imaginable.  Thi^, 
when  they  fee  it  procures  them  Refped, 
Love  and  Efteem,  and  that  they  lofe  no 
Superiority  by  it,  they  wiil  take  more  Plea- 
fure  in,  than  in  infolent  Domineering ;  for 
fo  plainly  is  the  other. 

The  Accufations  of  Children  one  againft, 
another,  which  ufually  are  but  the  Cla- 
mours of  Anger  and  Revenge,  defiring  Aid, 
fhould  not  be  favourably  received,  nor 
hearkened  to.  It  weakens  and  effeminates 
their  Minds  to  fuffer  them  to  complain-,  and 
if  they  endure  fomething  crofTing,  or  Pain 
from  others,  without  being  permitted  to 
think  it  ftrange  or  intolerable,  it  will  do 
them  no  Harm  to  learn  Sufferance,  and  har- 
den them  early.  But  though  you  give  no 
Countenance  to  the  Complaint s^of  the  ^e- 
rulous^  yet  take  Care  to  curb  the  Infolence 
and  Ill-Nature  of  the  Injurious.  When  you 
obferve   it   yourfelf,    reprove  it  before  the 

in- 


152  Of   EDUCATION. 

injured  Party :  But  if  the  Complaint  be  of 
fomething  really  worthy  your  Notice,  and 
Prevention  another  Time,  then  reprove  the 
Offender  by  himfelf  alone,  out  of  Sight  of 
him  that  complained,  and  make  him  go 
and  afk  Pardon,  and  make  Reparation  : 
Which  coming  thus,  as  it  were  from  him- 
himfelf,  will  be  the  more  cheerfully  per- 
formed, and  more  kindly  received,  the  Love 
flrengthened  between  them,  and  a  Cuftom 
of  Civility  grow  familiar  amongft  your 
Children. 

§.   no.    3.   As   to  the  having 
Lihcrality     and  poffefTing  of  Things,    teach 
them    to    part    with    what    they 
have  eafily  and  freely   to  their  Friends,  and 
let  them  find  by  Experience,  that  the   mod 
liberal   has  always    the   mofl  Plenty,    with 
Efleem   and  Commendation   to  boot,    and 
they  will  quickly  learn  to  pra^life  it.     This, 
I  imagine,  will  make  Brothers  and  Sifters 
kinder  and  civiller  to  one  another,  and  con- 
fequently    to    others,    than    twenty    Rules 
about  good   Manners,  with  which  Children 
are  ordinarily  perplexed  and  cumbered.    Co- 
vetouihefs  and  the  Defire  of  having  in  our 
Poirelfion,  and    under  our  Dominion,  more 
than  we  have  Neird  of,  being  the  Root  of 
all  Evil,  fhould  be  early  and  carefully  weed- 
ed   out,    ap  1     the    conirary    Qiiality    of  a 
Readinefs  ,to  impart    to  others    implanted. 
T! -'  il-ouid  ,bv  encouraged  by  great  Com- 
mend- 


Of  EDUCATION.         153 

mendation  and  Credit,  and  conftantly  take- 
jng  Care,  that  he  lofes  nothing  by  his 
Liberality.  Let  all  the  Inftances  he  gives 
of  fuch  Freenefs  be  always  repayed,  and 
with  Interclt;  and  let  him  fenfibly  perceive, 
that  the  Kindefs  he  Ihews  to  others  is  no 
ill  Hufbandry  for  himfelf;  but  that  it 
brings  a  Return  of  Kindnefs  both  from  thofe 
that  receive  it,  and  thofe  who  look  on. 
Make  this  a  Conteft  among  Children,  who 
fhould  out-do  one  another  this  Way  :  And 
by  this  Means,  by  a  coniiant  Pradice, 
Chiklren  having  made  it  eafy  to  them- 
felves  to  part  with  what  they  have,  good 
Nature  may  be  fettled  in  them  into  an  Ha- 
bit, and  they  may  take  Pleafure,  and  pique 
themfelves  in  being  kind^  liberal^  and  civil 
to  others. 

If  Liberality  ought  to  be  en- 
couraged, certainly  great  Care  is     Juj}ice^ 
to  be  taken,  that  Children  tranf- 
giefs  not  the  Rules  of  Juftice :  And  when- 
ever they    do,    they     fhould   be   fet  right, 
and,  if  there  be  Occafion  for  it,  feverely  re- 
buked. 

Our  firfl  Aftions  being  guided  more  by 
Self-love,  than  Reafon  or  Refledlion,  it  is  no 
Wonder  that  in  Children  they  fhould  be 
very  apt  to  deviate  from  the  jufl  Meafures 
of  Right  and  Wrong;  which  are  in  the 
Mind  the  Refult  of  improved  Reafon  and 
ferious   Meditation.     This,  the   more  they 

are 


J  54        Of   EDUCATION. 

are  apt  to  mitlake,  the  more  careful  Guard 
ought  to  be  kept  over  them  -,  and  every  the 
leait  Slip  in  this  great  focial  Virtue  taken 
Notice  of,  and  rectified  ^  and  that  in  Tilings 
of  the  leaft  Vv'eight  and  Moment,  both  to 
inilruct  their  Ignorance,  and  prevent  ill 
Habits  •,  which,  from  fmail  Beginnings,  in 
Pins  and  Chcrry-ftones,  will,  if  let  alone, 
grow  up  to  higher  Frauds,  and  be  in  Dan- 
ger to  end  at  lafl  in  down-right  h.ardened 
Dilhonefty.  The  firfl  Tendency  to  any 
Injuftice  that  appears  mud  be  fuppreffed, 
"Vvith  a  fnew  of  Wonder  and  Abhorrency  in 
the  Parent  and  Governors,  But  becaufe 
Children  cannot  well  comprehend  what  In- 
jujlice  is,  till  they  underfiand  Property, 
and  how  particular  Perfons  comiC  by  it,  the 
fafeft  V/ay  to  fecure  Uoneft)\  is  to  lay  the 
Foundations  of  it  early  in  Liberality,  and 
an  Eafmefs  to  part  with  to  others  what- 
ever they  have  or  like  themfelves.  This 
may  be  taught  them  early,  before  they  have 
Language  and  Underftanding  enough  to 
form  dillincl  Notions  of  Property,  and  to 
know  what  is  theirs  by  a  peculiar  Right, 
exclufive  of  others.  And  fmce  Children 
feldom  have  any  Thing  but  by  Gift,  and 
that  for  the  molt  Part  from  their  Parents, 
they  may  be  at  firfl  taught  not  to  take  or 
keep  any  Thing,  but  what  is  given  them 
by  thofe  v/hom  they  take  to  have  a  Power 
over  it  :     And  as  their  Capacities  enlarge, 

other 


Of  EDUCATION.         155 

other  Rules  and  Cafes  of  Jnftice^  and  Rights- 
concerning  Metim  and  Tuum^  may  be  pro- 
poled  and  inculcated.  If  any  Kd:  of  In- 
juftice  in  them  appears  to  proceed  not  from 
Miflake,  but  a  Perverfenels  in  their  Wills, 
when  a  gentle  Rebuke  and  Shame  will  not 
reform  this  irregular  and  covetous  Inclina- 
tion, rougher  Remedies  mud  be  applied  : 
And  it  is  but  for  the  Father  or  Tutor  to 
take  and  keep  from  them  fomething  that  they 
value,  and  think  their  own,  or  order  ibme- 
body  elfe  to  do  it  \  and  by  fuch  Inflances, 
make  them  fenfible  what  little  Advantage 
they  are  like  to  make,  by  poflelTing  them- 
felvTS  unjuftly  of  what  is  another's,  whilft 
there  are  in  the  World  ftronger  and  more 
Men  than  they.  But  if  an  ingenuous  De- 
teftation  of  this  fhameful  Vice  be  but  care- 
fully and  early  inftilled  into  them,  as  I  think 
it  may,  that  is  the  true  and  genuine  Method 
to  obviate  this  Crime ;  and  will  be  a  better 
Guard  againft  Bijhonejly^  than  any  Confider- 
ations  drawn  from  Intereft;  Habits  working 
more  conflantly,  and  with  greater  Facility, 
than  Reafon ;  which,  when  we  have  molt 
Need  of  it,  is  feldom  fairly  confulted,  and 
more  rarely  obeyed. 

§.   III.  Crying  is  a  Fault  that 
flijuld  not  be    tolerated  in  Chil-     Crying, 
dren,  not  only  for  the  unpleafant 
and   unbecoming  Noife  it  fills    the    Houfe 
with,  but  for  more  confiderable  Reafons,  in 

Reference 


i;6        Of   EDUCATION.         -  i 

Reference  to  the  Children  themfelves;  whicli  | 

is  to  be  our  Aim  in  Education.  ] 

Their  Crying  is  of  two  Sorts,  cither  Jlu^*.  \ 

born  and  dommeering^  or  guerelous  and  whine'  j 

ing.  } 

r.  Their  Crying  is  very  ofi-in  a  ftriving  for  i; 

Mailery,  and  an  open  Decl  ration  of  their  'I 

Infolence  or  Cbflinacy.  When  they  have  not  \ 

the  Power  to  obtain  their  Drfire,  they  will,  *1 

by  their  Clamour  and  Schhing^  maintain  their  \ 

Title  and  Right  to  it.     This  is  an  avowed  j 

continuing  their  Claim,  and  a  Sort  of  Re-  ' 

monftrance  againft  the  OpprefTion  and  In-  ] 

juftice   of  thofe  who  deny  them  what  they  ; 

have  a  Mind  to.  j 

§.   112.  2.  Sometimes  their  Cr)'/;/^  is  the  ; 

Effect  of  Pain,  or  true  Sorrow,  and  a  Be-  j 

tnoaniftg  themfelves  under  it.  ; 

Thefe   two,  if  carefully   obferved,  may,  i 

by  the  Mein,  Looks,  and  Anions,  and  par-  j 

ticularly  by  the  Tone  of  their  Crying,  be  | 

eafily  diftinguifhed;  but  neither  of  them  muft  ; 

be  fuffered,  much  lefs  encouraged.  > 

1 .  The  obftinate  or  Jlomachful  Crying  fhould  \ 

by    no    Means   be  permitted,  becaufe  it  is  | 
but  another  Way  of  flattering  their  Defires, 

and  encouraging  thofe  PafTions,  which  it  is  , 

our  main  Bufmefs  to  fubdue  :  And  if  it  be,  \ 

as  often  it  is,  upon   the  receiving  any  Cor-  ; 
re6tion,  it  quite  Defeats  all  the  good  Etfe6ls-j 

f  it ;    for  any  Chafliferaent   which   leaves  : 

them  in  this  declared  Oppofition  only  ferves  .  j 

to  i\ 


Of    EDUCATION,         157 

TO  make  them  worfe.  The  Reftraints  and 
Punifhments  layed  on  Children  are  all  mif- 
apphed  and  loft,  as  far  as  they  do  not 
prevail  over  their  Wills,  teach  them  to  fub«» 
mit  their  Paflions,  and  make  their  Minds 
fupple  and  pliant  to  what  their  Parents 
Realbn  advifes  them  now,  and  fo  prepare 
them  to  obey  what  their  own  Realbn  fliall 
advife  hereafter.  But  if,  in  any  Thing 
wherein  they  are  crolTed,  they  may  be  fuf- 
fered  to  go  away  crying^  they  confirm  them- 
felves  in  their  Defires,  and  cherifh  the  ill 
Humour,  with  a  Declaration  of  their  Right, 
and  ^  Refolution  to  fatisfy  their  Inclina- 
tion the  firft  Opportunity.  This,  therefore, 
is  another  Argument  againft  the  frequent 
Ule  of  Blows  :  For,  whenever  you  come  to 
that  Extremity,  it  is  not  enough  to  whip 
or  beat  them  j  you  muft  do  it,  till  you 
find  you  have  lubdued  their  Minds,  till 
with  Submiffion  and  Patience  they  yield 
to  the  Corredlion ;  which  you  lliall  beft 
difcover  by  their  Crying^  and  their  ceafing 
from  it  upon  your  Bidding.  Without  this, 
the  Beating  of  Children  is  but  a  paffionate 
Tyranny  over  them  -,  and  it  is  m.ere  Cruel- 
ty, and  not  Correction,  to  put  their  Bo- 
dies in  Pain,  without  doing  their  Mmds 
any  Good.  As  this  gives  us  a  Reafon  why 
ChilJren  fhouid  feldom  be  corrected,  fo  it 
alfo  prevents  their  being  fo  :  For  if,  when- 
ever they  are   chaftiled,  it  were  done  thus 

with- 


i 


15S         Of  EDUCATION. 

without  PafTion,  foberly,  and  yet  effedlu- 
ally  too,  laying  on  the  Blows  and  Smart 
not  furioufly,  and  all  at  once,  but  (lowly, 
v/ith  Reafoning  between,  and  with  Obfer- 
vation  how  it  wrought,  fropping  when  it 
had  made  them  pliant,  penitent  and  yield- 
ing, they  would  leldom  need  the  like  Pu- 
niihment  again,  being  made  careful  to  avoid 
the  Fault,  that  deferved  it.  Befides,  by 
this  Means,  as  the  Punifhment  would  not 
be  loft  for  being  too  little,  and  not  effectual, 
fo  it  would  be  kept  from  being  too 
much,  if  we  gave  off  as  foon  as  we  per- 
ceived that  it  reached  the  Mind,  and  that 
was  bettered.  For  fmce  the  Chiding  or 
Beating  of  Children  fnould  be  always  the 
leaft  thatpofTibly  may  be,  that  which  is 
laid  on  \a  the  Heat  of  Anger  fcldom  ob- 
ferves  that  Meafure,  but  is  commonly  more 
than  it  fhould  be,  though  it  prove  lefs  than 
enough. 

§.  113.  2.  Many  Children  are  apt  to 
cry  upon  any  little  Pain  they  fuffer,  and 
the  leaft  Harm  that  befalls  them  puts  them 
in,to  Complaints  and  Bawling,  This  few 
Children  avoid  :  For  it  being  the  firft  and 
natural  Way  to  declare  their  Sufferings  or 
V/ants,  before  they  can  fpeak,  the  Compaf- 
fion  that  is  thought  due  to  their  tender  Age 
foolifhly  encourages,  and  continues  it  in 
them  long  after  they  can  fpeak.  It  is  the 
Duty,  I  confefs,  of  thofe  about  Children, 

to 


Of  EDUCATION.         159 

to  companionate  them,  whenever  they  fuf- 
fer  any  Hurt  \  but  not  to  fnew  it  in   pity- 
ing them.      Help   and  eaie  them  the  bed 
you  can,  but   by  no  Means  bemoan  them. 
This  foftens  their  Minds,  and   makes  them 
yield   to  the  little  Harms  that   happen   to 
them-,  whereby  they  fink  deeper  into  that 
Part,  which   alone   feels,  and  make   larger 
Wounds  there,  than  othervvife  they  would. 
They  ihould  be  hardened  againft  all  Suffer- 
ings, efpecially  of  the  Body,  and  have  no 
Tendernefs  but  what  rifes  from  an  ingenu- 
ous Shame,  and  a  quick  Senfe  of  Reputa- 
tion.    The  many  Inconveniences  this  Life 
is  expofed  to,  require  we  Ihould  not  be  too 
fenfible  of  every   little   Hurt.      What  our 
Minds  yield  not  to,  makes  but  a  flight  Im- 
prefTion,  and  does  us   but  very  little  Harm. 
It  is   the  Suffering  of  our  Spirits  that  gives 
and  continues  the  Pain.     This   Brawninefs 
and  Infenfibility  of  Mind,  is   the    bed   Ar- 
mour  we  can  have  asiainft    the    common 
Evils  and  Accidents  of  Life  ;  and  being  a 
Temper  that  is  to  be  got  by  Exercife  and 
Cufbom,  more  than    any   other   Way,    the 
Pradice  of  it  fhouH  be  begun  betimes  ;  and 
happy  is  he  that  is  taught  it  early.     That 
Effeminacy  of  Spirit,  which   is   to  be  pre- 
vented or  cured,  as  nothing,  that   I  know, 
fo  much  encreafes  in  Children  as  Crying^  fo 
nothing,  on  the  other  Side,  fo  much  checks 
and  reftrains,  as  their  being  hindered  from 

that 


i6o  Of  EDUCATION. 

that  Sort  of  Complaining.  In  the  little  Harms  i 
they  fuffer  from  Knocks  and  Falls,  they  ■ 
fliould  not  be  pitied  for  falling,  but  bid  do 
fo  again  •,  which,  befides  that  it  flops  their  ' 
Crying^  is  a  better  Way  to  cure  their  Heed-  i 
lelTnefs,  and  prevent  their  Tumbling  an- 
other Time,  than  either  chiding  or  be-  ; 
moaning  them.  But  let  the  Hurts  they  re-  j 
ceive  be  what  they  will,  flop  their  Crying^  \ 
and  that  will  give  them  more  Quiet  and  ; 
Eafe  at  prefent,  and  harden  them  for  the  ' 
future.  j 

§.  114.  The  former  Sort  of  Crying  re-  j 
quires  Severity  to  filence  it  5  and  where  a 
Look,  or  a  pofitive  Command  will  not  do 
it.  Blows  muft:  For  it  proceeding  from 
Pride,  Obftinacy,  and  Stomach,  the  Will, 
where  the  Fault  lies,  muft  be  bent,  and 
made  to  comply,  by  a  Rigour  fufficient  to 
mafter  it.  But  this  latter,  being  ordina- 
rily from  Softnefs  of  Mind,  a  quite  con- 
trary Caufe  ought  to  be  treated  with  a 
gentler  Hand.  Perfuafion,  or  diverting  the 
Thoughts  another  Way,  or  Laughing  at 
their  IVhiyiing^  may  perhaps  be  at  firft  the 
proper  Method :  But  for  this,  the  Circum- 
ftances  of  the  Thing,  and  the  particular 
Temper  of  the  Child,  muft  be  confidered. 
No  certain  unvariable  Rules  can  be  given 
about  it  •,  but  it  muft  be  left  to  the  Pru- 
dence of  the  Parents  or  Tutor.  But  this, 
I    think,  I  may  fay   in  general,  that  there 

fhould 


Of  EDUCATION.  i6t 

Hiould  be  a  conilant  Difcountenancing  of 
this  Sort  of  Qying  alfo  -,  and  that  the  Fa- 
ther, by  his  Authority,  fhould  always  flop 
it,  mixing  a  greater  Degree  of  Roughnels 
in  his  Looks  or  Words,  proportionably  as 
the  Child  is  of  a  greater  Age,  or  a  llurdier 
Temper  :  But  always  let  it  be  enough  to 
file  nee  their  fFhlmpering^  and  put  an  End  to 
the  Diforder. 

§.  115.  Cowardice  and  Courage 
are  fo  nearly  related  to  the  fore-  Jnefs.^^^ 
mentioned  Tempers,  that  it  may 
not  be  amifs  here  to  take  Notice  of  them, 
Fear  is  a  Paflion,  that,  if  rightly  governed, 
has  its  Ufe ;  and,  though  Self-Love  fei« 
dom  fails  to  keep  it  watchful  and  high 
enough  in  us,  yet  there  m.ay  be  an  Excels 
on  the  daring  Side.  Fool-bar dinefs  and  In 
fenfibiiity  of  Danger,  being  as  little  rea- 
fonable,  as  trembling  and  ffirinking  at  the 
Approach  of  every  litxle  Evil.  Fear  wa$ 
given  us  as  a  Monitor  to  quicken  our  In- 
duftry,  and  keep  us  upon  our  Guard  againlt 
the  Approaches  of  Evil ;  and,  therefore,  to 
have  no  Apprehenfion  of  Mifchief  at  Hand, 
not  to  make  a  juft  Eflimate  of  the  Dan- 
ger, but  heedlefly  to  run  into  it,  be  the 
Hazard  what  it  will,  without  confidering 
of  what  Ufe  or  Confequence  it  may  be,  i:s 
not  the  Refolution  of  a  rational  Creature., 
but  brutifh  Fury.  Thofe  who  have  Chil- 
H  drcn 


i62         Of  EDUCATI  ON. 

dren  of  this  Temper,  have  nothing  to  do 
but  a  Httle  to  awaken  their  Reafon,  which 
Self-prefervation  will  quickly  difpofe  them 
to  hearken  to,  unlefs,  which  is  iifiially  the 
Cafe,  fome  other  Paffion  hurries  them  on 
head-long,  without  Senfe,  and  without  Con- 
fideration.  A  Diilike  of  Evil  is  fo  natural 
to  Mankind,  that  no  body,  I  think,  can 
be  v/ithout  Fear  of  it.  Fear  being  nothing 
but  an  Uneafinefs  under  the  Apprehenfion 
of  that  coming  upon  us  which  we  diflike. 
And,  therefore,  when  any  one  runs  into 
Danger,  we  may  fay  it  is  under  the  Con- 
dud  of  Ignorance,  or  the  Command  of  fome 
more  imperious  PaiTion,  no  body  being  fo 
much  an  Enemy  to  himfelf,  as  to  come 
within  the  Reach  of  Evil,  out  of  free  Choice, 
and  court  Danger  for  Danger's  Sake.  If 
it  be  therefore  Pride,  Vain-Glory,  or  Rage, 
that  filences  a  Child's  Fear,  or  makes  him 
not  hearken  to  its  Advice,  thofe  are  by 
fit  Means  to  be  abated,  that  a  little  Con- 
fideration  may  allay  his  Heat,  and  make 
him  bethink  himfelf,  whether  this  Attempt 
be  worth  the  Venture.  But  this  being  a 
Fault  that  Children  are  not  fo  often  guilty 
of,  I  fhall  not  be  more  particular  in  its 
Cure.  Weaknefs  of  Spirit  is  the  more  com- 
mon Defedt,  and  therefore  will  require  the 
greater  Care. 

For- 


Of  EDUCATION.         163 

Fortitude  is  the  Guard  and  Sup- 
port of  the  other   Virtues  ;    and     Fortitude. 
without  Courage  a  Man  will  fcarce 
keep  fleady  to  his   Duty,  and  fill   up  the 
Character  of  a  truly-worthy  Man. 

Courage^  that  makes  us  bear  up 
againft  Dangers  that  we  fear,  and  Courage, 
Evils  that  we  feel,  is  of  great  Ule 
in  an  Eftate,  as  ours  is  in  this  Life,  expofed 
to  Aflaults  on  all  Hands :  And  therefore  ic 
is  very  advifeable  to  gee  Children  into  this 
Armour  as  early  as  we  can.  Natural  Tem- 
per, I  confefs,  does  here  a  great  deal:  But 
even  where  that  is  defective,  and  the  Heart 
is  in  itfelf  weak  and  tim.orous,  it  may,  by 
a  right  Management,  be  brought  to  a  better 
Refolution.  What  is  to  be  done  to  prevent 
breaking  Childrens  Spirits  by  frightful  Ap- 
prehenfions  inftilled  into  them  when  young, 
or  bemoaning  themfelves  under  every  little 
Suffering,  I  have  already  taken  Notice  :  How 
to  harden  their  Tempers,  and  ralfe  their 
Courage^  if  we  find  them  too  much  fubjedt 
to  Fear,  is  farther  to  be  confidered. 

True  Fortitude  I  take  to  be  the  quiet  Pof- 
fefTion  of  a  Man's  Self,  and  an  undifturbed 
doing  his  Duty,  whatever  Evil  befets,  or 
Dang-er  lies  in  his  Wav.     This  there  are  lb 

^        o 

few  Men  attain  to,  that  we  are  not  to  expect 
ic  from  Children.  But  yet  Ibmething  may 
be  done  :  And  a  wife  Conduct,  by  infenfible 
Degrees,  may  carry  them  farther  than  one 
expects. 

H  2  The 


i64        Of  ED  U  CAT  I  ON. 

The  Ncgled  of  this  great  Care  of  them, 
whilft  they  are  young,  is  the  Realbn,  per- 
haps, why  there  are  lo  few  that  have  this 
Virtue  in  its  full  Latitude,  when  they  are 
Men.  I  Hiould  not  fay  this  in  a  Nation  fo 
naturally  brave,  as  ours  is,  did  I  think,  that 
true  Fortitude  required  nothing  but  Cou- 
rage in  the  Field,  and  a  Contempt  of  Life 
in  the  Face  of  an  Enemy.  This,  I  confefs, 
is  not  the  leail  Part  of  it,  nor  can  be  de- 
nied the  Laurels  and  Honours  always  juftly 
due  to  the  Valour  of  thofe  who  venture  their 
Lives  for  their  Country.  But  yet  this  is  not 
all :  Dangers  attack  us  in  other  Places,  be- 
fides  the  Field  of  Battle  ;  and,  though  Death 
be  the  King  of  Terrors,  yet  Pain,  Difgrace 
and  Poverty,  have  frightful  Looks,  able  to 
difcompofe  moft  Men,  whom  they  feem 
ready  to  feize  on :  And  there  are  thofe  who 
contemn  fome  of  thefe,  and  yet  are  heartily 
frighted  with  the  other.  True  Fortitude  is 
prepared  for  Dangers  of  all  Kinds,  and  un- 
moved, whatfoever  Evil  it  be  that  threatens. 
I  do  not  mean  unmoved  with  any  Fear  at  all. 
Where  Danger  Ihews  itfelf,  Apprehenfion 
cannot,  without  Stupidity,  be  wanting. 
Where  Danger  is,  Senfe  of  Danger  Ihould 
be,  and  fo  much  Fear  as  fliould  keep  us 
awake,  and  excite  our  Attention,  Induflry 
and  Vigour,  but  not  diilurb  the  calm  Ufe 
of  our  Reafon,  nor  hinder  the  Execution  of 
^hat  that  didates. 

The 


i 


Of   EDUCATION.        165 

The  firft  Step  to  get  this  noble 
and  manly  Steadinefs,  is,  what  I  Cctcw^..^. 
have  above  mentioned,  carefully 
to  keep  Children  from  Frights  of  all  Kinds, 
when  they  are  young.  Let  not  any  fearful 
Apprehenfions  be  talked  into  them,  nor 
terrible  Objeds  furprize  them.  This 
often  fo  fhatters  and  difcompofes  the  Spirits, 
that  they  never  recover  it  again;  but  during 
their  whole  Life,  upon  the  firft  Suggeftion 
or  Appearance  of  any  terrifying  Idea,  are 
fcattcred  and  confounded  ^  the  Body  is  ener- 
vated, and  the  Mind  difturbed,  and  the  Man 
fcarce  himfelf,  or  capable  of  any  compofed 
or  rational  Adion.  Whether  this  be  from 
an  habitual  Motion  of  the  animal  Spirits, 
introduced  by  the  firft  ftrong  Imprefllon,  or 
from  the  Alteration  of  the  Conftitution  by 
fome  more  unaccountable  Way,  this  is  cer- 
tain, that  fo  it  is.  Inftances  of  fuch,  who  in 
a  weak  timorous  Mind  have  borne,  all  their 
whole  Lives  throucrh,  the  Effects  of  a  Frieht 
when  they  were  young,  are  every  where  to 
be  feen  •,  and  therefore  as  much  as  may  be  to 
be  prevented. 

The  next  Thing  is,  by  gentle  Degrees,  to 
accuftom  Children  to  thofe  Things  they  are 
too  much  afraid  of  But  here  great  Caution 
is  to  be  ufed,  that  you  do  not  make  too  much 
Hafte,  nor  attempt  this  Cure  too  early,  for 
Fear  left  you  increafe  the  Mifchief,  inftead 
of  remedying  it  Little  ones  in  Arms  may 
H  3  be 


i66        Of   EDUCATION. 

be  eafily  kept  out  of  the  Way  of  terrifying 
Objecls,  and  till  they  can  talk  and  under- 
fband  what  is  faid  to  them,  are  fcarce  capa- 
ble of  that  Reafoning  and  Difcourfe,  which 
fnould  be  iifed,  to  let   them  know  there  is 
no  Harm  in  thofe  frightful  Obje6ls,  which 
we  would  make  them  familiar  with,  and  do, 
to  that  Purpofe,    by    gentle  Degrees,  bring 
nearer  and  nearer  to  them.     And   therefore 
it  is  feldom  there  is  need  of  any  Application 
to  them  of  this  Kind  till  after  they  can  run 
about  and  talk.     But  yet,  if  it  fhould  hap- 
pen that  Infants  fnould  have  taken  Offence 
at  any   Thing  which  cannot  be  eafily  kept 
out  of  their  \Vay,  and  that  they  fiiew  Marks 
ofTerror  as  often  as  it  comes  in  Sight,  all  the 
Allays  cfFright,  by  diverting  theirThoughts, 
or  mixing    pleafant  and   agreeable  Appear- 
ances with  it,  muft  be  ufed,  till  it  be  grown 
familiar  and  inoffenfive  to  them. 

I  think  we  may  obferve,  that,  when  Chil- 
dren are  firft  born,  all  Objefts  of  Sight,  that 
do  not  hurt  the  Eyes,  are  indifferent  to  them ; 
and  they  are  no  more  afraid  of  a  Blackamoor, 
or  a  Lien,  than  of  their  ^^urfe,  or  a  Cat. 
Y/hat  is  it  then,  that  afterwards,  in  certain 
Mixtures  of  Shape  and  Colour,  comes  to  af- 
fright them  ?  Nothing  but  the  Apprehen- 
fions  of  Harm  that  accompanies  thofeThings. 
Did  a  Child  fuck  every  Day  a  new  Nurfe, 
I  make  account  it  would  be  no  more  af- 
frighted  with  the  Change  of  Faces  at  Six 

Months 


Of  E  DUe  A:TION;-        167 

Months  old  than  at.  Sixty.  The  Reafon 
thea  why  it  will  norcome  to  a  Stranger,,  is, 
bccaufe  having  been  accuftomed  to  receive 
its  Food  and  kind  Ufage  only  from  one  or 
two,  that  are  about  it,  the  Child  appre- 
hends by  coming  into  the  Arms  of  a  Stran- 
ger, the  being  taken  -  from  v/hac  dehghts 
and  feeds  it,  and  every  Moment  lupplies  its 
Wants,  which  it  often  feels,  and  therefore 
fears^  when  the.Nurfe  is  away. 

The  •  only  Thing  we  naturally 
are  afraid  of,  is  Pain,  or  Lofs  of  ^imor- 
Pleafure--  And,,  becaufe  thefe  are.  '^>'^'- 
not  annexed  to  any  Shape,  Colour,  or  Size 
of  vifible  Objecls,  we  are  frighted  with  none 
of  them,  till  either  we  have  felt  Pain  from 
them,  or  have  Notions  put  into  us,  that 
they  will  do  us  Harm.  The  pleafant  Bright- 
nefs,  and  Luilre  of  Flame  and  Fire  fo 
delights  Children,  that  at  firfl  they  always 
defire  to  be  handling  of  it :  But  when  con- 
ftant  Experience  has  convinced  them,  by 
the  exquifite  Pains  it  has  put  them  to,  how 
cruel  and  unmerciful  it  is,  they  are  afraid 
to  touch  it,  and  carefully  avoid  it.  This 
being  the  Ground  of  Fear,  it  is  not  hard  to 
find  whence  it  arifes,  and  how  it  is  to  be 
cured  in  all  miftaken  Objefls  of  Terror. 
And  when  the  Mind  is  conhrmed  againft 
them,  and  has  got  a  Maftery  over  itfelf, 
and  its  ufual  Fears,  in  lighter  Occafions, 
it  is  in  good  Preparation  to  meet  more 
H  4  real 


i68        Of   EDUCATION. 

real  Dangers.  Your  Child  fhrieks,  and 
runs  away  at  the  Sight  of  a  Frog  :  Lee 
another  catch  it,  and  lay  it  down  at  a  good 
Diftance  from  him  :  At  firfl  accuflom  him 
to  look  upon  it:  when  he  can  do  that,  then 
to  come  nearer  to  it,  and  fee  it  leap  with- 
out Emotion  j  then  to  touch  it  lightly  when, 
it  is  held  faft  in  another's  Hand  ;  and  fo 
on,  till  he  can  come  to  handle  it  as  con- 
fidently as  a  Butterfly,  or  a  Sparrow.  By 
the  fame  Way  any  other  vain  Terrors  may 
be  removed,  if  Care  be  taken,  that  you 
go  not  too  faft,  and  pufli  not  the  Child  oa 
to  a  new  Degree  of  AlTurance,  till  he  be 
thoroughly  confirmed  in  the  former.  And 
thus  the  young  Soldier  is  to  be  trained  on  tp 
the  Warfare  of  Life  ♦,  wherein  Care  is  to  be 
taken,  that  more  Things  be  not  reprefent- 
ed  as  dangerous  than  really  are  fo ;  and 
then,  that  whatever  you  obferve  him  to  be 
more  frightened  at  than  he  fhould,  you  be 
fure  to  tole  him  on  to  by  infenfible  Degrees, 
till  at  laftj  quitting  his  Fears,  he  maflers  the 
Difficulty,  and  comes  off  with  Applaufe. 
Succeffes  of  this  Kind,  often  repeated,  will 
make  him  find,  that  Evils  are  not  always  fo 
certain,  or  fo  great,  as  our  Fears  reprefent 
them  ;  and  that  the  Way  to  avoid  them  is 
not  to  run  away,  or  be  difcompofed,  dejec- 
ted, and  deterred  by  Fear,  where  either  our 
Credit  or  Duty  requires  us  to  go  on. 

But 


Of  EDUCATION.        i6^ 

But  fince  the  great  Foundation 
of  Fear  in  Children  is  Pain,  the     Hardinefs, 
Way  to  harden,  and  fortify  Chil- 
dren againft  Fear  and  Danger,  is  to  accuf- 
torn  them  to  fuffer  Pain.     This,  it  is  poffi- 
ble,  will  be  thought,  by  kind  Parents,  a  very 
unnatural  Thing  towards  their  Children  ;  and 
hy  moil,  unreafonable,  to  endeavour  to  re- 
concile any  one  to   the  Senfe  of  Pain,  by 
bringing  it  upon  him.  It  will  be  faid,  it  may 
perhaps  give  the  Child  an  Averfion  for  him 
that  makes  him  fuffer,  but  can  never  recom- 
mend to    him  Suffering    itfelf.     This    is   a 
ftrange  Method  :     You  will  not  have  Chil- 
dren whipped  and  punifhed  for  their  Faults, 
but  you  would  have  them    tormented  for 
doing  well,  or  for  Tormenting's  Sake.     I 
doubt^not  but  fuch  Objed^ions  as  thefe  will  be 
made,  and  I  (hall  be  thought  inconfiftent  with 
myfelf,  or  phantaftical,  in  propofing  it.     I 
confefs  it  is  a  Thing  to   be  managed  with 
great  Difcretion,  and  therefore  it  falls  not  out 
amifs,  that  it  will  not  be  received  and  r^lifh- 
ed  but  by  thofe  who  confider  well,  and  look 
into  theReafon  of  Things.  I  would  not  kave 
Children  much  beaten  for  their  Faults,   be- 
caufe  I  would  not   have  them  think  bodily 
Pain  the  greateft  Punilhment :  And  I  would 
have  them,  when  they  do  well,  be  fometimes 
put  in  Pain,  for  the  fame  Reafon,  that  they 
may  be  accuftomed  to  bear  it  without  look- 
ing on  it  as  the  greateft  Evil     How  much 
H  5  Educa- 


lyo        Of    EDUCATION. 

Education  may  reconcile  young  People  to 
Pain  and  Sufferance,  the  Examples  of  Sparta 
does  llifficiently  fhew  :  And  they  who  have 
once  brought  themielves  not  to  think  bodily 
Pain  the  greatefl  of  Evils,  or  that  which 
they  ought  to  Hand  moil  in  fear,  of,  have 
made  no  fmall  Advance  towards  '¥-ir4:ue. 
But  I  am  not  fo  foolifh  to  propofe  the  Lace- 
damonian  Difcipline  in  our  Age  or  Confti- 
tution.  But  yet  I  do  fay,  that  enuring  Chil- 
dren gently  to  fufFer  fome  Degrees  of  Pain, 
without  fhrinking,  is  a  Way  to  gain  Firm- 
nefs  to  their  Minds,  and  lay  a  Foundation 
for  Courage  and  Refolution,  in  the  future 
Part  of  their  Lives. 

Not  to  bemoan  them,  or  permit  them  to 
bemoan  themfelves,  on  every  little  Pain  they 
fufFer,  is  the  firll  Step  to  be  made.  But  of 
this  I  have  fpoken  elfewhere. 

The  next  Thing  is  fometimes  defignedly 
to  put  them  in  Pain  :  But  Care  muft  be  taken 
that  this  be  done  when  the  Child  is  in  good 
Humour,  and  fatisfied  of  the  good  Will  and 
Kindnefs  of  him  that  hurts  him,  at  the  Time, 
that  he  does  it.  There  muft  no  Marks  of 
Anger  or  Difpleafure,  on  the  one  Side;  nor 
CompafTion,  or  Repenting,  on  the  other,  go 
along  with  it  :  And  it  muft  be  fure  to  be  no 
more  than  the  Child  can  bear,  without  re- 
pining or  taking  it  amifs,  or  for  a  Punifh- 
menr.  Managed  by  thefe  Degrees,  and  with 
fuch  Circumftances,  I  have  feen  a  Child  run 

away 


Of  EDUCATION.  ^71 

away  laughing,  with  good  fmart  Blows  of  a 
Wand  on  his  Back,  who  would  have  cried 
for  an  unkind  Word,  and  been  very  fenfible 
of  the  Chailifement  of  a  cold  Look,  from  the 
fame  Perfon.  Satisfy  a  Child,  by  a  conftant 
Courfeof  your  Care  and  Kindnefs,  that  you 
perfe6lly  love  him,  and  he  may,  by  Degrees, 
be  accuitomed  to  bear  very  painful  and  rough 
Ufage  from  you,  without  flinching  or  com- 
plaining :  And  this  we  fee  Children  do  every 
Day  in  Play  one  with  another.  The  fofter 
you  find  your  Child  is,  tRe  more  you  are  to 
feek  Occafions,  at  fit  Times  thus  to  harden 
him.  The  great  Art  in  this  is  to  begin  with 
what  is  but  very  little  painful,  and  to  pro- 
ceed by  infenfible  Degrees,  when  you  are 
playing,  and  in  Good-Humour  w4tb  him, 
and  fpeaking  well  of  him  :  And  when  you 
have  once  got  him  to  think  himfelf  made 
Amends  for  his  Suffering,  by  the  Praife  is 
given  him  for  his  Courage  •,  when  he  can 
take  a  Pride  in  giving  futh  Marks  of  his 
Manlinefs,  and  can  prefer  the  Reputation 
of  beinof  brave  and  flout,  to  the  avoidinv2:  a 
little  Pain,  or  the  fhrinking  under  it  -,  you 
need  not  defpair  in  Time,  and  by  the  Affill- 
ance  of  his  growing  Reafon,  to  mailer  his 
Timoroufnefs,  and  mend  the  Weaknefsof  his'^ 
Conflitution.  As  he  grows  bigger,  he  is  to- 
be  fet  upon  bolder  Attempts  than  his  natu- 
talTemper  carries  him  to  •,  and  whenever  he 
is  obferved  to  flinch  from  what  one  has  R.ea- 

fen 


^72  Of  EDUCATION. 

fon  to  think  he  would  come  off  well  in,  if  he 
had  but  Courage  to  undertake,  that  he 
fhould  be  afTifted  in  at  firft,  and  by  Degrees 
fliamed  to,  till  at  lail  Practice  has  given  more 
AiTurance,  and  with  it  a  Maftery  •,  which 
mufl  be  rewarded  with  great  Praife,  and  the 
good  Opinion  of  others,  for  his  Performance. 
When  by  thefe  Steps  he  has  got  Refolution 
enough  not  to  be  deterred,  from  what  he 
ought  to  do,  by  the  Apprehenfion  of  Dan- 
ger; when  Fear  does  not,  in  fudden  or  ha- 
zardous Occurrences,  difcompofe  his  Mind- 
fet  his  Body  a  trembling,  and  make  him, 
unfit  for  Action,  or  run  away  from  it,  he 
has  then  the  Courage  of  a  rational  Creature  : 
And  fuch  an  Hardincfs  v;e  would  endeavour, 
by  Cuftom  and  Ufe,  to  bring  Children  to, 
as  proper  Occafions  come  in  our  Way. 

§.  1 1 6.  One  Thing  I  have  fre- 
Cruthy.  quently  obferved  in  Children,  that 
when  they  have  got  PofTefTion  of 
any  poor  Creature  they  are  apt  to  ufe  it  ill : 
They  often  icrment^  and  treat,  very  roughly 
young  Birds,  Butterflies,  and  fuch  other 
poor  Animals,  which  fall  into  their  Hands, 
c,7.d.   that  with  a  feeming;  Kind  of  Pleafure. 

CD 

This,  I  think,  fhould  be  watched  in  them, 
und  if  they  incline  to  any  fuch  Cruelty,  they 
(hould  be  taught  the  contrary  Ufage  :  For 
tliC  Cuftom  of  tormenting  and  killing  of 
Beafts  will,  by  Degrees,  harden  their 
Minds,    even  tcwai'ds  Men  i    and  they  who 

delight 


Of  EDUCATION.         173 

delight  in  the  Suffering  and  Deftrudlion  of 
inferior  Creatures,    will  not  be  apt  to  be 
very  compaflionate    or  benign   to  thofe  of 
their  own  Kind.     Our  Praftice  takes  Notice 
of  this  in  the  Exclufion  of  Butchers  from 
Juries  of  Life  and  Death.     Children  fhould, 
from  the  Beginning,  be  bred  up  in  an  Ab- 
horrence of  killing  or  tormenting  any  living 
Creature  ;    and    be  taught  not  to  fpoil  or 
deftroy  any  Thing,  unlefs  it  be  for  the  Pre- 
fervation  or  Advantage  of  fome  other  that 
is  nobler.      And  truly,    if  the  Prefervation 
of  all  Mankind,  as  much  as  in  him  lies,  were 
every  one's  Perfuafion,  as  indeed  it  is  every 
one's  Duty,  and  the  true  Principle  to  regu- 
late our  Religion,    Politicks,     and  Mora- 
lity by,  the  World  would  be  much  quieter, 
and  better  natured  than  it  is.     But  to  return 
to  our  prefent  Bufinefs  :  I  cannot  but  com- 
mend both  the  Kindnefs  and  Prudence  of  a 
Mother  1  knew,    who  was  wont  always  to 
indulge  her  Daughters,  when  any  of  them 
defired  Dogs,  Squirrels,  Birds,  or  any  fuch 
Things  as  young  Girls  ufe   to  be  delighted 
with  :  But  then,  when  they  had  them,  they 
muft  be  fure  to  keep  them  well,  and  look 
diligently  after  them,  that  they  wanted  no- 
thing, or  were  not  ill  ufed  :  For  if  they  were 
negligent  in  their  Care  of  them,  itwas  count- 
ed a  great  Fault,  which  often  forfeited  their 
PofTeiTion,    or  at  leaft  they  failed  not  to  be 
rebuked  for  it  j    whereby  they  were  early 
I  taught 


174        Of   EDUCATION 

taught  Diligence  and  Good-Nature.  And, 
indeed,  I  think  People  Ihould  be  accuftomed 
from  their  Cradles  to  be  tender  of  all  fenfible 
Creatures,  and  to  fpoil  or  wafie  nothing 
at  all. 

This  Delight  they  take  in  doing  of  Mif- 
chiefs  whereby  I  mean  fpoiling  of  any 
Thing  to  no  Purpofe,  but  more  efpecially 
the  Pleafure  they  take  to  put  any  Thing  in 
Pain  that  is  capable  of  it,  I  cannot  per- 
fuade  myfelf  to  be  any  other  than  a  fo- 
reign and  introduced  Difpofition,  an  Ha- 
bit borrowed  from  Cuftom  and  Converfa- 
tion.  People  teach  Children  to  ftrike,  and 
laugh,  when  they  hurt,  or  fee  Harm  come 
to  others  :  And  they  have  the  Examples  of 
moil  about  them,  to  confirm  them  in  it.  All 
the  Entertainment  and  Talk  of  Hiflory  is  of 
nothing  almoit  but  Fighting  and  Killing  : 
And  the  Honour  and  Renown  that  is  be- 
llowed on  Conquerors  (who  for  the  moft 
Part  are  but  the  great  Butchers  of  Man- 
kind) farther  miilead  grov/ing  Youth,  who 
by  this  Means  come  to  think  Slaughter 
the  laudable  Bufmeis  of  Mankind,  and  the 
mofc  heroick  of  Virtues  By  thefe  Steps 
unnatural  Cruelty  is  planted  in  us  ;  and 
what  Humanity  abhors,  Cuflom  reconciles 
and  recommends  to  u^,  by  laying  it  in  the 
"Way  to  Honour.  Thus,  by  Fafhion  and 
Opinion,  that  comes  to  be  a  Pleafure,  wliich 
in  itfelf  neither  is  nor   can  be  any.     This 

ought 


Of  EDUCATION.         175 

ought  carefully  to  be  watched,  and  early 
remedied  -,  fo  as  to  fettle  and  cheriih  the 
contrary,  and  more  natural  Temper  of  Be^ 
nignity  and  Ccmpajfton  in  the  Room  of  it : 
But  ftill  by  the  fame  gentle  Methods,  which 
are  to  be  applied  to  the  other  two  Faults 
before-mentioned.  It  may  not  perhaps  be 
unreafonable  here  to  add  this  farther  Cau- 
tion, viz.  That  the  Mifchiefs,  or  Harms, 
that  come  by  Play,  Inadvertency,  or  Igno- 
ranee,  and  were  not  known  to  be  Harms,  or 
deligned  for  Mifchiefs  Sake,  though  they 
may,  perhaps,  be  fbmetimes  of  confiderable 
Damage,  yet  are  not  at  all,  or  but  very 
gently,  to  be  taken  Notice  of.  For  this,  I- 
think,  I  cannot  too  often  inculcate.  That 
whatever  Mifcarriage  a  Child  is  guilty  of,, 
and  whatever  be  the  Confequence  of  it,  the 
Thing  to  be  regarded,  in  taking  Notice  of  it^ 
is  only  what  Root  it  fprings  from,  and  what 
Habit  it  is  like  to  eftablifh  :  And  to  that  the 
Corredlion  ought  to  be  direded,  and  the 
Child  not  to  fuffer  any  Punifhment  for 
any  Harm  which  may  have  come  by  his 
Flay  or  Inadvertency.  The  Faults  to  be 
amended  lie  in  the  Mind  •,  and  if  they  are 
fuch,  as  either  Age  will  cure,  or  no  ill  Ha- 
bits will  follow  from,  the  prel'ent  Adlion, 
whatever  difpleafing  Circumftances  it  may 
have,  is  to  be  pafTed  by,  without  any  Ani- 
madverfion. 

§.  117.  An- 


tj6         Of   EDUCATION. 

§.   117.    Another  Way   to  inftill   Senti- 
ments of  Humanity,  and  to  keep  them  lively 
in  young  Folks,  will  be,  to  accuftom  them 
to  Civility  in  their  Language  and  Deport- 
ment   towards    their     Inferiors,    and    the 
meaner  Sort  of  People,  particularly  Servants. 
It  is  not  unufual  to  obferve  the  Children  in 
Gentlemen's  Families  treat  the  Servants  of 
the  Houfe  with  domineering  Words,  Names 
of  Contempt,  and  an  imperious  Carriage; 
as  if  they  were  of  another  Race  and  Species 
beneath  them.     Whether  ill  Example,  the 
Advantage  of  Fortune,  or  their  natural  Va- 
nity, infpire  this  Haughtinefs,  it  fhould  be 
prevented,  or  weeded   out ;  and  a  gentle, 
corteous,  affable  Carriage  towards  the  low- 
er Ranks  of  Men  placed  in  the  Room  of  it. 
No  Part  of  their  Superiority  will  be  hereby 
loft;  but  the  Diftindlion  increafed,  and  their 
Authority  ftrengthened ;  when  Love  in  In- 
feriors is  joined  to  outward  Refpedl,    and  an 
Kfteem  of  the  Perfon  has  a   Share   in   their 
SubmifTion  :    And  Domefticks    will   pay  a 
more  ready  and  cheerful  Service,  when  they 
find  themfelves  not  fpurned,  becaufe  Fortune 
has  laid  them  below  the  Level  of  others,  at 
their  Mafters   Feet.    Children  fhould  not  be 
fuffered  to   lofe   the   Confideration   of  hu- 
man Nature,  in  the  Shufflings  of  outward 
Conditions :     The  more  they  have,  the  bet- 
ter humoured  fhould  they  be  taught  to  be  ; 
and  the  more   compaffionatc  and  gentle  to 

thof* 


Of   EDUCATION.         177 

thoie  of  their  Brethren  who  are  placed  low- 
er, and  have  fcantier  Portions.  If  they  are 
liiffered  from  their  Cradles  to  treat  Men  ill 
~^nd  rudely,  becaufe,  by  their  Father's  Title, 
they  think  they  have  a  little  Power  over 
them,  at  heft  it  is  ill-bred,  and,  if  Care  be 
not  taken,  will,  by  Degrees,  nurie  up  their 
natural  Pride  into  an  habitual  Contempt  of 
thofe  beneath  them :  And  where  will  that 
probably  end,  but  in  Oppreflion  and 
Cruelty  ? 

§.  118.  Curiofity  in  Children 
(which  I  hadOccafion  jufl  to  men-  Curiofity, 
tion  §.  108.)  is  but  an  Appetite  af- 
ter Knowledge,  and  therefore  ought  to  be 
encouraged  in  them,  not  only  as  a  good 
Sign,  but  as  the  great  Inflrument  Nature 
has  provided  to  remove  that  Ignorance  they 
were  born  with;  and  which,  without  this 
bufy  Inqtiijitivenefs^  will  make  them  dull  and 
ufelefs  Creatures.  The  Ways  to  encourage 
it,  and  keep  it  adlive  and  bufy,  are,  I  fup- 
pofe,  thefe  following : 

I.  Not  to  check  or  difcountenance  any 
Enquiries  he  fhall  make,  nor  fuffer  them  to 
be  laughed  at  •,  but  to  anfwer  all  his  ^ejlionsy 
and  explain  the  Matters  he  defires  to  know, 
fo  as  to  make  them  as  much  intelligible  to 
him  as  fuits  the  Capacity  of  his  Age  and 
Knowledge.  But  confound  not  his  Under- 
flanding  with  Explications  or  Notions  that 
are  above  it,  or  with  the  Variety  or  Num- 
ber 


178         Of   EDUCATION. 

ber  of  Things  that  are  not  to  his  prefent 
Purpofe.  Mark  what  it  is  his  Mind  aims  at 
in  the  ^^efiicn,  and  not  what  Words  he  ex- 
prefles  it  in  :  And  when  you  have  inforn:ied 
and  fatisfied  him  in  that,  you  fhall  fee  how 
his  Thoughts  will  enlarge  themfclves,  and 
how,  by  fit  Anfwers,  he  may  be  led  far- 
ther than  perhaps  you  could  imagine  ;  for 
Knowledge  is  grateful  to  the  Underftanding, 
as  Light  to  the  Eyes :  Children  are  pleafed 
and  delighted  with  it  exceedingly,  efpecially 
if  they  fee  that  their  Enquiries  are  re- 
garded, and  that  their  Defire  of  Knowing  is 
encouraged  and  commended.  And  I  doubt 
not  but  one  great  Reafon  why  many  Chil- 
dren abandon  themfelves  wholely  to  filly 
Sports,  and  trifle  away  all  their  Time  infipid- 
ly,  is,  becaufe  they  have  found  their  Curiojity 
baulked,  and  their  £;?^///>/Vj  negledled  :  But 
had  they  been  treated  with  more  Kindnefs 
and  Refped,  and  their  ^ejliens  anfv/ered,  as 
they  fhould,  to  their  Satisfaction,  I  doubt 
not  but  they  w^ould  have  taken  more  Pleafure 
inLearning,  and  improving  their  Knowledge, 
wherein  there  would  be  ftiil  Newnefs  and 
Variety,  which  is  what  they  are  delighted 
with,  than  in  returning  over  and  over  to  the 
fame  Play  and  Play-things. 

§.  119.  2.  To  this  lerious  Anfwering 
their  ^lefiionSy  and  informing  their  Under-* 
{landings  in  what  they  defire,  as  if  it  were 
a  Matter  that   needed  it,   fhould  be  added 

fome 


Of  EDUCATION.         179 

fome  peculiar  Ways  of  Commendation.  Let 
others,  whom  they  efteem,  be  told  before 
their  Faces  of  the  Knowledge  they  have  in 
fuch  and  fach  Things  ;  and  fince  we  are  all, 
even  from  our  Cradles,  vain  and  proud  Crea- 
tures, let  their  Vanity  be  flattered  with 
Things  that  will  do  them  good  -,  and  let 
their  Pride  fet  them  on  v/ork  on  fomething 
which  may  turn  to  their  Advantage.  Upon 
this  Ground  you  fhall  find,  that  there  can- 
not be  a  greater  Spur  to  the  attaining  what 
you  would  have  the  eldefl  learn,  and  know 
himielf,  than  to  fet  him  upon  teaching  it  his 
younger  Brothers  and  Sifters. 

120.  3.  As  Children's  Enquiries  are  not 
to  be  flighted ;  fo  alfo  great  Care  is  to  be 
taken,  that  they  never  receive  deceitful  and 
eluding  A'fifwers.  They  eaflly  perceive  when 
they  are  flighted,  or  deceived ;  and  quickly 
learn  the  Trick  of  Negled,  Diflimulation 
and  Falfehood,  which  they  obferve  others  to 
make  Ufe  of.  We  are  not  to  intrench  upon 
Truth  in  any  Converfation,  but  leafl:  of  all 
with  Children,  fince,  if  we  play  falfe 
with  them,  we  not  only  deceive  their  Ex- 
pedlation,  and  hinder  their  Knowledge,  but 
corrupt  their  Innocence,  and  teach  them 
the  worfl:  of  Vices.  They  are  Travellers 
newly  arrived  in  a  fl:range  Country,  of  which 
they  know  nothing  :  We  fhould  therefore 
make  Confcience  not  to  miflead  them  ;  and 
though  their  ^ftions   feem  fometimes  not 

very 


iSo        Of  EDUCATION. 

very  mateaial,  yet  they  Ihould  be  ferioiiny 
anfwered  :  For  however  they  may  appear  to 
us  (to  whom  they  are  long  fmce  known)  £;/- 
quiries  not  worth  the  making,  they  are  of 
Moment  to  thofe  who  are  wholely  ignorant. 
Children  are  Strangers  to  all  we  are  acquaint- 
ed with  ;  and  all  the  Things  they  meet  with 
are  at  firft  unknown  to  them,  as  they  once 
were  to  us  :  And  happy  are  they  who  meet 
with  civil  People,  that  will  comply  with  their 
Ignorance,  and  help  them  to  get  out  of  it. 

If  you  or  I  now  fhould  be  ^ti  down  in 
Japan^  with  all  our  Prudence  and  Know- 
ledge about  us,  a  Conceit  whereof  makes  us, 
perhaps,  fo  apt  to  flight  the  Thoughts  and 
Enquiries  of  Children  ;  fhould  we,  I  fay,  be 
fet  down  in  Japan^  we  fhould,  no  doubt,  (if 
we  would  inform  ourfelves  of  what  is  there 
to  be  known)  aflc  a  thoufand  Queftions, 
which,  to  a  fupercilious  or  inconfiderate 
Japanefe^  would  feem  very  idle  and  imperti- 
nent, though  to  us  they  would  be  very  ma- 
rial  and  of  Importance  to  be  refolved  •,  and 
we  Ihould  be  glad  to  find  a  Man  fo  complai- 
fant  and  courteous, as  to  latisfy  ourDemands, 
and  inftrud  our  Ignorance. 

When  any  nev/  Thing  comes  in  their  Way, 
Children  ufually  afk,  the  common  ^iejlion 
of  a  Stranger,  IVhat  is  it  ?  Whereby  they 
ordinarily  mean  nothing  but  the  Name  •,  and 
therefore  to  tell  them  how  it  is  called,  is  ufu- 
ally the  proper  Anfwer  to  that  Demand.  And 

t^iC 


Of    EDUCATION.         i8i 

the  next  Queflion  ufually  is,    IVhat  is  it  for  ? 
And  to  this  it  fhonld  be  anfwered  truly  and 
diredly  :  The  Ule  of  the  Thing  fnould  be 
told,  and  the  Way  explained  how  it  ferves 
to  fuch  a  Purpofe,  as  far  as  their  Capacides 
can  comprehend  it.     And  fo  of  any   other 
Circumflances  they  fhall  afk  about  it ;  not 
turning  them  going    till  they  have  given 
them  all  the  Satisfadlion  they  are  capable 
of;  and  fo  leading  them  by  your  Anlwers 
into  farther  Queflions.     And  perhaps  ta  a 
grown   Man  fuch  Converfation  will  not  be 
altogether    lb   idle  and  infignificant  as  we 
are  apt  to  imagine :     The  native  and  un- 
taught Suggeftions  of  inquifitive  Children 
do  often  offer  Things,  that  may  let  a  con- 
fidering  Man's  Thoughts  on  Work.     And 
I  think  there  is  frequently  more  to  be  learned 
from  the  unexpeded  Queftions  of  a  Child, 
than  the  Difcourfes  of  Men,  who  talk  in  a 
Road,  according  to  the  Notions  they  have 
borrowed,  and  the  Prejudices  of  their  Edu- 
cation. 

§.  121.  4.  Perhaps  it  may  not  fometimes 
be  amifs  to  excite  their  Curiofity,  by  bring- 
ing ftrange  and  r.z^  Things  in  their  Way,  on 
Purpofe  to  engage  their  Enpuiry,  and  give 
them  Occafion  to  inform  themfclves  about 
them  :  And  if  by  Chance  their  Curiofity 
leads  them  to  afk  what  they  fnould  not 
know,  it  is  a  great  deal  better  to  tell  them 
plainly,  that  it  is  a  Thing  that  belongs  not 

to 


i82         Of  E  D  U  C  A  T  I  O  N. 

to  them  to  know,  than  to  pop  them  ofFwith 
a  Falfehood,  or  a  frivolous  Anfwer. 

§.  12  2,  Pertnefs^  that  appears  fometimes 
fo  early,  proceeds  from  a  Principle  that 
feldom  accompanies  a  ftrong  Conflitution  of 
Body,  or  ripens  into  a  ftrong  Judgm.enr  of 
Mind.  If  it  were  defirable  to  have  a  Child 
a  more  brifk Talker,  I  believe  there  might  be 
Vv^ays  found  to  make  him  fo  :  But  I  fup- 
pofe  a  wife  Father  had  rather  that  his  Son 
fhould  be  able  and  ufeful,  when  a  Man,  than 
pretty  Company,  and  a  Diverfion  to  others, 
whilft  a  Child  :  Though  if  that  too  were 
to  be  confidered,  I  think  I  may  fay,  there 
is  not  fo  much  Pleafure  to  have  a  Child  prat- 
tle agreeably,  as  to  reafon  well.  Encourage 
therefore  his  hiquifitivenefs  all  you  can,  by 
fatisfying  his  Demands,  and  informing  his 
Judgment,  as  far  as  it  is  capable.  When 
his  Reafons  are  any  Way  tolerable,  let  him 
find  the  Credit  and  Commendation  of  them  : 
And  when  they  are  quite  out  of  the  Way, 
let  him,  without  being  laughed  at  for  his 
Miftake,  be  gently  put  into  the  Right :  And 
if  he  fhew  a  Forwardnefs  to  be  reafoning 
about  Things  that  come  in  his  W^ay,  take 
Care  as  much  as  you  can  that  no  body  check 
this  Inclination  in  him,  or  miflead  it  by  cap- 
tious or  fallacious  Ways  of  talking  with  him  : 
For  when  ail  is  done,  this,  as  ther^igheft  and 
moft  important  Faculty  of  our  Minds,  de- 
ferves  the  greatcft  Care  and  Attention  in 
3  cultivating 


Of  EDUCATION.         183 

cultivating  :  The  right  Improvement,  and 
Exercife  of  our  Reafon  being  the  highefl 
Perfe6lion  that  a  Man  can  attain  to  in  this 
Life. 

§.  123.  Contrary  to  this  bufy 
inquifitive  Temper  there  is  fome-  Saunter- 
times  obfervable  in  Children,  a  ^^^' 
liftlefs  Carelejfnefs^  a  Want  of  Regard  to  any 
Thing,  and  a  Sort  of  trifling  even  at  their 
Bufmefs.  This  fauntering  Humour  I  look  on 
as  one  of  the  word  Qualities  can  appear  in 
a  Child,  as  well  as  one  of  the  hardefl  to  be 
cured,  where  it  is  natural.  But  it  being 
liable  to  be  miftaken  in  fome  Cafes,  Caremuft 
be  taken  to  make  a  right  Judgment  concern- 
ing that  trifling  at  their  Books  or  Bufmefs, 
W'hich  may  fometimes  be  complained  of  in  a 
Child.  Upon  the  firfl  Sufpicion  a  Father 
has,  that  his  Son  is  of  a  fauntering  Temper, 
he  mud  carefully  obferve  him,  whether  he 
be  lifllefs  and  indifferent  in  all  his  Adions, 
or  whether  in  fome  Things  alone  he  be  flow 
and  fluggifh,  but  in  others  vigorous  and 
eager i  for,  though  he  find  that  he  does  loiter 
at  his  Book,  and  let  a  good  deal  of  the  Time 
he  fpends  in  his  Chamber  or  Study,  run  idly 
away,  he  mufl  not  prefently  conclude,  that 
this  is  from  z  fauntering  Humour  in  his  Tem- 
per. It  may  be  Childifhnefs,  and  a  prefer- 
ing  fomething  to  his  Study,  which  his 
Thoughts  run  on  :  And  he  diflikes  his  Book, 
as  is  natural,  becaufe  it  is  forced  upon  him 

as 


i84  Of  EDUCATION. 

as  a  Tafk.  To  know  this  perfe6tly,  you 
muft  watch  him  at  Play,  when  he  is  out  of 
his  Place  and  Time  of  Study,  following  his 
own  Inchnations ;  and  fee  there,  whether  he 
be  flirring  and  adive-,  whether  he  defigns 
any  Thing,  and  with  Labour  and  Eagernefs 
purfues  it,  till  he  has  accomplifhed  what  he 
aimed  at,  or  whether  he  lazily  and  lijllejly 
dreams  away  his  'Time,  If  this  Sloth  be 
only  when  he  is  about  his  Book,  I  think  it 
may  be  eafily  cured.  If  it  be  in  his  Tem- 
per, it  will  require  a  little  more  Pains  and 
Attention  to  remedy  it. 

§.  124.  If  you  are  fatisfied  by  his  Earnefl- 
nefs  at  Play,  or  any  Thing  elfe  he  fets  his 
Mind  on,  in  the  Intervals  between  his 
Hours  of  Bufinefs,  that  he  is  not  of  himfelf 
inclined  to  Lazinefs^  but  that  only  Want 
of  Relifh  of  his  Book  makes  him  negligent, 
and  Jluggijh  in  his  Application  to  it,  the 
firft  Step  is  to  try  by  talking  to  him  kindly 
of  the  Folly  and  Inconvenience  of  it,  where- 
by he  lofes  a  good  Part  of  his  Time,  which 
he  might  have  for  his  Diverfion :  But  be  fure 
to  talk  calmly  and  kindly,  and  not  much 
at  firft,  but  only  thefe  plain  Reafons  in  fhort. 
If  this  prevails,  you  have  gained  the  Point 
in  the  moft  defirable  Way,  which  is  that 
of  Reafon  and  Kindnefs.  If  thisfofter  Ap- 
plication prevails  not,  try  to  fhame  him 
out  of  it,  by  laughing  at  him  for  it,  afking 
every  Day,   when   he  comes   to  Table,  if 

there 


Of  EDUCATION.  iS 


D 


there   be  no   Stranger  there,  how   long  he 
was  that  Day  about   his  Bufinefs  ?    And   if 
he  has  not  done  it,  in  the  Time  he  might  be 
well  fuppoied   to   have  difpatched  it,  expofe 
and  turn  him  into  Ridicule  for  it ;  but  mix 
no  chiding,  only  put  on  a  pretty  cold  Brow 
towards    him,  and  keep  it  till  he  reform  ^ 
and   let  his   Mother,  Tutor,  and  all  about 
him  do  fo  too.     If  this  work  not  the  Effedt 
you  defire,  then    tell    him   he    Iball  be   no 
longer  troubled  with    a  Tutor  to  take  Care 
of  his  Education  ;  you   will  not  be  at  the 
Charge   to    have  him  fpend    his  Time  idly 
with  himi  but  fince   he  prefers  this  or  that 
[whatever  Play  he  delights  in]  to  his  Book. 
that  only    he  iliall  do ;  and   fo    in   earnefl 
fet  him  to  work  on  his   beloved  Play,  and 
keep  him  fteadily,  and  in  earned,  to  it  Morn- 
ing and  Afternoon,  till  he  be  fully  furftited, 
and  would,  at  any  Rate,  change  it  for  foms 
Hours  at  his  Book  again.     But,  when  you 
thus  fet  him  his  Tafk  of  Play,  you  muft  be- 
fure  to  look  after  him  yourfelf,  or  fet  fome 
body  elfe   to  do  it  that  may  conflantly  fee 
him  employed  in  it,  and  that  he  be  not  per- 
mitted to  be  idle  at  that  too.     I  fay,  your- 
felf look  after  him ;  for  it  is  worth  the  Fa- 
ther's while,  whatever  Bufinefs  he  has,  to 
beilow  two  or  three  Days  upon  his  Son,  to 
cure  fo  great  a  Mifchief  as  his  fanntcring  at 
his  Bufmels. 

I  §.  125. 


iS5        Of  EDUCATION. 

§.  125.  TMs  is  what  I  propofe,  if  it -be 
Idlenefs  not  fiom  his  general  Temper,  but 
a  peculiar  or  acquired  Averfion  to  Learning, 
which  you  muft  be  careful  to  examine  and 
diftinguifn.  But  though  you  have  your 
Eyes  upon  him,  to  watch  what  he  does 
with  the  Time  which  he  has  at  his  own 
Difpofal,  yet  you  muft  not  let  him  perceive 
that  you  or  any  body  elfe  do  fo ;  for  that 
may  hinder  him  from  following  his  own 
Inclination,  which  he  being  full  of,  and 
not  daring,  for  Fear  of  you,  to  profecute 
what  his  Head  and  Heart  are  fet  upon,  he 
may  negled  all  other  Things,  which  then 
he  reliilies  not,  and  fo  m.ay  feem  to  be  idle 
and  liftlefs,  when,  in  Truth,  it  is  nothing 
but  being  intent  on  that,  which  the  Fear  of 
your  Eye  or  Knowledge  keeps  him  from 
executing.  To  be  clear  in  this  Point,  the 
Obfervation  muft  be  made  when  you  are  out 
of  the  Way,  and  he  not  fo  much  as  under 
the  Reftraint  of  a  Sufpicion  that  any  body 
has  an  Eye  upon  him.  In  thofe  Seaibns  of 
perfedl  Freedom  let  fomebody  you  can 
truft  mark  how  he  fpends  his  Time,  whe- 
ther he  nuadiveiy  loiters  it  away,when,  with- 
out any  Check,  he  is  left  to  his  own  Incli- 
nation. Thus,  by  his  Employment  of  fueh 
Times  of  Liberty,  you  v/ill  eafily  difcern 
whether  it  be  Liftlrjfnefs  in  his  Temper,  or 
Averllon  to  his  Book,  that  makes  \\\mfaun' 
ter  away  his  Time  of  Study. 

§.   126. 


Of  EDUC  ATI  O  N.         187 

§.   126.  If  fomeDefcdin  his  Ccnilitution 

has   caft  a  Damp  on  his  Mind,  and  he  be 

4iaturally  liftlefs  and  dreaming,  this  unpro- 

mifing  Difpofition   is   none  of  the  eafieil;  ta 

be  dealt  with  j  becaufe,  generally,  carrying 

with  it  an  Unconcernednefs  for  the  future, 

it  wants  the  two   great  Springs  of  Action^ 

Forejigkt  and   Befrre  •,  which,  how  to   plane 

and  increafe,  where  Nature  has  given  a  cold 

and  contrary  Temper,  will  be  the  Qiieflion. 

As  foon   as  you   are  fatisfied  that  this  is  the 

Caie,  you  muft    carefully   enquire  whether 

there    be  nothing   he  delights   in :    Inform 

yourfelf,  what  it  is  he  is  mod  pleafed  with  ; 

and  if  you  can  find  any  particular  Tendency 

his   Mind  hath,  increafe  it  all  you  can,  and 

make  Ufe  of  that  to  fet  him  on  Work,  and 

to  excite  his  Induftry.     If  he    loves  Praife, 

or  Play,    or  fine  Cioaths,    ^c.  or,  on    the 

Oiher  Side,   dreads  Pain,  Difgrace,  or  your 

Difpleafure,  ^c.  whatever  it  be  that  he  loves 

mofb,  except    it  be  Sloth,    ('for    that    will 

never  fet  him  on  Work)  let  that  be  made  ufe 

of  to  quicken    him,  and    make  him  beftir 

himfelf ;    for,  in  this  liftlefs  Teiyiper,  you  are 

not  to  fear  an  Excefs  of  Appetite  (as  in  all 

other  Cafes)  by  cherifning   it.      It   is    that 

v.'hich  you  want,  and  therefore  mull  labour 

to  raife  and  increafe ;  for  where  there  is  no 

Defire,  there  will  be  no  Induftry. 

§.   127.  If  you  have    not  Hold   enougii 

upon  him  this  Way   to  r.;ir  up  Vigour  and 

I  2  Activity 


iS8         Of  ED  U  CAT  I  ON, 

Activity  in   him,  you  muft  employ  him  in 
Ibme  conflant  bodily  Labour,  whereby   he 
may  get  an  Habit  of  doing  fomething.    The 
keeping   him  hard  to  fome  Study  were  the 
better  Way  to  get   him  an  Habit  of  exer- 
cifmg  and  applying  his  Mind.     But,  becauie 
this  is    an  invifible  Attention,  and  no  bodv 
can  tell  when  he  is  or  is  not  idle  at  it,  you 
mufl  find    bodily    Employments    for  him, 
which  he    mufl  be  conllantly  bufied  in  and- 
kept  to-,  and,  if  they  have  fome  little  Hard- 
fliip  and  Shame  in  them,  it  may  not  be  the 
worfe,  that  they  may  the  Iboner  weary  him, 
and  make  him  defire  to  return  to  his  Book. 
But  be  fure,  when  you  exchange  his   Book 
for  his  other  Labour,  fet  him  iuch  a  Tall<, 
to  be  done  in    fuch  a  Time,  as  may  allow 
him  no  Opportunity  to  be  idle.     Only,  after 
you  have  by  this  Way  brought  I:im    to  be 
attentive   and  induftrious  at  his  Book,  you 
may,  upon  his  difpatching  his  Study  within 
the  Time  fet  him,  give  him,  as  a  Reward, 
ibme  Refpite  from  his  other  Labour  ;  v/hich 
you    may  diminilk  as  you  find    him   grow 
more  and    more  fteady  in   his  Application, 
and  at  lail  wholely  take  off,  when  his  faun- 
tering  at  his  Book  is  cured. 

§.  128.  We  formerly  obferved, 
Comj)ul-  that  Variety  and  Freedom  was  that 
'^°^'  which  delighted  Children,  and   re- 

commended their  Plays   to  them  •,  and  that 
therefore    their    Book,    or    any   Thing  we 

would 


Of   E  D  U  C  A  T  I  O  N.        189 

would  have  them  learn,  fnoiild  not  be  en- 
joined them  as  Bti/tnefs,  This  their  Pa- 
rents, Tutors,  and  Teachers  are  apt  to  for- 
•  get-,  and  their  Impatience  to  have  them 
f  bufied  in  what  is  fit  for  them  to  do,  fuffers 
them  not  to  deceive  them  into  it.  But,  by 
the  repeated  Injundions  they  meet  with. 
Children  quickly  diflinguiili  between  what 
is  required  of  them,  and  what  not.  When 
this  Miftake  has  once  made  his  Book  un- 
eaiy  to  him,  the  Cure  is  to  be  applied  at  the 
other  End.  And,  fince  it  will  be  then  too 
later  to  endeavour  to  make  it  a  Play  to  him, 
you  muft  take  the  contrary  Courie  :  Obferve 
what  Play  he  is  moil  delighted  with  j  en- 
join that,  and  make  him  play  fo  many 
Hours  every  Day,  not  as  a  Punifhment  for 
playing,  but  as  if  it  were  the  Bufmefs  re- 
quired of  him.  This,  if  I  miftake  nor, 
will,  in  a  few  Days,  make  him  fo  weary  of 
his  mod  beloved  Sport,  that  he  will  prefer 
his  Book,  or  any  Thing,  to  it,  efpecially 
if  it  may  redeem  him  from  any  Part  of  the 
Tafk  of  Play  is  fet  him,  and  he  may 
be  futfered  to  employ  fome  Part  of  the 
Time  deftined  to  his  Tafi  of  Play  in  his 
Book,  or  fuch  other  Exercife  as  is  really  ufe- 
ful  to  him.  This  I  at  lead  think  a  better 
Cure  than  that  Forbidding,  (which  uiually 
increafes  the  Defire)  or  any  other  Punifh- 
ment fhould  be  made  Ufe  of  to  remedy  it : 
For,  v/hen  you  have  once  glutted  his  Ap- 
I  3  petite 


j^0       Of   EDUCATION. 

petite  (which  may  fafely  be  done  in  all  Things 
but  eating  and  drinking)  and  made  him 
fiirfeit  of  what  you  would  have  him  avoid, 
you  have  put  into  him  a  Principle  of  Aver- 
fion,  and  you  need  not  fo  much  fear  after- 
wards his  longing  for  the  fame  Thing  again. 

§.  129.  This,  I  think,  is  fufHciently  evident, 
that  Children  generally  hate  to  be  idle.  All 
the  Care  then  is,  that  their  bufy  Humour 
fnould  be  conflantiy  employed  in  fomething 
of  Ufe  to  them;  which,  if  you  v/ill  attain, 
you  mufl  make  what  you, would  have  them 
do  a  Recreation  to  them,  and  not  a  Bti^- 
refs.  The  Way  to  do  this,  fo  that  they 
may  not  perceive  you  have  any  Kand  in  it, 
is  this  prcpofed  here,  viz.  To  make  them 
weary  of  that  which  you  would  not  have 
thtm  do,  by  enjoining  and  making  them, 
under  fome  Pretence  or  other,  do  it  till  they 
are  forfeited.  For  Example :  Does  your 
Son  play  at  Top  and  Scourge  too  miuch  ^ 
.  '"njoin  him  to  play  fo  many  Hours  every 
iJay,  and  look  that  he  do  it;  and  you  Ihall 
fee  he  will  quickly  be  fick  of  it,  and  willing 
to  Ji^ave  it.  By  this  Means,  making  the 
Recreation  you  diflike  a  Bufinefs  to  him, 
he  wih  of  himfelf  with  Delight  betake  him- 
felf  to  t'ore  Things  you  would  have  him 
do,  elpecia!?y  if  they  be  propofed  as  Re- 
w'ards  for  having  performed  his  ^afi  in  that 
Play  which  is  commanded  him ;  for,  if  he  be 
ordered  every  Day  to  whip  his  Top,  fo  long 

as 


Of   E  DU  C  ATIO  N.         191 

as  to  make  him  fufficicntly  weary,  do  you 
not   think  he  will  apply  himfelf  vvith  Ea- 
gernefs  to  his  Book,  and  wifh  for  it,  if  you 
promife  it   him    as    a   Reward  of   having 
whipped  his  Top  luftily,    quite  out  all  the 
Time  that  is   fet  him  ?      Children,  in  the 
Things    they    do,     if  they    comport   with 
their  Age,    find   little   Difference,    fo  they 
may  be  doing  :   The  Efceem   they  have  for 
one  Thing  above  another  they  borrow  from 
others  ;  fo  that  what  thofe  about  them  make 
to  be  a  Reward  to  them,    will  really  be  fo. 
By    this    Art    it    is    in    their    Governour's 
Choice,    whether  Scclch-hoppers  fhali  reward 
their  Dancings    or   Dancing  their  Scotch-hop^ 
pers ;  whether  Peg-Top,  or  Reading  ^  play- 
ing at  Trap,    or  ftudying  the  Globes,  fhall 
be  more  acceptable  and  pleafing  to  them  ; 
all  that  they  defire  being  to  be   bufy,    and 
bufy,  as  they  imagine,   in  Things  of  their 
own  Choice,  and  which  they  receive  as  Fa- 
vours  from  their  Parents,    or   others,   for 
v/hom  they  have  Refpe6l,    and  with  whom 
they  would   be   in  Credit.     A  Set  of  Chil- 
dren thus   ordered,    and  kept  from   the  ill 
Example  of  others,    would   all  of  them,  I 
fuppofe,  with  as  much  Earneftnefs  and  De- 
light, learn  to  read,  write,  and  what  elfe  one 
would  have  them,    as  others   do  their  ordi- 
nary Plays  :  And  the  Eldeft  being  thus  en- 
tered,  and  this  made    the  Fafliion  of  the 
Place,    it  would  be  as  impofTible  to  hinder 
I  4  them 


192       Of  E  DUG  ATI  O  X. 

them  from  learning  the  one,    as  it  is  ordina- 
rily to  keep  them  from  the  other. 

§.  130.  Play-things,  I  think, 
f lay-Games.  Children  fhould  have,  and  of  di- 
vers Sorts  •,  but  Hill  to  be  in  the 
Cuflody  of  their  Tutors,  or  fomebody  elfe, 
whereof  the  Child  fhould  have  in  his  Power 
but  one  at  once,  and  fhould  not  be  fuffered 
to  have  another  but  when  he  reltored  that. 
This  teaches  them  betimes  to  be  careful  of 
not  iofing  or  fpoiling  the  Things  they  have-, 
v/hereas  Plenty  and  Variety  in  their  own 
keeping,  makes  them  wanton  and  carelefs, 
and  teaches  them  from  the  Beginning  to  be 
Squanderers  and  Wailers.  Thefe,  I  con- 
fefs,  are  little  Things,  and  Inch  as  v*'iH  feem 
beneath  the  Care  of  aGovernour  ;  but  no- 
thing that  may  form  Children's  Minds  is  to 
be  overlooked  and  negleded  \  and  whatfo- 
ever  introduces  Habits,  and  fettles  Cuftoms 
in  them,  deferves  the  Care  and  Attention  of 
their  Governours,  and  is  not  a  fmall  Thing  in 
its  Confequences. 

One  Thing  more  about  Children's  Play- 
things may  be  v/orth  their  Parents  Care  : 
Though  it  be  agreed  they  fhould  have  of 
feveral  Sorts,  yet,  I  think,  they  fhould  have 
none  bought  for  them.  This  will  hinder 
that  great  Variety  they  are  often  over- 
charged with,  which  ferves  only  to  teach 
the  Mind  to  v/ander  after  Change  and  Su- 
perfluity,   to  be  unquiet,    and  perpetually 

llretch- 


Of  EDUCATION.         193 

firetching  itfelf  after  fomething  more  Hill, 
thoug;h  in  knows  not  what,  and  never  to  be 
fatisfied  with  what  it  hath.  The  Court  that 
is  made  to  People  of  Condition,  in  fuch 
Kind  of  Prefenrs  to  their  Children,  does  tlie 
little  ones  great  Harm :  By  it  they  are 
taught  Pride,  Vanity,  and  Covetoufnels, 
almoft  before  they  can  fpeak  :  And  I  have 
known  a  voung;  Child  fo  dillradted  with  the 
Number  and  \^ariety  of  his  Play-Games, 
that  he  tired  his  Maid  every  Day  to  look  them 
ever  •,  and  was  fo  accuftom.ed  to  Abundance, 
that  he  never  thoug;ht  he  had  enouo-h,  but 
was  always  aflving,  What  more?  What 
more  ?  What  new  Thing  fliall  I  have  ? 
A  good  Introduction  to  moderate  Defires, 
and  the  ready  Way  to  make  a  contented 
happy  Man  ! 

How  then  fiTall  they  have  the  Play-Games 
you  allow  them,  if  none  m.uft  be  bouglu 
for  them  ?  I  anf*ver,  they  fhould  make 
them  themfelves,  or  at  leaft  endeavour  it, 
and  let  themielves  about  it :  Till  then  they 
ihould  have  none,  and  till  then  they  will 
want  none  of  any  great  Artifice  A  fmooth 
Pebble,  a  Piece  of  Paper,  the  Mother's 
Bunch  of  Keys,  or  any  think  they  can- 
not hurt  themfeh^es  with,  ferves  as  much 
to  divert  little  Children  as  thofe  more  charge- 
able  and  curious  Toys  from  the  Shops, 
v/hich  are  prefently  put  out  of  Order  and 
Woken.  Children  are  n^ver  dull  or  cu  of 
2  Humour 


194        Of   EDUCATION. 

Humour  for  want  of  fuch  Play-Things,  un- 
lefs  they  have  been  ufed  to  them  ;  v/hen  they 
are  little,  whatever  occurs  ferves  the  Turn  ^ 
and,  as  they  grow  bigger,  if  they  are  not 
llored  by  the  expenfive  Folly  of  others,  they 
will  make  them  themfelves.  Indeed,  when 
they  once  begin  to  fet  themfelves  to  work 
about  any  of  their  Inventions,  they  fhould 
be  taught  and  afTifled  ;  but  fhould  have  no- 
thing Y\^hilil  they  lazily  fit  ftill,  expecting 
to  be  furnifhed  from  other  Hands,  with- 
out employing  their  own.  And,  if  you  help 
them  where  they  are  at  a  Stand,  it  will 
liiore  endear  you  to  them  than  any  charge- 
able Tc^/s  you  fhall  buy  for  them.  Play- 
Things  which  are  above  their  Skill  to  make, 
as  Tops,  GigSj  Battlecjors,  and  the  like,, 
-which  are  ta  be  ufed  with  Labour,  fhould^ 
indeed,  be  procured  them.  Thefe  it  is  con- 
venient they  fhould  have,  not  for  Variety, 
bur  Exercife;  but  thefe  too  fhould  be  given 
them  as  bare  as  might  be.  If  they  had  a 
Top,  the  Scourge-Stick  and  Leather-Strap 
Ihould  be  left  to  their  own  making  and  fit- 
ting. If  they  fit  gaping  to  have  fuch  Things 
dropt  in  their  Mouths,  they  fhould  go  with- 
out them.  This  will  accuftom  them  to  feek 
for  what  they  want  in  themfelves,  and  in 
their  own  Endeavours  ;  whtreby  they  will 
be  taught  Moderation  in  their  Defires,  Ap- 
plication, Induftry,  Thought,  Contrivance,, 
and  good  Pluibandry  :  Qualities  that  will  be 

ufefiil 


Of   EDUCATION.  ^g^ 

ufeful  to  them  when  they  are  Men,  and 
therefore  cannot  be  learned  too  foon,  nor 
fixed  too  deep.  All  the  Plays  and  Diverfions 
of  Children  fliould  be  direded  towards  good 
iifeful  Habits,  or  elfe  they  will  introduce  ill 
ones.  Whatever  they  do  leaves  Ibme  Im- 
preflion  on  that  tender  Age,  and  from  thence 
they  receive  a  Tendency  to  do  Good  or  Evil: 
And  whatever  hath  fuch  an  Influence  ought 
not  to  be  neglecfted. 

f.  131.  Lying  is  lb  ready  and 
cheap  a  Cover  for  any  Mifcarriage,  ^y^'^g* 
and  fo  much  in  Fafhion  among  all 
Sorts  of  People,  that  a  Child  can  hardly 
avoid  obferving  the  Ufe  is  made  of  it  on 
all  Occafions,  and  fo  can  fcarce  be  kept, 
without  great  Care,  from  getting  into  it. 
But  it  is  fo  ill  a  Quality,  and  the  Mother 
of  fo  many  ill  ones  that  fpawn  from  it,  and 
take  Shelter  under  it,  that  a  Child  fhould 
be  brought  up  in  the  greateit  Abhorrence  of 
k  imag^inable.  It  fhould  be  alwa,vs  (when 
occafionally  it  comes  to  be  mentioned)  fpoke 
of  before  him  v/ith  the  utmofi  Deteftation, 
as  a  Quality  fo  wholely  inconfiLtent  with  the 
Name  and  Character  of  a  Gentleman,  that 
no  Body  of  any  Credit  can  bear  the  Impu- 
tation of  a  Lye -,  a  Mark  that  is  judged  the 
utmofi  Difgrace,  which  debafes  a  Man  to 
the  loweil  Degree  of  a  fnam.eful  Meannef^, 
and  ranks  him  with  the  moft  contemptible 
Part  of  Mankind,   and  the   abhorred  RaO 

calitv, 


196  Of  EDUC  AT  I  ON. 

cality,  and  is  not  to  be  endured  in  any'ohe 
who  would  converfe  v;ithPeople  of  Condition, 
or  have  any  Efteem  or  Repmaticn  in  the 
World.  The  firft  Time  he  is  found  in  a  Lye^ 
it  fhould  rather  be  wondered  at  as  a  mon- 
ftrous  Thing  in  him,  than  reproved  as  an  or- 
dinary Fault.  If  that  keeps  him  not  from 
relapfing,  the  next  Time  he  niuft  be  fharply 
rebuked,  and  fall  into  the  State  of  great 
Difpleafure  of  his  Father  and  Mother,  and 
all  about  him,  who  take  Notice  of  it.  And 
if  this  Way  v/ork  not  the  Cure,  you  mull 
come  to  Blows  ;  for  after  he  has  been  thus 
v/arned,  a  premeditated  Lye  mufl:  always  be 
looked  upon  as  Obftinacy,  and  never  be  per= 
mitted  to  efcape  unpuniihed. 

§.  132.  Children,  afraid  to  have 
Excu/es.  their  Faults  feen  m  their  naked 
Colours,  v/ill,  like  the  reft  of  the 
Sons  of  Adam^  be  apt  to  make  E:xcufes  This 
is  a  Fault  ufually  bordering  upon,  and  lead- 
ing to  Untruth,  an^  is  not  to  be  indulged 
in  them  ;  but  yet  it  ought  to  be  cured  ra- 
ther with  Shame  than  Roughnefs.  If  there- 
fore, v/hen  a  Child  is  queftioned  for  any 
Thing,  his  Erft  Anf/zer  be  an  Excufe^ 
v/arn  him  foberly  to  tell  theTruth  ;  and  then,, 
if  he  perfifts  to  fhufRe  it  off  with  2iFalfehoody 
he  mud  be  chaTtiied  ;  but  if  he  diredly  con- 
fefs,  you  muft  commend  his  Ingenuity,  and 
pardon  the  Fault,  be  it  what  i^t  will,  and  par- 
don it  fa  that  you.  never  fo  much.as  reproach 

hita, 


Of  EDUCATION.         197 

him  with  it,  or  mention  it  to  him  again  : 
For  if  you  would  have  him  in  Love  with 
Ingenuity,  and  by  a  conftant  Praclice  make 
it  habitual  to  him,  you  muft  take  Care  that 
it  never  procure  him  the  lead  Inconvenience; 
but,  on  the  contrary,  his  own  Confefiion 
bringing  always  with  it  perfedt  Impunity, 
fliould  be  befides  encouraged  by  fome  Marks 
of  Approbation.  If  his  Excufe  be  fuch  at 
any  Time  that  you  cannot  prove  it  to  have 
any  Falfehood  in  it,  let  it  pafs  for  true,  and 
be  fure  not  to  fhewany  Sufpicion  of  it.  Let 
him  keep  up  his  Reputation  with  you  as  high 
as  is  polfible ;  for  when  once  he  finds  he  has 
loft  that,  you  have  loft  a  great,  and  your 
beft  Hold  upon  him.  Therefore  let  him  not 
think  he  has  the  Charader  of  a  Lyar  with 
you,  as  long  as  you  can  avoid  it  without 
faltering  him  in  it  Thus  fome  Slips  in 
Truth  may  be  over-looked.  But  after  he 
has  once  been  corrected  for  a  Lye^  you  muft 
be  fure  never  after  to  pardon  it  in  him, 
whenever  you  find,  and  take  Notice  to  him 
that  he  is  guilty  of  it:  For  it  being  a  Fault 
which  he  has  been  forbid,  and  may,  unlefs 
he  be  wilful,avoid,,  the  repeating  of  it  is  per- 
fe6l  Perverlenefs,  and  muft  have  the  Cha- 
ftifement  due  to  that  Oftence. 

§.  133.  This  is  what  I  have  thought  con- 
cerning the  general  Method  of  educating  a 
yonng  Gentleman ;  which,  though  I  am  apt 
to  fuppofe  may  have  fome  Influence  on  the 

whole 


198        Of  EDUCATION 

v/hole  Courfe  of  his  Education,  yet  I  am  far 
from  imagining  it  contains  all  thofe  Particu- 
lars which  his  growing  Years  or  peculiar 
Temper  may  require.  But  this  being  pre- 
mifed  in  general,  we  ihall,  in  the  next  Place, 
defcend  to  a  more  particular  Confideration  of 
the  feveral  Parts  of  his  Education. 

§.  1 34.  That  which  every  Gentleman  (that 
takes  any  Care  of  his  Education)  defires  for 
his  Son,  befides  the  Eftate  he  leaves  him,  is 
contained  (I  fuppofe)  in  thefe  four  Things, 
Virtue^  Wifdom^  Breedings  and  Learning.  I 
v/ill  not  trouble  my felf  whether  thefe  Names 
do  not  fome  of  them  fometimes  fland  for  the 
fame  Thing,  or  really  include  one  another. 
It  ferves  my  Turn  here  to  follow  the  popular 
Ufe  of  thefe  Words,  which,  I  preRime,  is 
clear  enough  to  make  me  be  underftood,  and 
I  hope  there  will  be  no  Difficulty  to  compre- 
hend my  Meaning. 

§.  1 35.  I  place  Virtue  as  the  firft  and  moft 
neceffary  of  thofe  Endowments  that  belong 
to  a  Man  or  a  Gentleman  ;  as  abfolutely  re- 
quifre  to  make  him  valued  and  beloved  by 
others,  acceptable  or  tolerable  to  himfeif. 
Without  that,  I  think,  he  will  be  happy 
neither  in  this  nor  the  other  World. 

§.   136.  As  the   Foundation  of 
God.  this,  there  ought  very-early  to  be 

Imprinted  on  his  Mind  a  true  No- 
tion of  Gody  as  of  the  independent  Supreme 
Being,  Author  and  Maker  of  ail  Things,  from- 

whom 


Of   EDUCATION.         igg 

whom  we  receive  all  our  Good,  who  loves 
us,  and  gives  us  all  Things.  And  confequent 
to  this,  inflill  into  him  a  Love  and  Reve- 
rence of  this  fupreme  Being.  This  is  e- 
nough  to  begin  with,  without  going  to  explain 
this  Matter  any  farther ;  for  Fear,  leaft  by 
talking  too  early  to  him  of  Spirits,  and  be- 
ing unleafonably  forward  to  make  him  un- 
derftand  the  incomprehenfible  Nature  of 
that  infinite  Being,  his  Head  be  either  filled 
with  falfe,  or  perplexed  with  unintelligible 
Notions  of  him.  Let  him  only  be  told 
upon  Occafion,  that  God  made  and  governs 
all  Things,  hears  and  fees  every  Thing,  and 
does  all  Manner  of  Good  to  thofe  that  love 
and  obey  him.  You  will  find,  that  being 
told  of  liich  a  Gody  other  Thoughts  will  be 
apt  to  rife  up  fail  enough  in  his  Mind  about 
him ;  which,  as  you  obferve  them  to  have 
any  Mlftakes,  you  mull  kt  right.  And  I 
think  it  would  be  better  if  Men  generally 
refled  in  fuch  an  Idea  of  God^  without  being 
too  curious  in  their  Notions  about  a  Being,, 
which  all  mufl  acknowledge  incomprehenfi- 
ble;  whereby  many,  who  have  not  Strength 
and  Clearnefs  of  Thought  to  ditling  uiih. 
between  what  they  can  and  what  they  can-  . 
not  know,  run  themfelves  into  Superftition 
or  Atheifm,  making  God  like  themfelves, 
or  (becaufe  they  cannot  comprehend  any 
thing  elfe)  none  at  all.  And  I  am  apt  to 
thinkjthe  keeping  Children  conftamly  Morn- 


ing 


2(70  Of   EDUC  ATIOTv\ 

ing;  and  Eveninor  to  Acls  of  Devotion  ro  God, 
as  to  to  their  Maker,  Preferver  and  Bcnc- 
faclor,  in  fome  plain  and  Ihort  Form  of 
Prayer,  fuitable  to  their  Age  and  Capacity, 
will  be  of  much  more  Ufe  to  them  in  Relr- 
gion,  Knowledge,  and  Virtue,  than  to  dr- 
ilraiSl  their  Thoughts  wkh  curious  Enquiries 
into  his  infcrutabie  EiTence  and  Beingr. 

§.  137.  Having  by  gentle  De- 
Sptrits.  gree?,  as  you  find  him  capable  of 
it,  fettled  fuch  an  Idea  of  God  in 
his  Mind,  and  taught  him  to  pray  to  him, 
and /r^//^  him,  as  the  Author  of  his  Being, 
and  of  all  the  Good  he  does  or  can  enjo}^; 
forbear  any  Difcourfe  of  other  Sprits^  till  tiie 
Mention  of  them  coming  in  his  Way,  upon 
Occafion  hereafter  to  be  fet  down,  and  his 
reading  theScripture-Hiftory,  put  him  upon 
that  Enquiry. 

§.   13?.  But  even  then,  and  al- 
Q'.blins.       v/ays  Vv'hilft  he    is  young,  be  fare 
10  preierve  his  tender  Mind  from' 
all   Impreflions  and  Notions   of  ^irits  and 
Goblins^  or  any  fearful  Apprchenfions  in  the 
Dark.     This    he  will  be  in  Danger  of  from 
the  Indifcretion  of  Servants,  v/hofe  ufual  Me- 
thod  it  is  to  awe  Children,  and  keep  them 
in  Subjecftion,  by  telling  them  oi  Raw-Head 
and  Bloody-Bones^  and  fuch  other  Names,  as- 
carry  with  them  the  Ideas  of  fomething  ter- 
rible and  hurtful,  v/hich  they   have  Reafon 
to  be  afraid  of  when  alone,  efpccially  in  the 

Dark. 


Of   EDUCATION.         201 

Dark.  This  mufl  be  carefully  prevented  : 
For  though  by  this  foolifh  Way  they  may 
keep  them  from  little  Faults,  yet  the  Reme- 
dy is  much  worfe  than  the  Difeafe-,  and 
there  is  ftam.ped  upon  their  Imaginations 
Ideas  that  follow  them  with  Terror  and 
Aflrightment,  Such  hug  bear  Thoughts 
once  got  into  the  tender  Minds  of  Children, 
and  being  fet  on  with  a  ilrong  Imprefllon, 
from  the  Dread  that  accompanies  fuch  Ap- 
prehenfions,  fink  deep,  and  faften  themfelves 
fo  as  not  eafily,  if  ever,  to  be  got  out  again; 
and  v/hilft  they  are  there,  frequently  haunt 
them  with  (Irange  Vifions,  making  Children 
Daftards  when  alone,  and  afraid  of  their  Sha- 
dows and  Darknefs  all  their  Lives  after.  I 
have  had  thofe  complain  to  me,  when  Men, 
who  had  been  thus  ufed  when  young,  that 
though  their  Reafon  corre6led  the  wrong 
Ideas  they  had  taken  in,  and  they  were  fa- 
tisficd  that  there  v/as  no  Caufe  to  fear  in- 
vifible  Beings  more  in  the  Dark  than  in 
the  Light,  yet  that  thefe  Notions  were  apt 
ilill  upon  any  Occafion  to  flart  up  firfb  in 
their  prepofiefied  Fancies,  and  not  to  be 
removed  without  fome  Pains.  And  to  let  you 
fee  hov/  lading  and  frightful  Images  are,  that 
take  Place  in  the  Mind  early,  I  iliall  here 
tell  you  a  pretty  remarkable  but  true  Story  : 
There  was  in  a  Town  in  the  Wefb,  a  Man 
ofadifiurbed  Brain,  whom  the  Boys  uled 
to  tcaze,  v/nen  he  came  in  their  Way  :  This 

Fellow 


202        Of   EDUCATION.  | 

Fellow  one  Day  feeing  in  the  Street  one-  of  ; 
thofe  Lads,  that  ufed  to  vex  him,  ftepped  in-  - 1 
to  a  Cutler' %  Shop  he  was  near,  and  there  ^ 
feizing  on  a  naked  Sword,  made  after  the  \ 
Boy,  who,  feeing  him  coming  fo  armed,  be-  \ 
took  himfeif  to  his  Feet,  and  ran  for  his  j 
Life,  and,  by  Good-Luck,  had  Strength  and  '| 
Heels  enough  to  reach  his  Father's  Floufe  i 
before  the  Madman  could  get  up  to  him.  j 
The  Door  was  only  latched  \  and  when  he  | 
had  the  Latch  in  his  Hand,  he  turned  about  j 
his  Head  to  fee  how  near  his  Purfuer  was,  \ 
who  was  at  the  Entrance  of  the  Fcrch  with  \ 
his  Sword  up,  ready  to  flrike,  and  he  had  -i 
juft  Time  to  get  in  and  clap  to  the  Door  | 
to  avoid  the  Blow,  which,  though  his  Body  j 
efcaped,  his  Mind  did  not.  This  frighten-  -^ 
ing  Idea  made  fo  deep  an  Impreffion  there,  < 
that  it  lafced  many  Years,  if  not  all  his 
Life  after :  For,  teUing  this  Story  when  he  i 
was  a  Man,  hefaid,  that  after  that  Time  till  I 
then,  he  never  went  in  at  that  Door  (that  i 
he  could  remember)  at  any  Time,  without  \ 
looking  back,  whatever  Bufmefi  he  had  \ 
in  his  Head,  or  how  little  foever,  before  \ 
he  came  thither,  he  thought  of  this  Mad-  | 
man. 

If  Children  were  let  alone,  they  would  ; 
be  no  more  afraid  in  the  Dark  than  in  : 
broad  Sun-fhine  ;  they  would,  in  their  Turns,  ; 
as  much  welcome  the  one  for  Sleep  as  the  .; 
other  to  play  in.     There  fhould  be  no  Di-  ; 

ftindion  j 


1 


Of  EDUCATION.         203 

lliniflion  made  to  them,  by  any  Difcourfe, 
of  more  Danger  or  terriUe  Things  in  the 
one  than  the  other  :  But  if  the  Folly  of  any 
one  about  them  fhould  do  them  this  Harm, 
and  make  them  think  there  is  any  Difference 
between  being  in  the  Dark  and  winking,  you 
muft  get  it  out  of  their  Minds  as  foon  as 
you  can  ;  and  let  them  know,  that  God, 
who  made  all  Things  good  for  them,  made 
the  Night  that  they  might  Qeep  the  better 
and  the  quieter  ;  and  that  they  being  under 
his  Proteclion,  there  is  nothing  in  the  Dark 
to  hurt  them.  What  is  to  be  known  more 
of  God  and  good  Spirits  is  to  be  deferred 
till  the  Time  we  fhall  hereafter  mention  5 
and  of  evil  Spirits,  it  will  be  well  if  you 
can  keep  him  from  wrong  Fancies  about 
them  until  he  is  ripe  for  that  Sort  of  Know- 
ledge. 

§.  139.  Having  laid  the  Founda- 
tions of  Virtue  in  a  true  Notion  of     ^^"'^''^^ 
a  God,  fuch  as  the  Creed  wifely  teaches,  as 
far  as  his  Age  is  capable,  and  by  accuftom- 
ing  him  to  pray  to  him  \  the  next   Thing  to 
be  taken  Care  of,    is  to  keep  him  exadly  to 
fpeaking  oi 'Truths  and  by  all  the 
Ways  imaginable  inclining  him  to    S^'^'^' 
be  gocd-7iatured.      Let  him  know 
that  twenty  Faults  are  fooner  to  be  forgiven, 
than  the  Jlraining  of  Truth   to  cover    any 
one  by  an  Excufe.     And  to  teach  him  be- 
times to  love,   and  h^  good-natured  to  others, 

is 


204        Of  E  D  U  C  A  T  I  O  N. 

is  to  lay  early  the  true  Foundation-  of  an 
honeft  Man.  All  Injuftice  generally  fpring- 
ing  f  rom  too  great  Love  of  ourlclves,  and 
too  little  of  others. 

This  is  all  I  fhalj  fay  of  this  Matter  in 
general,*  and  is  enough  for  laying  the  fir fe 
Foundations  of  Virtue  in  a  ChiW.  As  he 
grows  up,  the  Tendency  of  his  natural  In- 
clination muft  beobierved  •,  which,  as  it  in- 
clines him,  more  than  is  convenient,  on 
one  or  t'other  Side,  from  the  right  Path  of 
Virtue,  ought  to  have  proper  Remedies 
applied:  For  few  of  Adam's  Children  are 
fo  happy  as  not  to  be  born  with  fome  Bi- 
afs  in  their  natural  Tem.per,  which  it  is  the 
Bufinefs  of  Education  either  to  take  oif,  or 
counterbalance.  But  to  enter  into  Particu- 
lars of  this,  would  be  beyond  the  Defign  of 
this  fnort  Treatife  of  Education.  I  intend 
not  a  Difcourfe  of  all  the  Virtues  and  Vices, 
and  how  each  Virtue  is  to  be  attained,  and 
every  peculiar  Vice  by  its  peculiar  Re- 
nieaies  cured  ;  though  I  have  mention- 
ed fome  of  the  m;oit  ordinary  Faults, 
and  tp.e  AVays  to  be  ufed  in  correding 
them. 

Wtfdcm.  §.  i-:o.  Wijdcm^  I  take,  in  the 
popular  Acceptation,  for  a  Man's 
managing  his  Bufineis  ablv,  and  with 
fore-hghtin  this  World.  This  is  the  Pro^ 
du6lof  a  good  natural  Temp. r,  Application 
of  Mind,  and  Experience  logeihtr,    and  fa 

above 


C{    EDUCATION.        205 
above  thc^  Reach  of  Children.     The  greateft 
lliing  that  in  them  can  be  done  towards  ir, 
is  to  hinder  them,  as  much  as  may  be,  from 
being  Cunning-,    which    being   the  Ape  of 
jyifdom^  is  the  moll  diftant  from  it  that  can 
be :   And  as  an  Ape,  for  the  Likenefs  it  has 
to  a  Man,  wanting  what  really  lliould  make 
Jiim  fo,  is   by  fo  much  the  uglier;  Cunning 
is  only  the  Want  of  Underftanding  -,  which, 
becaufe  it  cannot  compafs  its  Ends  by  direct 
Ways,  would  do  it  by  a  Trick,  and  Circum- 
vention ;  and  the  Mifchief  of  it  is,  a  Ctin- 
iiing  Trick  helps  but  once,  but  hinders  ever 
after.     No  Cover  was  ever  made  either  fo 
big,  or  fo  fine  as  to  hide  its  leif.     No  Body 
was  ever  ib  cunning  as  to  conceal  their  being 
fo  :    And    when   they  are  once  difcovered, 
every   Body    is    fliy,  every  Body  diilruftful 
of  crafty  Men;    and    all    the    World    for- 
wardly    join   to  oppofe    and    defeat   them : 
W^hilil   the  open,   fair,  ijoife  Man  has  every 
Body  to  make  Way   for   him,  and  goes  di- 
re(5lly  to  his  Bufmefs.     To  accuftom  a  Child 
to  have  true  Notions  of  Things,  and  not  to 
be  fatisfied   till   he    has   them.;    to  raife  his 
Mind  to  great  and  worthy  Thoughts ;    and 
to  keep  him   at  a  Diftance  from  Falfehood, 
and  Cunning,    which    has   always    a    broad 
Mixture  of  Falfehood  in  it,  is  the  fittefl  Pre- 
paration of  a  Child  for  Wijdom.     The  reft, 
which   is   to  be  learned  from  Time,  Expe- 
rience, and  Obfervation,  and  an  Acquaint- 
ance 


2o6         Of  E  D  U  C  A  T  I  O  N. 

ance  with  Men,  theirTempers,  and  Defigns, 
is  not  to  be  expedied  in  the  Ignorance  and 
Inadvertency  of  Childhood,  or  the  inconfi- 
derate  Heat  and  Unwarineis  of  Youth:  All 
that  can  be  done  towards  it,  during  this  un- 
ripe Age,  is,  as  I  have  faid,  to  accuflom 
them  to  Truth  and  Sincerity  i  to  a  Submif- 
fion  to  Realbn  ;  and  as  much  as  may  be,  to 
Refleclion  on  their  own  Adlions. 

§.  141.  The  next  good  Quality 
Breeding,  belonging  to  a  Gentleman  is  Good 
Breeding.  There  are  two  Sorts  of 
Ill-Breeding :  The  one  a  Jheepjh  BaJJofuhiefs^ 
and  the  other  a  mif-becoming  Negligence  and 
■Difrefpefi  in  our  Carriage ;  both  which  are 
avoided  by  duly  obfervmg  this  one  Rule, 
Not  to  think  meanly  of  curfehes^  and  net  to 
think  meanly  of  others. 

§.  142.  The  firfl  Part  of  this  Rule  muft 
not  be  underilood  in  Oppofition  to  Humi- 
lity, but  to  Afllirance.  We  ought  not  to 
think  fo  well  of  ourfelves,  as  to  {land  up- 
on our  own  Value  -,  and  alTume  to  ourfelves 
a  Preference  before  others,  becaufe  of  any 
Advantage  we  may  imagine  we  have  over 
them  i  but  modeflly  to  take  what  is  offered, 
when  it  is  our  due.  But  yet  we  ought  to 
think  fo  well  of  ourfelves,  as  to  perform 
thofe  Adions  which. are  incumbent  on,  and 
expected  of  us,  without  Difcompofure  or 
Biforder,  in  v/hofe  Prcfence  foever  we  are; 
keeping  that  Refpecc  and  Diflance,  which  is 

due 


Of  EDUCATIOrsT.         207 

due  to  every  one's  Rank  and  Quality.  There 
is  often  in  People,  efpecially  Children,  a 
clownilli  Shamefacednefs,  before  Strangers, 
or  thofe  above  them :  They  are  confound- 
ed in  their  Thoughts,  Words,  and  Looks, 
and  fo  loofe  themfelves  in  that  Confufion, 
as  not  to  be  able  to  do  any  Thing,  or  at 
lead  not  to  do  it  with  that  Freedom  and 
Gracefulnefs  which  pleafes,  and  makes  them 
acceptable.  The  only  Cure  for  this,  as  for 
any  other  Mifcarriage,  is  by  ufe  to  intro- 
duce the  contrary  Habit.  But  fince  we 
cannot  accuftom  ourfelves  to  converfe  with 
Strangers,  and  Perfons  of  Quality,  with- 
out being  in  their  Company,  nothing  can 
cure  this  Part  of  Ill-Breedings  but  Change 
and  Variety  of  Company,  and  that  of  Per- 
fons above  us. 

§.  143.  As  the  before-mentioned  confift 
in  too  great  a  Concern  how  to  behave  our- 
felves towards  others  •,  fo  the  other  Part  of 
111' Breeding  lies  in  the  Appearance  of  too 
little  Care  of  pleafing  or  Jhewing  Refpe^l  to 
thofe  we  have  to  do  with.  To  avoid  this, 
thefe  two  Things  are  requifite  :  Firft,  a  Dif- 
pofiti0n  of  the  Mind  not  to  offend  others  : 
And,  fecondly,  the  moft  acceptable,  and 
agreeable  Way  of  exprelTing  that  Dilpofition. 
From  the  one.  Men  are  called  Civil-,  from 
the  other  IVell-fafhioned.  The  latter  of  thefe 
is  that  Decency  and  Gracefulnefs  of  Looks, 
Voice,  Words,  Motions,  Gefturcs,  and  of  all 

the 


2o8  Of  E  D  U  C  A  T  1  O  N. 

the  whole  outward  Demeanour,  which  takes 
in  Company,  and  makes  thole  with  whom  we 
may  converie  eafy  and  well  pleafed.  This 
is,  as  it  were,  the  Language  whereby  that 
internal  Civility  of  the  iMind  is  expreiled ; 
which,  as  other  Languages  arc,  being  very 
much  governed  by  the  Failiion  and  Cuftom 
of  every  Country,  muft,  in  the  Rules  and 
Praftice  of  it,  be  learned  chiefly  from  Ob- 
fervation,  and  the  Carriage  of  thofe,  who 
are  allowed  to  be  exadly  ivell-bred.  The 
other  Part,  vvhich  lies  deeper  than  the  Out- 
fide,  is  that  general  Good-Will  and  Regard 
for  all  People,  which  makes  any  one  have  a 
Care  not  to  iliew,  in  his  Carriage,  any  Con- 
tempt,Difrerpecl:  or  Neglect  of  them  i  but  to 
ex^refs,  according  to  the  Fafhion  and  Way 
of  that  Country,  a  Refpecl  and  ^'alue  for 
them,  according  to  their  Rank  and  Condition. 
It  is  a  Diipofition  of  the  Mind  that  fhews  it- 
felf  in  the  Carriage,  vvhereby  a  Man  avoids 
making  any  one  uneafy  in  Converlation. 

I  fhall  take  Notice  of  four  Qualities  that 
are  moil  diredlly  oppofite  to  this  firft,  and 
moft  taking  of  all  the  Social  Virtues.  And 
from  Ibme  one  of  thefe  four  it  is,  that  Inci- 
vility commonly  has  its  rife.  I  (hall  let  them 
down,  that  Children  may  be  preferved  or 
recovered  from  their  ill  Influence. 

I .  The  firil  is,  a  natural  Rough- 

Rcughne/s,     nefs  which  makes  a  Man  uncom- 

plaifant  toothers,  fo  that  he  has  no 

Deference 


J 


Of  EDUCATION.        209 

Deference  for  their  Inclinations,  Tempers,  or 
'Conditions.  It  is  the  fure  Badge  of  a  Clown, 
not  to  mind  what  pleafes  or  difpleafes  thofe 
he  is  with  ;  and  yet  one  may  often  find 
a  Man  in  fafhionable  Clothes  give  an  un* 
bounded  Swing  to  his  own  Humour,  and  fuffer 
it  to  juRle  or  over-run  any  one  that  {lands 
in  its  Way,  with  a  perfed  Indifferency  how 
they  take  it.  This  is  a  Brutality  that  every- 
one kes  and  abhors,  and  no  body  can  be 
eafy  with  :  And  therefore  this  finds  no  Place 
in  any  one  who  would  be  thought  to  have 
the  leafi:  Tincture  of  Good-Breeding,  For  the 
very  End  and  Bufinefs  of  Good-Breeeding  is  to 
fupple  the  naturalStiirhefs,  andfo  foften  Men's 
Tempers,  that  they  may  bend  to  a  Compli- 
ance, and  accommodate  themfelves  to  thofe 
they  have  to  do  with. 

2.  Contempt,  or  Want  of  due  ^  ^ 
Refped,  difcovered  either  InLooks,  ^'^  ^^^  ' 
Words,  or  Gefture:  This,  from  whomfoever 
it  comes,  brings  always  Uneafinefs  with  it; 
for  no  body  can  contentedly  bear  being 
flighted. 

3 .  Ccnforiotifnefs  and  finding  fault     ^^^r  ^-^ 
with  others  has  a  direct  Oppofition     ou/J/u 
to  Ci-vility,     Men,  v/hatever  they 

are  or  are  not  guilty  of,  would  not  have 
their  Faults  dilplayed,  and  fet  in  open  View 
and  broad  Day-Light,  before  their  own  or 
other  People's  Eyes.  Blemiihes  affixed  to 
any  one,  ahvays  -carry  Shame  with  them  ;.- 
and  the  Difcovery,  or  even  bare  Imputa- 
K  tioa 


2IO        Of   ED  U  CAT  I  O  N. 

tion  of  any  Defed,  is  not  born  without  fome 
^  .M  Uneafinefs.  Raillery  is  the  mofl  re- 

fined Way  of  expofing  the  Faults  of 
others :  But  becaufe  it  is  ufually  done  with 
Wit  and  good  Language,  and  gives  Enter- 
tainment to  the  Company,  People  are  led 
into  a  Miftake,  that  where  it  keeps  within 
fair  Bounds,  there  is  no  Incivility  in  it :  And 
fo  the  Pleafantry  of  this  Sort  of  Converfa- 
tion  often  introduces  it  amongft  People  of 
the  better  Rank  \  and  fuch  Talkers  are  fa- 
vourably heard  and  generally  applauded  by 
the  Laughter  of  the  By-Standers  on  their 
Side.  But  they  ought  to  confider,  that  the 
Entertainment  of  the  reft  of  the  Company 
is  at  the  Coil  of  that  one  who  is  fet  out  in 
their  burlefque  Colours,  who,  therefore,  is 
not  without  Uneafinefs,  uniefs  the  Subjecl, 
for  which  he  is  rallied,  be  really  in  itfelf 
Matter  of  Commendation  :  For  then  the 
pleafant  Images  and  Reprefentations,  which 
make  the  Raillery^  carrying  Praife  as  well  as 
Spor:  with  them,  the  rallied  Perfon  alfo  finds 
his  Account,  and  takes  Part  in  the  Diver- 
fion.  But  becaufe  the  right  Management  of 
fo  nice  and  ticklifii  a  Bufinefs,  wherein  a  little 
SVip  may  fpoil  all,  is  not  every  body's  Ta- 
lent, I  think  thofe  who  would  fecure  them- 
felves  from  provoking  others,  efpecially  all 
young  People,  fhould  carefuUy  abftain  from 
Raillery^  which,  by  a  fmall  Miftake,  or  any 
wrong  Turn,  may  leave  upon  the  Mind  of 

thofe 


Of  E  D  U  C  A  T  I  O  N.         ?.  1 1 

thofe  who  are  madeiineafy  by  It,  the  lading 
Memory  of  having  been  piquantly,  though 
wittily,  taunted  for  fomething  cenfurable  in 
them. 

Befides Raillery,  ContradiPAon  is  a     c  m-  - 
Sort  of  Cenforioufnefs,  wherein  111-     didhn. 
Breedino;  often  ihews  itfelf.     Com- 
plailance  does    not  require   that  we   fliould 
always  admit   all  the   Reafonings  or  Rela- 
tions that  the  Company  is  entertained  with, 
no,  nor  filently  to  let  pafs  all  that  is  vented 
in  our  Hearing.     The  oppofing  the  Opini- 
ons, and   redlifying  the  Miitakes  of  others, 
is  what  Truth   and  Charity    Ibmetimes  re- 
quire of  us,  and  Civility  does  not  oppofe,  if 
it  be  done  with  due  Caution  and  Care   of 
Circumftances.     But  there  are  fome  People, 
that  one  may  obferve  pofTefled,  as  it  were, 
with  the  Spirit  ofContradidion,  that  fleadily, 
and  without   Regard    to   Right  or  Wrong, 
oppofe  fome  one,  or  perhaps  every  one  of  the 
Company,  whatever  they  fay.  This  is  fo  vifible 
and  outrageous  a  Way  of  Cenfuring^  that  no 
body  can  avoid  thinking  himfelf  injured  by 
it.     All  Oppofition    to   what  another  Man 
has  faid  is  fo  apt  to  be  fufpedted  of  Cenfon- 
cufiiefs^  and   is   fo  feldom  received  without 
fome  Sort  of  Humiliation,  that  itought  to  be 
made  in    the  gentlefi:  Manner,  and  fofteil 
Words  can  be  found,  and  fuch  as  with  the 
whole  Deportment  may  exprefs  no  Forward- 
ncfs  to  contradict.     AH  Marks   of  Refpeci: 
K  2  and 


212  Of  EDUCATION. 

and  Good-Will  ought  to  accompany  it,  that, 
Whilft  we  gain  the  Argument,  we  may  not 
lofe  the  Efteem  of  thofe  that  hear  us. 

Cabtiouf-         ^'  ^^P'^^'^'-f^^f^  ^s  another  Fault, 
7iej).  oppofite  to  Civility^  not  only  be- 

caufeitofcenproducesmifbecoming 
and  provoking  Expreffions  and  Carriage  \ 
but  becaufe  it  is  a  tacit  Accufation  and  Re- 
proach of  fome  Incivihty  taken  notice  of  in 
thofe  whom  we  are  angry  with.  Such  a  Suf- 
picion  or  Intimation  cannot  be  born  by  any 
one  without  Uneafinefs.  Befides,  one  angry 
Body  difcompofes  the  whole  Company,  and 
the  Harmony  ceafes  upon  anyfuch  Jarring. 

The  Happinefs  that  all  Men  fo  fteadily 
purfue,  confiding  in  Pleafure,  it  is  eafy  to 
fee  why  the  Civil  are  more  acceptable  than 
the  Ufeful.  The  Ability,  Sincerity,  and 
good  Intention  of  a  Man  of  Weight  and 
Worth,  or  a  real  Friend,  feldom  atones  for 
the  Uneafinefs  that  is  produced  by  his  grave 
and  fbhd  Reprefentations.  Power  and 
Riches,  nay  Virtue  itfelf,  are  valued  only 
as  conducing  to  our  Happinefs ;  and  there- 
fore he  recommends  himfelf  ill  to  another 
as  aiming  at  his  Happinefs,  who,  in  the  Ser- 
vices he  does  him,  makes  him  uneafy  in  the 
Manner  of  doing  them^.  He  that  knov/s 
how  to  make  thofe  he  converfes  with  eafy;, 
without  debafing  himfelf  to  low  and  fervile 
Flatteiy,  has  found  the  true  Art  of  living  in 
the  World,  and  being  both  welcome   and 

valued 


Of  EDUCATION.        213 

valued  every  where.  Chility  therefore  is 
what  in  the  firll:  Place  fhould  with  great 
Care  be  made  habitual  to  Children  and 
young  People. 

§.  744.  There  is  another  Fault  ^^^^^^ 
in  good  Manners,  and  that  is  Ex-  '  "^' 
cefs  C'f  Cerernony^  2nd  an  obfiinate  Perfifling' 
to  force  upon  another  what  is  not  his  Due, 
and  what  he  cannot  take  without  Folly  or 
Shame.  This  feenns  rather  a  Defis-n  to  ex- 
poic  than  oblige  ^  or  at  leaft  looks  like  a 
Contellfor  Mallery,  and  at  bed  is  buttrou- 
blefome,  and  fo  can  be  no  Part  of  Gcod- 
Breedings  which  has  no  other  Ufe  or  End, 
but  to  make  People  eafy  and  fatisfied  ia 
their  Converfation  with  us.  This  is  a  Fault 
few  young  People  are  apt  to  fall  into  \  but 
yet,  if  they  are  ever  guilty,  of  it,  or  are  fuf- 
pedled  to  incline  that  Way,  they  fhould  be 
told  of  it,  and  warned  of  this  mijlaken  Ci- 
vility. The  Thing  they  fhould  endeavour 
and  aim  at  in  Converfation,  fhould  be  to 
fhew  Refpect,  Eileem,  and  Good- Will,  by 
paying  to  every  one  that  common  Cere- 
mony and  Regard,  which  is  in  Civihty  due  to 
them.  To  do  this,  without  a  Sufpicion  of 
Flattery,  DilTimulation  or  Meannefs,  is  a 
great  Skill,  which  good  Senfe,  Reafon,  and 
good  Company,  can  only  teach ,  but  is  oi 
fo  much  Ufe  in  civil  Life,  that  it  is  well 
worth  the  ftudying. 

K  J  §.  145. 


214        Of   EDU  CATION. 

§.   145.  Though  the  managing  ourfelves 
well  in    this  Part  of  our  Behaviour  has  the 
]^:xr[\t  oi  Cccd'Brsedi7ig^  as  if  peculiarly  the 
Efteft  of  Education  :  yet,  as  I   have  faid, 
young  Children  fnouid    not    be    much  per- 
plexed about  it ;  1   mean   about  putting  off 
their    Hats    and    making   Legs    miodiihiy. 
Teach  them  Humihty,    and  to  be  good-na- 
tured, if  you  can,  and  this  Sort  of  Manners 
v/ill    not    be   wanting ;    Civility    being,    in 
Truth,  noihing  but  a  Care  not  to  fhew  any 
Slighting  or  Contempt  of  any  one   in  Con- 
veriation.     What  are  the  moif  allov/ed  and 
efleemed  Ways  of  exprefFmg  this,  we  have 
above  obferved.     It  is  as  peculiar  and  diffe- 
rs r^!.,  in  ieverai  Countries  of  the  World,  as 
their  Language  ;    and  therefore,    if  it    be 
rightly  conndered,    Rules     and  Difcourfes, 
made    to  Children  about  it,  are  as  ufelefs 
and   impertinent,  as   it  would   be  now  and 
then    to   give  a   Rule  or  two  of  the  ^panifo 
Tongue  to   one  that   converfes  only  v/ith 
Englijhnen.      Be    as   bufy    as    you    pleafe 
wuh   Difcourfes  of    Civility  to    your    Son, 
fuch  as  is  his  Company,  fuch  will  be  his 
Manners.     A   Ploughman   of  your  Neigh- 
bourhood, that  has   never  been  out   of  his 
Parilh,  read    what    Ledlures    you   pleafe  to 
him,  will   be  as   icon  .  in  his  Language,   as 
his  Carriage,  a  Courtier;  that  is,  in   neither 
will  be  more  polite  than  thofe  he  ufes  to' 
converfe  with :    And   therefore   of  this   no 

other 


Of  E  DUCAT  10  iV.         215 

other  Care  can  be  taken  till  he  be  of  an 
Age  to  have  a  Tutor  put  to  him,  who  muft 
not  fail  to  be  a  well-bred  Man :  And,  in 
good   Earnefl:,  if  I  were  to  fpeak  my  Mind 
freely,  fo  Children  do   nothing  out  of  Ob- 
(tinacy,  Pride,  and  111- Nature,  it  is  no  great 
Matter  how  they  put   off  their  Hats,    or 
make  Legs.     If  you  can  teach  them  to  love 
and  refpe6l  other  People,  they  will,  as  their 
Age  requires   it,  find  Ways  to  exprefs   it 
acceptably  to  ever/  one,  according  to  the 
Fafhions   they  have  been  ufed  to :  And,  as 
to  their  Motions  and  Carriag;e  of  their  Bo- 
dies,  a  Dancing-Malier,    as  has   been  lixid, 
when  it  is  lit,  will  teach  them  what  is  mod 
becoming.     In  the  mean  Time,  v/hen  they 
are  young,  People  expect  not  that  Children 
fhould  be  over-mindful  of  thefe  Ceremonies; 
Carelelfnefs  is  allowed  to  that  Age,  and  be- 
comes  them   as    well   as    Compliments  do 
grown   People ;  or,  at  leafl,    if  fome  very 
nice  People  will  think  it  a  Fault,  I  am  fure 
it  is  a  F^ault  that  fliould  be  over-looked,  and 
left  to  Time,  a  Tutor,  and  Converiation,  to 
cure  :  And  therefore  I  think  it  not  worth 
your  v/hile  to  have  your  Son  (as  I  often  fee 
Children   are)    molefted  or  chid  about  it : 
But,  where  there  is  Pride  or  Ill-Nature  ap- 
pearing   in  his  Carriage,  there  he  mufl  be 
perfuaded  or  lliamed  out  of  it. 

Though  Children,   when  little,  fliould  not 

be  much  perplexed  with  llules  and  ceremo- 

K  4  nious 


2i6        Of  EDUCATION. 

niolis  Part  of  Breeding,  yet  there  is  a  Sort  of 
Unmannerlinefs  very  apt  to  grow  up  with 
young  People,  if  not  early  retrained  ;  and 
,  ^  that  is  a  Forwardnefs  to  inierrwot 
tioH.  ^  Others  that  are  fpeaking,  and  to 
ilop  them  with  fome  Contradict 
iion.  Whether  the  Ciiftom  of  Difputing,  and 
the  Reputation  of  Parts  and  Learning 
ufjally  given  to  it,  as  if  it  were  the  only 
Standard  and  Evidence  of  Knowledge,  make 
young  Men  fo  forward  to  watch  Occalions 
to  corredl  others  in  their  Difcourfe,  and  not 
to  flip  any  Opportunity  of  fnewing  their 
Talents ;  io  it  is,  that  I  have  found  Scho- 
lars moil  blamed  in  this  Point.  There  can- 
not be  a  greater  Rudenefs,  than  to  interriip 
another  in  the  Current  of  his  Difcourfe  \  for 
if  there  be  not  impertinent  Folly  in  anfwer- 
ing  a  Man  before  we  know  what  he  will 
fay,  yet  it  is  a  plain  Declaration,  that  we 
are  weary  to  hear  him  talk  any  longer^ 
and  have  a  Difefheem  of  what  he  fays, 
which  we,  judging  not  fit  to  entertain  the 
Com^pany,  defire  them  to  give  Audience  to 
us,  who  h^ve  fomething  to  produce  worth 
their  Attention.  This  fhews  a  very  great 
Difixfpecl,  and  cannot  but  be  ofFenfive : 
And  yet,  this  is  v/hat  almoft  all  Interrup- 
tion conftantly  carries  with  it.  To  which, 
if  there  be  added,  as  is  ufual,  a  Correal- 
ing  of  any  Miftake,  or  a  Contradi5fim  of 
what  Has  been  faid,    it  is  a  Mtrk  of  yet 

greater 


Of  EDUCATION.        217 

greater  Pride  and  Self-Conceitednefs,  when 
we  thus  intrude  ourfelves  for  Teachers,  and 
take  upon  us,  either  to  fet  another  right  in  his 
Story,  or  fhew  the  Miftakes  of  his  Judge- 
ment. 

I  do  not  fay  this,  that  I  think  there  fliould 
be  no  Difference  of  Opinions  in  Converfa- 
tion,  nor  Oppofition  in  Men's  Difcourfes  : 
This   would  be  to  take  away  the  greateft 
Advantage  of  Society,    and   the   Improve- 
ments that  are  to   be   made  by   ingenious 
Company ;  v/here  the  Light  is  to  be  got  from 
the  oppofite  Arguings   of  Men    of  Parts, 
fnewing  the  different  Sides  of  Things,  and 
their  various  Afpedls  and  Probabilities,  would 
be  quite   loft,  if  every  one  were  obliged  to 
affent  to,  and  fay  after,  the  firft  Speaker.  It  is 
not  the  owning  one's  Dlffent  from  another, 
that  I    fpeak    againft,  but  the  Manner  of 
doino;  it.     Youno;  Men  fhould  be  taught  not 
to  be  forward  to  interpofe  their  Opinions,  un- 
iefs  afked,  or  when  others  have  done  and  are 
filent ;  and  then  only  by  Way  of  Enquiry, 
not  Inftrudion.    The  pofitive  Afferting,  and 
the  magifterial  Air  fhould  be  avoided  ^  and 
when  a  general  Paufe  of  the  whole  Company 
affords  an  Opportunity,  they  may  mod^irftiy 
put  in  their  Queftion  as  Learners, 

This   becoming  Decency  will  not   cloud 

their  Parts.,  nor  weaken  the  Strength  of  their 

Reafon  ;  but  befpeak  the  more  favourable 

Attention  J    and   give    what  they    fay    the 

K  5  greater 


2i8        Of  EDUCATION. 

greater  Advantage.  An  ill  Argument,  or 
ordinary  Obfervation  thus  introduced,  with 
feme  civil  Preface  of  Deference  and  Refpedl 
to  the  Opinions  of  others,  will  procure  them 
more  Credit,  and  Eflieem,  than  the  fharpeft 
Wit,  or  profoundeft  Science,  with  a  rough, 
infolent,or  noify  Management,  which  always 
ihocks  the  Hearers,  and  leaves  an  ill  Opinion 
of  the  Man,  though  he  get  the  better  of  it 
in  the  Argument. 

This  therefore  Ihould  be  carefully  watch- 
ed in  young  People,  flopped  in  the  Begin- 
ning,   and   the  contrary  Habit   introduced 
in  all  their  Converfation  ;    and  the  rather, 
becaufe  Forwardnefs  to  talk»  frequent  Inter- 
ruptions in  arguing,  and  loud  Wrangling^  arc 
too  often  obftrvable  amongil  grown  People, 
even   of  Rank  amongft  us.     The  Indians^ 
whom   we   call    barbarous,    obferve   much 
mere  Decency  and  Civility    in    their   Dif- 
courfes   and   Converfation,  giving   one  an- 
other a  fair  filent  Hearing,  till  they  have 
quite  done  ;  and  then  anfwering  them  calm- 
ly, and  without  Noife  or  Pafllon.     And  if 
it  be  not  fo  in    this   civilized  Part  of  the 
World,  we  muft  impute  it  to  a  Negledl  in 
Education,  which  has  not  yet  reformed  this 
ancient  Piece  of  Barbarity  amongft  us.  Was 
it  not,  think  you,  an  entertaining  Speftacle, 
to  fee  two  Ladies  of  Qiiality,    accidentally 
Seated  on  tiie  oppoHce  Sides  of  a  Room,  kt 

round 


Of   EDUCATIO  N.  219 

ound  with  Company,  fall  into  a 
Difputc,  and  gfow  fo  eager  in  it  D'fpnte, 
that  in  the  Heat  of  their  Gontrover- 
fy,  edging,  by  Degrees,  their  Chairs  forwards, 
they  were  in  a  little  Time  got  up  clofe  to  one 
another  in  the  Middle  of  the  Room  ;  where, 
for  a  good  while,  they  managed  the  Difpute 
as  fiercely  as  two  Game-Cocks  in  the  Pit, 
without  minding  or  taking  any  Notice  of  the 
Circle,  which  could  not  all  the  while  forbear 
fmiling  ?  This  I  was  told  by  a  Perfon  of 
Quality^  who  was  prefent  at  the  Combat,  and 
did- not  omit  to  refle<5t  upon  the  Indecencies, 
that  Warmth  in  Difpute  often  runs  People 
into ;  which  fince  Cuftom  makes  too  fre- 
quent. Education  fhould  take  more  Care  of. 
There  is  no  body  but  condemns  this  in 
others,  though  they  overlook  it  in  them- 
ielves-,  and  many,  who  are  fenfible  of  Tt  in 
themfelves,  and  refolve  againfl:  it,  cannot  yet 
get  rid  of  an  ill  Cuftom,  which  Negledl  in 
their  EdiKation  has  fuffered  to  fettle  into  an 
Habit. 

§.  146.  What  lias  been  above 
faid  concerning  Company ^  would,  Ccmpmiy.^ 
perhaps,  if  it  were  well  refieded 
on,  give  us  a  larger  Profped:,  ar^d  lee  us  fee 
how  much  farther  its  Influence  reaches.  It  is 
not  the  Modes  of  Civility  alone,  that  are 
imprinted  by  Converfation :  The  Tindlure 
of  Company  finks  deeper  than  the  Out-fide  ; 
*nd  poffibly,  if  a  true  Eftim>ate  were  made 

of 


220         Of  EDUCATION. 

of  the  Morality,  and  Religions  of  the  WorB, 
we  fhould  find,  that  the  far  greater  Part  of 
Mankind  received  even  thofe  Opinions  and 
Ceremonies,  they  would  die  for,  rather  from 
the  Fafhions  of  their  Countries,  and  the 
conftant  Pradlice  of  thofe  about  them,  than 
from  any  Conviction  of  their  Reafons.  I 
mention  this  only  to  let  you  fee  of  what 
Moment  I  think  Company  is  to  your  Son 
in  all  the  Parts  of  his  Life,  and  therefore 
how  much  that  one  Part  is  to  be  weighed 
and  provided  for  ;  it  being  of  greater  Force 
to  work  upon  him,  than  all  you  can  do  be- 
iides. 

§.  147.  You  will  wonder,  per- 
Liarnhig.  haps,  that  I  put  Learning  laft,  efpe- 
cially  if  I  tell  you  I  think  it  theleaft 
Part.  This  m.ay  feem  ftrange  in  the  Mouth 
of  a  bookiih  Man  ^  and  this  making  ufually 
the  chief,  if  not  only  Buftle  and  Stir  about 
Children,  this  being  almoil  that  alone  which 
is  thought  on  when  People  talk  of  Educa- 
tion, makes  it  the  greater  Paradox.  When 
I  cpnfider  what  Ado  is  made  about  a^  little  La- 
tin and  Greeks  how  many  Years  are  fpent  in  it, 
nnd  what  a  Noife  and  Bufinefs  it  makes  to  no 
Purpofe,  I  can  hardly  forbear  thinking,  that 
the  Parents  of  Children  ftill  live  in  Fear 
of  the  School-Mafter's  Rod,  which  they 
look  o»  as  the  only  Inflrument  of  Educa^- 
tion  '3  as  if  a  Language  or  two  were  its  whole 
Bufinefs.     How  elle  is  ic  poilible  that  a 

Child 


Of  EDUCATION.        221 

Child  fliould  be  chained  to  the  Oar,  feven, 
eight,  or  ten  of  the  befl  Years  of  his  Life, 
to  get  a  Language  or  two,  which  I  think 
might  be  had  at  a  great  deal  cheaper  Rate 
of  Pains  and  Time,  and  be  learned  almoft 
in  playing  ? 

Forgive  me  therefore,  if  I  fay,  I  cannot 
■with  Patience  think,  that  a  young  Gentle- 
man fhould  be  put  into  the  Herd,  and  be 
driven  with  a  Whip  and  Scourges,  as  if  he 
were  to  run  the  Gantlet  through  the  feveral 
Clafles,  ad  capiendum  ingenii  cultum.  What 
then,  fay  you,  would  you  not  have  him 
write  and  read  ?  Shall  he  be  more  ignorant 
than  the  Clerk  of  our  Parifh,  who  takes 
Hopkins  and  Sternhold  for  the  beft  Poets  in 
the  World,  whom  yet  he  makes  worfe  than 
they  are,  by  his  ill  Reading  ?  Not  fo,  not 
fo  faft,  I  befeech  you.  Reading,  and  Write- 
ing,  and  Learnings  I  allow  to  be  necefliiry, 
but  yet  not  the  chief  Bufinefs.  I  imagine 
you  would  think  him  a  very  foolifh  Fellow, 
that  fhould  not  value  a  virtuous,  or  a  v/ife 
Man,  infinitely  before  a  great  Scholar.  Not 
but  that  I  think  Learning  a  great  Help  to 
both  in  weil-difpofed  Minds;  but  yet  it 
mufl  be  confefled  al(b,  that  in  others  not  fo 
difpofed,  it  helps  them  only  to  be  the  more 
foolifh,  or  worfe  Men.  I  fay  this,  that 
when  you  confider  the  Breeding  of  your 
Son,  and  are  looking  out  for  a  School- Maf- 
ter  or  a  Tutor,  you  would  not  have  (as  is 

ufual 


222         Of  EDUCATION. 

ulual)  Latin  and  Logick  only  in  yourTho'Jghts. 
Learnhig  muil  be  had,  but  in  the  lecond 
Place,  as  fublervient  only  to  greater  Quali- 
ties. Seek  out  fome  body,  that  may  know 
how  dilcreetly  to  frame  his  Manners  :  Place 
him  in  Hands  where  you  may,  as^  much  as 
pofTible,  fecure  his  Innocence,  cherifh.and 
nurfe  up  the  good,  and  gently  correct  and 
weed  out  any  bad  Inclinations,  and  fettle  in 
him  good  Plabits.  This  is  the  main  Point, 
and  this  being  provided  for.  Learning  m.ay 
be  had  into  the  Bargain,  and  that,  as  I  think, 
at  a  very  eafy  Rate,  by  Methods  that  may 
be  thought  on. 

§.  148.  When  he  can  talk,  it  is 
Reading.  Time  he  fliould  begin  to  ham  to 
read.  But  as  to  this,  give  me  leave 
her€  to  inculcate  again,  what  is  very  apt  to 
be  forgotten,  njiz.  That  a  great  Care  is  to 
be  taken,  that  it  be  never  made  as  a  Bufmels 
to  him,  nor  he  look  on  it  as  a  Tafk.  We 
naturally,  as  I  iaid,  even  from  our  Cradles, 
love  Liberty,  and  have  therefore  an  Aver- 
fion  to  many  Things,  for  no  other  Reafon, 
but  becaufe  they  are  injoined  us.  I  have 
always  had;  a  Fancy,  that  Learning-  might 
be  made  a  Play  and  Recreation  to  Children; 
and  that  they  might  be  brought  to  defire  to 
be  taught,  if  it  were  propofed  to  them  as  a 
Thing  of  Honour,  Credit,  Dehght,  and  Re- 
creation, or  as  a  Reward  for  doing  fome- 
thing  elfe  \  and  if  they  were  never  chid-  oi* 

corrected 


Of  EDUCATION.  223 

corre(51:ed  for  the  Negledt  of  it.    That  which 
confirms  me  in  this  Opinion,  is,  that  amongft 
the  Portaguefey  jit  is  fo  much  a  Falliion  and 
Emulation  amongft  their  Children,   to  krj'n 
fo  read   and  write,   that  they,   cannot  hin- 
der them  from  it :  They  will  learn  it  one 
from  another,  and  are  as  intent  on  it,    as 
if  it  were  |prbid  them.     I   remember  that 
being  at  a  Friend's  Houie,  whofe  younger 
Son,  a  Child  in  Coats,  was  not  eafily  brought 
to. his  Book,  (being  taught  to  read  at  home 
by  his   Mother)    1    adviled   to   try  another 
Way,  than  requiring  it  of  him  as  his  Duty ; 
we   therefore,    in    a   Difcourfe  on  purpofe 
amongft  ourfelves,    in   his    Hearing,     but 
without  taking  any  Nctic<^  of  him,  declared. 
That  it  was  the  Privilege  and  Advantage 
of  Heirs,  and  elder  Brothers,  to  be  Scho- 
lars-, that  this  made  them  fine  Gentlemen, 
and  beloved   by  every  body;    and  that  for 
younger  Brothers,  it  was  a  Favour  to  admit 
them  to  Breeding-,    to    be  taught  to  read 
and   write,    was    more  than  came   to  their 
Share;    they  might  be   ignorant  Bumpkins 
and     Clowns,    if    they   pleafed.      This    fo 
wrought  upon  the  Child,    that   afterwards 
he  defired  to  be  taught;  would  come  him- 
felf  to  his  Mother  to  lear/i^  and  would  not 
let  his  Maid  be  quiet  till  fhe  heard  him  his 
LefTon.     I  doubt  not  but  fome  Way  like 
this   might  be   taken  with  other  Children; 
and  when  their  Tempers  are  found,  fome 

Thoughts 


2  24         Of  EDUCATION. 

Thoughts  be  inflilled  into  them,  that  might 
fet  them  upon  defiring  of  Learning  them- 
felves,  and  make  them  feek  it,  as  another 
fort  of  Play  or  Recreation.  But  then,  as  I 
faid  before,  it  miifl  never  be  impofed  as  a 
Task,  nor  made  a  Trouble  to  them.  There 
may  be  Dice  and  Play-Things,  with  the  Let- 
ters on  them,  to  teach  ChildreiY  the  Alpha- 
let  by  playing  •,  and  twenty  other  Ways  may 
be  found,  fuitable  to  their  particular  Tem- 
pers, to  make  this  kind  of  Learning  a  Sport 
to  them, 

§.  149.  Thus  Children  may  be  cozened 
into  a  Knowledge  of  the  Letters  \  be  taught 
to  read,  without  perceiving  it  to  be  any- 
thing but  a  Sport,  and  play  themfelves  into 
that  which  others  are  whipped  for.  Chil- 
dren fliould  not  have  any  thing  like  Work, 
or  ferious,  laid  on  them ;  neither  their 
Minds  nor  Bodies  will  bear  it.  It  injures 
their  Healths ,  and  their  being  forced  and 
tied  down  to  their  Books  in  an  Age  at  en- 
mity with  all  fuch  Reftraint  has,  I  doubt 
not,  been  the  Reafon,  why  a  great  many 
have  hated  Books  and  Learning  all  their 
Lives  after:  It  is  like  a  Surfeit,  that  leaves 
an  Averfion  behind  not  to  be  removed. 

§.  1 50.  I  have  therefore  thought,  that  if 
Play-Things  were  fitted  to  this  Purpofe,  as 
they  are  uliially  to  none.  Contrivances 
might  be  made  to  teach  Children  to  read^ 
whilft  they  thought  they  were  only  play- 
ing. 


i  Of    EDUCATION.        225 

'  ing.  For  Example  ;  What  if  an  Ivory-Ball 
were  made  like  that  of  the  Royal-Oak  Lot- 
tery, with  thirty-two  Sides,  or  one  rather  of 
twenty-four  or  twenty-five  Sides  •,  and  upon 
feveral  of  thofe  Sides  pafted  on  an  A,  upon 
ilveral  others  B,  on  others  C,  and  on  others- 
D  ?  I  would  have  you  begin  with  but  thefe 
four  Letters,  or  perhaps  only  two  at  firfl  •, 
and  when  he  is  perfedt  in  them,  then  add 
another  j  and  fo  on  till  each  Side  having  one 

.  Letter,   there  be  on  it  the  whole  Alphabet. 

I  This  I  would  have  others  play  with  before 
him,  it  being  a  good  Sort  of  Play  to  lay  a 
Stake  who  (hall  firft  throw  an  A  or  B,  as 
who  upon  Dice  fhall  throw  Six  or  Seven. 
This  being  a  Play  amongft  you,  tempt  him 
not  to  it,  left  you  make  it  Bulinefs ;  for  I 
would  not  have  him  underftand  it  is  any 
thing  but  a  Play  of  older  People,  and  I 
doubt  not  but  he  will  take  to  it  himfelf. 
And  that  he  may  have  the  more  Reafon  to 
think  it  is  a  Play,  that  he  is  fometimes  in 
Favour  adm.itted  to,  when  the  Play  is  done 
the  Ball  fnould  be  laid  up  fafe  out  of  his^ 
Reach,  that  fo  it  may  not,  by  his  having  it 
in  his  Keeping  at  any  Time,  grov/  ftale  to 
him. 

§.  151.  To  keep  up  his  Eagernefs  to  it,, 
let  him  think  it  a  Game  belonging  to  thofe 
above  him  ;  and  when,  by  this  Means,  he 
knows  the  Letters,  by  changing  them  into- 
Syllables  he  may  kar7i  to  read^  without  know- 
ins: 


226        Of  E  D  U  C  A  T  I  O  N. 

ing  how  he  did  fo,  and  never  have  any  Chide- 
ing  or   Trouble  about  it,  nor  fall  out  with 
Books  becaufe  of  the  hard  Ufage  and  Vex- 
ation they  have  caufed  him.  Children,  if  you    i 
obfcrve  them,  take  abundance  of  Pains  to 
learn  feverai  Games,  which,  if  they  fliould 
be  enjoined    them,  they  would  abhor  as  a 
Tafk  and  Bur]nefs.       I  know  a  Perlbn    of 
great  Quality  (more  yet  to  be  honoured  for 
his  Learning  and  Virtue,  than  for  his  Rank 
and  high  Place)  who,  by  palling  on  the  Cu: 
Vowels  (for  in  our  Language  Y  is  one)  on 
the   fix  Sides  of  a  Die,  and  the  remaining 
eighteen  Confonants   on  the  Sides  of  three 
other  Dice,  has    made  this  a  Play   for   his 
Children,  that  he  lliall  win,  who,  at  one  Call,  . 
throws   moft   Words   on  thefe  four  Dice  •, 
whereby  his   eldeft  Son,  yet  in  Coats,  has 
played  himfelf  into  fpelling^  wqth   great  Ea- 
gernefs,  and  without  once  having  been  chid 
for  it,  or  forced  to  it. 

§.   152.  T   have  feen  little  Girls  exercife 
whole  Piours  together,  and  take  abundance 
of  Pains  to   be  expert  at  Bibjlones^  as  they 
call  it :    Whilfl    1  have   been    looking    on, 
\  have  thought   it    wanted  only  fome  good 
Contrivance     to    make    them "  employ    ail- 
that    Induflry    about  fomething   that  might 
be  more  uleful  to   them  •,     and     mcthinks- 
it   is    only    the     Fault   and  Negligence    of 
elder   People  that    it   is    not  fo.     Children- 
are  much  lefs  apt  to  be  idle  than  Men,  and' 

Men 


Of  EDUCATION.        227 

Men  are  to  be  blamed  if  fome  Part  of  that 
bufy    Humour    be    not  turned    to    ufeful 
Things ;  which  might  be  made  ulually  as  de- 
lightful to  them  as  thofe  they  are  employed 
in,  if  Men  would  be  but  half  lb  forward  to 
lead  the  Way  as  thefe  little  Apes  would  be 
to  follow.     I   imagine  fome  wife  Fortuguefe 
heretofore  began  this  Fafliion  amongil  the 
Children  of  his  Country,  where  I  have  been 
told,  as  I  faid,  it  is  impoflible  to  hinder  the 
Children  from  lear?mg  to  read  and  write  :  And 
in  fome  Parts  of  Fra-nce  they  teach  one  an- 
other  to    fmg   and  dance    from  the   Cra- 
dle. 

.  §,  15^.  The  L^//^r J  pafted  upon  the  Sides 
of  the  Dice,  or  Polygon,  were  bed  to  be  of 
the  Size  of  thofe  of  the  Folio  Bible  to  begin 
"vykh,  and  none  of  them  Capital  Letters  \ 
when  once  he  can  read  what  is  printed  in 
fuch  Letters,  he  will  not  long  be  ignorant  of 
the  orreat  ones  :  And  in  the  Begrinninor  he 
fhould  not  be  perplexed  with  Variety.  With 
this  Die  alfo,  you  might  have  a  Play  juft 
like  the  Royal  Oak,  which  would  be  another 
Variety  ,    and  play  for  Cherries  or  Apples, 

%,  1 54.  Befides  thefe,  twenty  other  Plays^ 
.':^.ight  be  invented,  depending  on  Letters^ 
v/hich  thofe  who  like  this  Way,  may  eali- 
ly  contrive  and  get  made  to  this  LTfe  if  they 
will.  But  the  four  Dice  above-mentioned  I 
think   lb  cafy  and  ufeful,    that  it  v/ill   be 

hard 


2^8        Of  ED  U  CAT  10  K. 

hard  to  find  any  better,    and  there  will'bc 
fcarce  need  of  any  other. 

§.   155.  Thus  much  for  learning  to  ready 
which  let  him  never  be  driven  to,  nor  chid 
for  J  cheat  him  into  it  if  you  can,  but  make 
it  not  a  Budnefs  for  him.     It  is  better  it  be" 
a  Year  later  before  he  can  read^    than   thac 
he  ihould  this  \Vay  get  an  Averfion  to  Learn- 
ing.    If  you  have  any  Contefcs  with  him,- 
let  it  be  in  Matters  of  Moment,  of  Truth,- 
and  Good-Nature  -,  but  lay  no  I'apK  on  him 
about  ABC.     Ufe  your  Skill  to  make  hi*' 
Will  fupple  and  pliant  to  Reaibn :    Teach' 
him  to  love  Credit  and  Commendaiion  ;  to 
abhor  being  thought  ill  or  meanly  of,  efpe- 
cially  by   you  and   his    Mother ;   and  then 
the  reft  will  come  all  eafily.     But,  I  think,  if 
you  will  do  that,  you  muft  not  fliackle  and' 
tie  him  up  with  Rules  about  indi^erent  Mat- 
ters, nor  rebuke  him  for  every  little  Fault,- 
or  perhaps  fome  that  to  others  would  feem 
great  ones  :    But  of  this  I  have  faid  enough' 
already. 

§.  156.  When  by  thefe  gentle  Ways  he' 
begins  to  be  able  to  read^  fome  eafy  pkafant 
Book  fuited  to  his  Capacity  fhould  be  put" 
into  his  Hands,  wherein  the  Entertainment 
that  he  finds  might  draw  him  on,  and  reward 
his  Pains  in  Readi-ng,  and  yet  not  fuch  as 
fhould  fill  his  Head  with  perfedly  ufelefs 
Trumpery,  or  lay  the  Principles  of  Vice 
and  Folly,     To  this  Purpofe,  I  think  jEfofs, 

Fables 


i 


Of   EDUCATION.        22^ 

Fahles  the  bed,  which  being  Stories  apt  to 
-delight  and  entertain  a  Child,  may  yet  af- 
ford ufsful  Reflections  to  a  grown  Man  ; 
,.  and,  if  his  Memory  retain  them  all  his 
Life  after,  he  will  not  repent  to  find  them 
there,  amongft  his  manly  Thoughts  and 
ferious  Bufinefs.  If  his  JEfop  has  Figures 
in; it,  it  will  entertain  him  much  the  bet- 
ter, and  encourage  him  to  read,  when  it 
carries  the  Increafe  of  Knowledge  with  it  t 
For  fuch  vifible  Objeds  Children  hear  talk- 
ed of  in  vain,  and  without  any  Satisfadlion, 
whilft  they  have  no  Ideas  of  them  ;  thofe 
Ideas  being  not  to  be  had  from  Sounds,  birt 
■from  the  Things  themfelves,  or  their  Pic- 
tures. And  therefore,  I  think,  as  foon  as 
jie  begins  to  fpell,  as  many  Pidures  of 
Animals  (hoiild  be  got  him  as  can  be  found, 
with  the  printed  Names  to  them,  which  at 
the  fame  Time  will  invite  him  to  read,  and 
afford  him  Matter  of  Enquiry  and  Know- 
ledge. Reynard  the  Fox  is  another  Book,  I 
think,  may  be  made  ufc  of  to  the  fame  Pur- 
pofe.  And  if  thofe  about  him  will  talk  to 
him  often  about  the  Stories  he  has  read, 
and  hear  him  tell  them,  it  will,  befides 
Other  Advantages,  add  Encouragement  and 
Delight  to  his  Readings  when  he  finds  there 
is  fome  Ufe  and  Pleaflire  in  it.  Thefe  Baits 
feem  wholely  negle61:ed  in  the  ordinary  Me- 
thod i  and  it  is  ulually  long  before  Learners 
find  any  Ufe  or  Pieafure  in  reading  which 

may 


230        Of  EDUCATION.  I 

may  tempt  them  to  it,  and  fo  take  Books  ] 
only  for  fafhionable  Amiifements,  or  imper- 
tinent Troubles  good  for  nothing.  j 

§.  157.  The  Lord's  Prayer,  the  Creed,  , 
and  Ten  Commandments,  it  is  necefiaryhe 
fhould  learn  perfectly  by  Heart ;  but,  I  i 
think,  not  by  reading  them  himfelf  in  his 
Primer,  but  by  fome- body's  repeating  thera  \ 
to  him,  even  before  he  can  read.  But  j 
learning  by  heart,  and  learning  to  7'eady  fhould  >; 
not,  I  think,  be  mixed,  and  fo  one  made  to  \ 
clog  the  other-,  but  his  learning  \to  read  \ 
lliould  be  made  as  little  Trouble  or  Bufmefs  \ 
to  him  as  misht  be.  j 

What  other  Books  there  are  in  Englijh  of  ; 
the  Kind  of  thofe  above  mentioned,  fit  to  , 
engage  the  Liking  of  Children,  and  tempt  ; 
them  to  read^  I  do  not  know,  but  am  apt  j 
to  think,  tliat  Children,  being  generally 
delivered  over  to  the  Method  of  Schools, 
where  the  Fear  of  the  Rod  is  to  inforce,  ; 
and  not  any  Pleafure  of  the  Employment  | 
to  invite  them  to  learn,  this  Sort  of  uleful  j 
Books,  amongft  the  Number  of  filly  ones  ; 
that  are  of  all  Sorts,  have  yet  had  the  Fate  - 
to  be  neglecled  •,  and  nothing  that  I  know  1 
has  been  confidered  of  this  Kind  out  of  the  , 
ordinary  Road  of  the  Horn-Book,  Primer,  | 
Pialter,  Teflament,  and  Bible.  ; 

§.  158.  As  for  the  Bible^  which  Children  ' 
are  ufually  employed  in  to  exercife  and  im-  \ 
prove  their  Talent  in  readings  I  think,  the  ; 

pro-  i 

5  I 


Of  EDUCATION.         231 

promifcuous  Reading  of  it,  though  by  Chap- 
ters as  they  lie    in  Order,    is    fo  far  from 
being  of  any  Advantage  to  Children,  either 
for  the  perfe6ling  their  Readings   or  prin- 
cipling  their  Religion,  that  perhaps  a  worfe 
could  not  be  found:    For  what  Pleafnre  or 
Encouragement  can  it  be  to  a  Child  to  ex- 
ercife  himfeif  in   reading   thofe  Parts  of  a 
Book  where  he  underftands  nothing  ?  And 
how  little  are  the  Law  of  Mofes^  the  Song 
of  Solomon^  the   Prophecies  in  the  Old,  and 
the  Epiilles  and  Apocalypfe  in  the  New  Tef- 
tament,  fuited  to  a  Child's  Capacity  ?  And 
though.the  Hiftory  of  the  h.vangelifls,  and 
the  Acts,  have  fomething  eafier,  yet,  taken 
all  together,    it  is    very    difproportional  to 
the  Underftanding  of  Childhood.     I  grant, 
that  the  Principles    of  Religion  are  to  be 
drawn  from  thence,  and  in  the  Words  of 
the  Scripture ;  yet  none  ihould  be  propofed 
to    a  Child,  but    fuch    as    arc  fuited    to  a 
Child's  Capacity  and  Notions.     But  it  is  far 
from  this,   to  read  through  the  zvhcle  Bible^ 
and  that  for  Reading's  fake.     And  what  aa 
odd  Jumble  of  Thoughts  mufl  a  Child  have 
in  his  Head,  if  he  have  any  at  all,  fuch  as 
he  ihould   have    concerning  Religion,  who 
in  his  tender  Age  reads  all  the  Parts  of  the 
Bihk   indifferently   as    the  Word    of  God, 
without  any  other  Diftinclion  !    I  am  apt  to 
think,  that    this,  in  fome  Men,    has    been 
the  very  Reafon  why  they  never  had  clear 

and 


2^2       Of  EDUCATION. 

and  diflindt  Thoughts  of  it  all  their  Life! 
Time.  '      ; 

§.   159.  And  now  I  am  by  chance  fallen.! 
on  this  Subje^l,  give  me  leave  to  fay,  tliat; 
there  are  fome  Parts  of  the  Scripture  which  '• 
may  be  proper  to  be  put  into  the  Hands  of  I 
a  Child  to  engage  him  to  read ;  fuch  as  are ; 
the   Story  ot  Jofeph  and  his  Brethren,   of; 
David  and  Goltah,  of  David  and  Jonathan^ 
i^c.  and  others,  that  he  fhould  be  made  to ! 
read  for  his  Inftru6lion,  as  that,  JVhat  you 
would  have  others  do  unto  youy  do  you  the  fame  \ 
unto  them ;  and  fuch  other  eafy  and  plain 
moral  Rules,  which  being  fitly  chofen  might 
often  be  made  ufe  of,  both  for  Reading  and  | 
Inflru6lion  together  -,  and  fo  often  read,  till  i 
they  are  thoroughly  fixed  in  the  Memory  ;  ] 
and  then  afterwards,  as  he  grows  ripe  for  ; 
them,  may  in  their  Turns,   on  fit  Occafi-  | 
ons,  be  inculcated  as  the  {landing  and  fa-  ■ 
cred  Rules  of  his  Life  and  A6lions.     But  i 
the  Reading  of  the  whole  Scripture  indifie-  I 
rently,  is  what  I  think  very   inconvenient  1 
for  Children,  till  after  having  been  made  ' 
acquainted   with   the  plained  fundamental  j 
Parts  of  it,  they  have  got  fome  kind  of  ge-  | 
neral  View  of  what  they  ought  principally  j 
to  believe  and  pradife  •,  which  yet,  I  think, 
they  ought  to  receive  in  the  very  Words  of 
the  Scripture,  and  not  in  fuch  as  Men,  pre-  ^ 
pofTefled  by  Syilems  and  Analogies,  are  apt  \ 
m  this  Cafe  to  make  ule  of  and  force  upon  ; 

them,  ; 

i 


Of   E  DUC  ATION.         25^ 

them.  Dr.  f'Vorthington^  to  avoid  this,  has 
made  a  Catechifm,  which  has  all  its  An- 
fwers  in  the  precife  Words  of  the  Scripture, 
a  Thing  of  good  Example,  and  fnch  a  found 
Form  of  Words  as  no  Chriftian  can  except 
againft,  as  not  fit  for  his  Child  to  learn. 
Of  this,  as  foon  as  he  can  fay  the  Lord's 
Prayer,  Creed,  and  ten  Commandments  by 
Heart,  it  may  be  fit  for  him  to  learn  a 
Qucftion  every  Day,  or  every  Week,  as 
his  Underflanding  is  able  to  receive,  and 
his  Memory  to  retain  them.  And  when 
he  has  this  Catechifm  perfedlly  by  Heart, 
fo  as  readily  and  roundly  to  anfwer  to  any 
Queftion  in  the  whole  Book,  it  may  be 
convenient  to  lodge  in  his  Mind  the  remain- 
ing moral  Rules  fcattered  up  and  down  in 
the  Bible,  as  the  beft  Exercife  of  kis  Me- 
mory^ and  that  which  may  be  always  a  Rule 
to  him,  ready  at  Hand,  in  the  whole  Con- 
du(3:  of  his  Life. 

§.  160.  When  he  can  xtz.^EngliJ}j  .,. .  . 
well,  it  will  be  ieafonable  to  enter  ^  ^^'^' 
him  in  Writing:  And  here  the  firfl Thing 
fhonld  be  taught  him  is  to  hold  his  Fen  righi^\ 
and  this  he  Ihould  be  perfed  in  before  he 
fhould  be  fuffered  to  put  it  to  Paper :  For 
not  only  Children,  but  any  body  elfe,  that 
would  do  any  thing  well,  fliould  never  be 
put  upon  too  much  of  it  at  once,  or  be  fet 
to  perfedl  themfelves  in  two  Parts  of  an 
Adion  at  the  fame  Time,  if  they  can  pof- 
L  fibiy 


234        Of   ED  UC  AT  I  ON. 

iibly  be  feparated.  I  think  the  Italian  Way 
of  holding  the  Pen  between  the  Thumb  and 
the  Fore-linger  alone,  may  be  bell:  -,  but  in 
this  you  fhould  confult  fome  good  Writing- 
Mafter,  or  any  other  Perfon  who  writes 
well  and  quick.  When  he  has  learned  to 
hold  his  Pen  right,  in  the  next  Place  he 
fhould  learn  how  to  lay  his  Paper^  and  place 
his  Arm  and  Body  to  it.  Thefe  Pradices 
being  got  over,  the  Way  to  teach  him  tO' 
write  without  much  Trouble,  is  to  get  a 
Plate  graved  with  the  Charadlers  of  fuch 
a  Hand  as  you  like  bell: :  But  you  muft 
remember  to  have  them  a  pretty  deal  big- 
ger than  he  fhould  ordinarily  write;  for 
every  one  naturally  comes  by  Degrees  to 
write  a  lefs  Hand  than  he  at  firfl  was  taught, 
but  never  a  bigger.  Such  a  Plate  being 
graved,  let  feveral  Sheets  of  good  Wri ting- 
Paper  be  printed  off  with  Red  Ink,  which 
he  has  nothing  to  do  but  to  go  over  with  a 
good  Pen  filled  with  black  Ink,  which  will 
quickly  bring  his  Hand  to  the  Formation  of 
thofe  Characters,  being  at  firfl  fhewed 
where  to  begin,  and  how  to  form  every 
Letter ;  and,  when  he  can  do  that  well,  he 
mufb  then  exercife  on  fair  Paper,  and  fo  may 
^afily  be  brought  to  write  the  Hand  you 
defn-e. 

Dra^in  ^'  ^^^'  When  he  can  write  well 

ra-iving.     ^^^  qyi^k^  I  think  it  may  be  con- 

Tenient  not  only  to  continue  the  Exercife 

of 


Of  EDUCATION.        235 

of  his  Hand  in  Writing,  but  alfo  to  im- 
prove the  life  of  it  farther  in  Draivi^g,  a 
Thing  very  ufeful  to  a  Gentleman  on  feveral 
Occafions;  but  efpecially  if  he  travel,  as 
that  which  helps  a  Man  often  to  exprefs, 
in  a  fev7  Lines  well  put  together,  what  a 
whole  Sheet  of  Paper  in  Writing  would 
not  be  able  to  reprelent  and  make  intelligi- 
ble. How  many  Buildings  may  a  Man 
fee,  how  many  Machines  and  Habits  meet 
with,  the  Ideas  whereof  would  be  eafily 
retained  and  communicated  by  a  little  Skill 
in  Drazving-^  which  being  committed  to 
Words  are  in  Danger  to  be  loft,  or  at 
bed  but  ill  retained  in  the  moft  exa6l  De- 
fcriptions  ?  I  do  not  mean  that  I  would  have 
your  Son  a  perfe5f  Pointer  •,  to  be  that  to 
any  tolerable  Degree  v/ill  require  more 
Time  than  a  young  Gentleman  can  fparq 
from  his  other  Improvements  of  greater 
Moment.  But  fo  much  Infight  into  Per- 
fpefiive  and  Skill  in  Dra'-jjing^  as  will  enable 
him  to  reprefent  tolerably  on  Paper  any- 
thing he  fees,  except  Faces,  may,  I  think, 
be  got  in  a  little  time,  efpecially  if  he  has 
a  Genius  to  it  \  but  where  that  is  wanting^ 
unlefs  it  be  in  Things  abfelutely  neceflary, 
it  is  better  to  let  him  pafs  them  by  quiet- 
ly, than  to  vex  him  about  them  to  no  Pur- 
pofe:  And  therefore  in  this,  as  in  all  other 
Things  not  abfolutely  neceiTary,  the  Rule 
holds,  Nihil  invita  Minsn;a, 

L  2  f  I. 


2^6  Of  EDUCATION. 

^  I.  Short-Hand^  an  Art,  as 'I 
Short-Hand,  have  beentold,  known  only  in  E^ig- 
land^  may  perhaps  be  thought 
worth  the  learning,  both  for  Dilpatch  in 
what  Men  write  for  their  own  Memory,  and 
Concealment  of  what  they  would  not  have 
lie  open  to  every  Eye  :  For  he  that  has 
once  learned  any  Sort  of  Character,  may  ea- 
fily  vary  it  to  his  own  private  Ufe  or  Fan- 
cy, and  with  more  Contradiion  fuited  to 
the  Bufmefs  he  would  employ  it  in.  Mr. 
Rich's^  the  beil  contrived  of  any  I  have  feen, 
may,  as  I  think,  by  one  who  knows  and 
confiders  Grammar  well,  be  made  much  ea- 
fier  and  fhorter.  But  for  the  learning  this 
compendious  Way  of  Writing,  there  will 
be  no  Need  haflily  to  look  out  a  Mafter  •, 
it  will  be  early  enough  when  any  convenient 
Opportunity  offers  itfelf  at  any  Time  after 
his  Hand  is  well  fettled  in  fair  and  quick 
Writing :  For  Boys  have  but  little  Uie 
of  Short-Hand^  and  fhould  by  na  means 
praclile  it  till  they  write  perfectly  well, 
and  have  throughly  fixed  the  Habit  of 
doing  fo. 

§,  162.  As  foon  as  he  can  fpeak 
French.  Englijh.,  it  is  time  for  him  to  learn 
fome  other  Language  :  This  no  bo- 
dy doubts  of,  when  French  is  propofed.  And 
the  Reafon  is,  becaufe  People  are  accuftom- 
ed  to  the  right  Way  of  teaching  that 
Language,  which  is  by  talking  it  into  Chil- 
dren 


Of  EDUCATION.         237 

dren  in  conflant  Converfationj  and  not  by 
grammatical  Rules.  The  Latin  Tongue 
would  eafily  be  taught  the  lame  Way,  if  hi.9 
Tutor,  being  conftantly  with  him,  would 
talk  nothing  elfe  to  him,  and  make  him 
anfwer  ftill  in  the  fame  Language.  But 
becaufe  French  is  a  living  Language,  and  to 
be  ufed  more  in  fpeaking,  that  fhould  be  lirft 
learned,  that  the  yet  pliant  Organs  of  Speech 
might  be  acculiomed  to  a  due  Formation  of 
thofe  Sounds,  and  he  get  the  Habit  of  pro- 
nouncing French  well,  which  is  the  harder  to 
be  done  the  longer  it  is  delayed. 

§.  163.  When  he  can  fpeak  and 
read  French  well,  which  in  this  Latin. 
Method  is  ufually  in  a  Year  or  two, 
he  Ihould  proceed  to  Latin.,  which  It  is  a 
Wonder  Parents,  when  they  have  had  the 
Experiment  in  French.,  fhould  not  think 
ought  to  be  learned  the  fame  Way,  by  tall#- 
ing  and  reading.  Only  Care  is  to  be  takea 
whilft  he  is  learning  thefe  foreign  Languages, 
by  fpeaking  and  reading  nothing  elie  with 
his  Tutor,  that  he  do  not  forget. to  read 
Englijhy  which  may  be  preferred  by  his  Mo- 
ther, or  fome  body  elfe,  hearing  him  read 
fome  chofen  Parts  of  the  Scripture,  or  other 
Englijh  Book,  every  Day. 

§.  164.  Latin  I  look  upon  as  abfolutcly 

neceiTary  to  a  Gentleman ;  and  indeed  Cuf- 

tom,  which  prevails  over  every  thing,  has 

made  it  lb  much  a  Part  of  Education,  that 

L  3  even 


238        Of  EDUCATION. 

even  thofe  Children  are  whipped  to  ir,  and 
made  fpend  many  Hours  of  their  precious 
Time  uneafily  in  Latin^  who,  after  they  are 
once  gone  from  School,  are  never  to  have 
more  to  do  with  it  as  long  as  they  live. 
Can  there  be  any  thing  more  ridiculous, 
than  that  a  Father  lliould  wafte  his  own 
Money,  and  his  Son's  Time,  in  fetting  him 
to  learn  the  Reman  La?iguage^  Vv^hen  at  the 
fame  Time  he  defigns  him  for  a  Trade, 
wherein  he,  having  no  Ufe  of  Latin^  fails 
not  to  forget  that  little  which  he  brought 
from  School,  and  which  it  is  ten  to  one  he 
abhors  for  the  ill  Ufage  it  procured  him? 
Could  it  be  believed,  unlefs  we  had  every- 
where amongft  us  Examples  of  it,  that  a 
Child  fhould  be  forced  to  learn  the  Rudi- 
ments of  a  Language  which  he  is  never  to 
nfe  in  the  Ccurfe  of  Life  that  he  is  defign- 
ed  to,  and  negleft  ail  the  while  the  writing 
a  good  Hand,  and  calling  Accounts,  which 
are  of  great  Advantage  in  all  Conditions  of 
Life,  and  to  moft  Trades  indifpenfibly  ne- 
cefTary  ?  But  tho*  thefe  Qualifications,  re- 
quifite  to  Trade  and  Commerce,  and  the  Bu- 
fmefs  of  the  World,  are  feldom  or  never 
to  be  had  at  Grammar-Schocls,  yet  thi- 
ther, not  only  Gentlemen  fend  their  young- 
er Sons,  intended  for  Trades,  but  even 
Tradefmen  and  Farmers  fail  not  to  fend 
their  Children,  though  they  have  neither 
Intention  nor  Ability  to  make  them  Scho- 
lars. 


Of  EDUCATION.        239 

lars.  If  you  ask  them  why  they  do  this^ 
they  think  it  as  a  ftrange  Queftion  as  if  you 
fhould  afk  them.  Why  they  go  to  Church. 
Cuftom  ferves  for  Realbn,  and  has,  to  thofe 
who  take  it  for  Reafon,  fo  confecrated  this 
Method,  that  it  is  almoft  rehgioufly  obfer- 
ved  by  them,  and  they  ilick  to  it,  as  if  their 
Children  had  fcarce  an  orthodox  Education,^ 
unlefs  they  learn  L///v's  Grammar. 

§.  165.  But  how  neceilary  foever  Latin 
be  to  fome,  and  is  thought  to  be  to  others^ 
to  whom  it  is  of  no  Manner  of  Ufe  or  Ser- 
vice ;  yet  the  ordinary  Way  of  learning  ic 
in  a  Grammar-School  is  that  which,  having 
had  Thoughts  about,  I  cannot  be  forward  to 
encourage.  The  Reafons  againft  it  are  fo 
evident,  and  cogent,  that  they  have  prevail- 
ed with  fome  intelligent  Perfons,  to  quit 
the  ordinary  Road,  not  without  Succefsy 
though  the  Method  made  ufe  of  was  not 
exactly  that  which  I  imagine  the  eafiefl,  and 
in  fliort  is  this.  To  trouble  the  Child  with 
no  Grammar  at  all,  but  to  have  Latin^  as 
Englijh  has  been,  without  the  Perplexity  of 
Rules,  talked  into  him  \  for  if  you  will 
confider  it,  Latin  is  no  more  unknown  to  a 
Child,  when  he  comes  into  the  World,  than 
Engliflj:  And  yet  he  learns  Englifh  without 
Mafter,  Rule,  or  Grammar ;  and  fo  might 
he  Latin  too,  as  Tully  did,  if  he  had  fome 
body  always  to  talk  to  him  in  this  Lan- 
guage. And  when  we  fo  often  fee  a  French 
L  4  Woman 


240  Of  E  D  U  C  A  T  I  O  N. 
Woman  teach  an  Englijh  Girl  to  fpeak  and 
read  French  perfedtiy  in  a  Year  or  two, 
without  any  Rule  of  Grammar,  or  any 
Thing  elfe  but  pratling  to  her,  I  cannot  but 
wonder,  how  Gentlemen  have  been  overfeen 
this  Way  for  their  Sons,  and  thought  them 
more  dull  or  incapable  than  their  Daughters. 
§.  1 66.  If  therefore  a  Man  could  b'e  got, 
vrho  himfelf  fpeaking  good  Latin ^  v/ould 
always  be  about  your  Son,  talk  conftandy 
to  him,  and  fuffer  him  to  fpeak  or  read 
nothing  elfe,  this  would  be  the  true  and 
genuine  Way,  and  that  which  I  would  pro- 
pofe,  not  only  as  the  eafied  and  befi, 
wherein  a  Child  might,  without  Pains  of 
Chiding,  get  a  Language,  which  others  are 
wont  to  be  whipped  for  at  School  fix  or  {tvtn 
Years  together  j  but  alio  as  that,  wherein 
at  the  fame  Time  he  might  have  his  Mind 
and  Manners  form.ed,  and  he  be  inftru6led 
to  boot  in  feveral  Sciences,  fuch  as  are  a 
good  Part  of  Geography^  Aftronomy^  Chrono- 
logy^ Anatomy^  befides  fome  Parts  of  Biftory^ 
and  all  other  Parts  of  Knowledge  of  Things, 
that  fall  under  the  Senfes,  and  require  little 
more  than  Memory  ;  For  there,  if  we  would 
take  the  true  Way,  our  Knowledge  fhould 
begin,  and  in  thofe  Things  be  laid  the 
Foundation  ;  and  not  in  the  abflracl  No- 
tions oi Logic k  and  Metapbyficks^  which  are 
fitter  to  amuie,  than  inform  the  Under- 
ftanding,    in   its    firli   fctcing   out   towards 

Know- 


Of  EDUCATION.        ^t 

Knowledge.  When  young  Men  have  had 
their  Heads  employed  a  while  in  thofe  ab- 
fbradt  Speculations,  without  finding  the  Suc- 
cels  and  Improvement,  or  that  Ufe  of  them, 
v;hich  they  exped:ed,  they  are  apt  to  have 
mean  Thoughts,  either  of  Learning  or  them- 
felves;  they  are  tempted  to  quit  their  Stu- 
dies, and  throw  away  their  Books,  as  con- 
taining nothing  but  hard  Words,  and  empty 
Sounds  ;  or  elle,  to  conclude,  that  if  there 
be  any  real  Knowledge  in  them,  they  them- 
felves  have  not  Underflandings  capable  of 
it.  That  this  is  fo,  perhaps  I  could  alTure  you 
upon  my  own  Experience.  Amongft  other 
Things  to  be  learned  by  a  young  Gentleman, 
in  this  Method,  wliilfl  others  of  his  _Age 
are  wholly  taken  up  with  Latm  and  Lan- 
guages, I  may  aifo  fet  down  Geoimtry  for 
one,  having  known  a  young  Gendeman,  bred 
fomething  after  this  Way,  able  to  demon- 
fbrate  feveral  Propofitions  in  Euclid^  before 
he  was  thirteen. 

§.  167.  But  if  fuch  a  Man  cannot  be  got, 
who  fpeaks  good  Latin^  and  being  able  to- 
inftrudt  your  Son  in  all  thefe  Parts  of  Knov/- 
ledge,  will  undertake  it  by  this  Method; 
the  next  bed  is  to  have  him  taught  as  near 
this  Way  as  may  be,  which  is  by  taking 
fome  eafy  and  pleafant  Book,  fuch  as  jEfop's 
Fahks^  and  v/riting  the  Englijh  Tranflatioa 
(made  as  literal  as  it  can  be)  in  one  Line,. 
kind  the  Laliti  Yv  ords  which  anfwer  each  of 
L  5  them,. 


242         Of   ED  Ue  ATION. 

them,  jufl  over  it  in  another.  Thefe  let  him 
read  every  Day  over  and  over  again,  till  he 
perfedly  iinderflands  the  Latin^  and  then 
go  on  to  another  Fable,  till  he  be  alfo  per- 
fedl  in  that,  not  omitting  what  he  is  already 
perfed  in,  but  fometimes  reviewing  that,  to 
keep  it  in  his  Memory.  And  when  he 
comes  to  write,  let  thefe  be  fet  him  for  Co- 
pies, which,  with  the  Exercife  of  his  Hand, 
will  alfo  advance  him  in  Latin.  This  being 
a  more  imperfe6l  Way  than  by  talking  Latin 
unto  him  \  the  Formation  of  the  Verbs  firfl, 
and  afterwards  the  Declenfions  of  the  Nouns 
and  Pronouns,  perfe6lly  learned  by  Heart, 
may  facilitate  his  Acquaintance  with  the 
Genius  and  Manner  of  the  Latin  Tcn^tu% 
which  varies  the  Signification  of  Verbs  and 
Nouns,  not  as  the  Modern  Languages  do,  by. 
Particles  prefixed,  but  by  changing  the  lafb 
Syllables.  More  than  this  of  Grammar,  I- 
think  he  need  not  have,  till  he  can  read  him- 
{e\i  San^ii  Minerva,  with  Scioppius  and  Peri- 
zonius'^s  Notts. 

In  teaching  of  Children,  this  too,  I  think,, 
is  to  be  obferved,  that  in  mod  Cafes,  where 
they  flick,  they  are  not  to  be  farther  puz- 
ijled,  by  putting  them  upon  finding  it  out 
themfelves  ;  as  by  asking  fuch  Queftions  as* 
thefe,  {viz.)  Which  is  the  Nominative 
Cafe,  in  the  Sentence  they  are  to  conftrue  \ 
or  demanding^  what  anfero  fignifies,  to  lead 
them  to  the  Knovrledge  what  ahfiuh'e  figni^- 

fiesj 


Of   EDUCATION.  243 

ife,  ^c,  when  they  cannot  readily  tell: 
This  wades  Time  only  in  diflurbing  them*, 
for  whilft  they  are  learning,  and  apply  them- 
felves  with  Attention,  they  are  to  be  kept 
in  Good-Humour,  and  every  thing  made 
eafy  to  them,  and  as  pleafant  as  pofllble. 
Therefore  where-ever  they  are  at  a  Stand, 
and  are  willing  to  go  forwards,  help  them 
prefently  over  the  Difficulty,  without  any 
Rebuke  or  Chiding,  remembering,  that  where 
hardier  Ways  are  taken,  they  are  the  Effe(5l 
only  of  Pride  and  Peevifhnels  in  the  Teach- 
er, who  expedls  Children  fhould  inflantly 
be  Mafter  of  as  much  as  he  knows ;  where- 
as he  fhould  rather  confider,  that  his  Bufr- 
nefs  is  to  fettle  in  them  Habits,  not  angrily 
to  inculcate  Rules,  which  ferve  for  little  in 
the  Conduct  of  our  Lives ;  at  lead  are  of 
no  Ufe  to  Children,  who  forget  them  as  loon 
as  given.  In  Sciences  where  thieir  Reafon  is 
to  be  exercifed,  I  will  not  deny,  but  this 
Method  may  fometimes  be  varied,  and  Dif- 
ficulties propofed  on  purpofe  to  excite  In- 
duftry,  and  accuftom  the  Mind  to  employ 
its  own  Strength  and  Sagacity  in  Rcafoning. 
But  yet,  I  guefs,  this  is  not  to  be  done  to 
Children,  whilft  very  young,  nor  at  their 
Entrance  upon  any  Sort  of  Knowledge : 
Then  every  Thing  of  itfeif  is  difficult, 
and  the  great  Ufe  and  Skill  of  a  Teacher 
is  to  make  all  as  eafy  as  he  can  :  But  parti- 
cularly iakarning  of  Languages  there  is  leaft 

Occanon 


244         Of  ED  UC  AT  ION. 

Occafion  for  pofeing  of  Children  •,  for  Lan- 
guages, being  to  be  learned  by  Rote,  Cuftom 
and  Memory,  are  then  fpoken  in  greateil 
Perfection,  when  all  Rules  of  Grammar  are 
utterly  forgotten  I  grant,  the  Grammar  of 
a  Language  is  fometimes  very  carefully  to 
be  ftudied  ,  bat  it  is  only  to  be  fludied  by  a 
grown  Man,  when  he  applies  himfeif  to  the 
underilanding  of  any  Language  critically, 
which  is  feldom  the  Bufinels  of  any  but  pro- 
fefled  Scholars.  This,  I  think,  will  be  agreed 
to,  that  if  a  Gentlem.an  be  to  fludy  any  Lan- 
guage,  it  ought  to  be  that  of  his  own  Coun- 
try, that  he  may  underiland  the  Language^ 
which  he  has  conftant  Ufe  of,  with  the  ut- 
rnoll  Accuracy. 

There  is  yet  a  farther  Reafon,  v/hy  Ma- 
tters and  Teachers  iliould  raife  no  Difficulties 
to  their  Scholars  -,  but  on  the  contrary  fhould 
fmooth  their  Way,  and  readily  help  them 
forwards,  where  they  find  them  flop.  Chil- 
dren's Minds  are  narrow  and  weak,  and  ufu- 
ally  fufceptible  but  of  one  Thought  at  once. 
Whatever  is  in  a  Child's  Head,  fills  it  for 
the  Time,,  efpecially  if  fet  on  with  any  Paf- 
fion.  It  fhould  therefore  be  the  Skill  and 
Art  of  the  Teacher,  to  clear  their  Heads  of 
all  other  Thoughts,  whilft  they  are  learning 
of  any  thing,  the  better  to  make  Room 
for  what  he  would  infill  into  them,  that  ft 
may  be  received  with.  Attention  and  Appli- 
cation, wichout  v/hich  it  kaves  no  Impref- 

fiorr.. 


Of   EDUCATION.         245 

fion.  The  natural  Temper  of  Children  dif- 
pofes  their  Minds  to  wander.  .Novelty- 
alone  takes  them  •,  whatever  that  prefents, 
they  are  prekntly  eager  to  have  a  Tafte  of, 
and  are  as  loon  fatiated  with  it.  They 
quickly  grow  weary  of  the  fame  Thing,  and 
fo  have  almotL  their  whole  Delight  in  Chano-e 
and  Variety.  It  is  a  Contradiction  to  the 
natural  State  of  Childhood  for  them  to  fix 
their  fleeting  Thoughts.  Whether  this  be 
owing  to  the  Tem.per  of  their  Brains,  or 
the  Quicknefs  or  Inftability  of  their  animal- 
Spirits,  over  which  the  Mind  has  not  yet  o-ot 
a  full  Command  •,  this  is  vifible,  that  it  is 
a  Pain  to  Children  to  keep  their  Thouo-hts 
fleady  to  any  thing.  A  lailing  continued 
Attention  is  one  of  the  hardeil  Tafl<s  can  be 
impofed  on  them;  and  therefore,  he  that  re- 
quires their  Application,  fhould  endeavour  to 
make  what  he  propofes  as  grateful  and  agree- 
able as  polllble-,  at  leafr,  he  ought  to  take 
care  not  to  join  any  difpieafing  or  frightful 
Idea  with  it.  If  they  come  not  to  their 
Books  v/ith  ibme  Kind  of  Likino;  and  Re- 
lifh,  it  is  no  Wonder  their  Thoughts  fhould 
be  perpetually  fhifting  from  what  difguils 
them,  and  feek  better  Entertainment  in  more 
plealing  Objedls,  after  which  they  v>'ill  un- 
avoidably be  gadding. 

It  is,  I  know,  the  ufual  Method  of  Tutors^ 
to  endeavour  to  procure  Attention  in  their 
Scholars^  and  to  jux  their  Minds  to  the  Bu- 

finefs 


246        Of  EDUCATION. 

fmels  in  Hand,  by  Rebukes  and  Correcflion?, 
it  they  find  them  ever  fo  little  wandering*. 
But  fuch  Treatment  is  fare  to  produce  the 
quite  contrary  Effedl.  PaiTionate  Words  or 
Blows  from  the  Tutor  fill  the  Child's  Mind 
with  Terror  and  Affrightment,  which  im- 
mediately takes  it  wholly  up,  and  leaves 
no  Room  for  other  Imprellions.  I  believe 
there  is  no  body,  that  reads  this,  but  may 
recollecl  what  Diforder  hafly  or  imperious 
Words  from  his  Parents  or  Teachers  have 
caufed  in  his  Thoughts ;  how  for  the  Time 
it  has  turned  his  Brains,  fo  that  he  fcarce 
knew  what  was  faid  by  or  to  him.  He  pre- 
fently  loft  the  Sight  of  what  he  was  upon, 
his  Mind  v/as  filled  with  Diforder  and  Con- 
fufion,  and  in  that  State  was  no  longer  ca- 
pable of  Attention  to  any  thing  elfe. 

It  is  true.  Parents  and  Governours  ought 
to  fettle  and  eftablilh  their  Authority  by 
an  Awe  over  the  Minds  of  thofe  under  their 
Tuition  •,  and  to  rule  them  by  that  :  But 
when  they  have  got  an  Afcendant  over  them, 
they  fhould  ufe  it  with  great  Moderation, 
and' not  make  themfelves  fuch  Scare-crows, 
that  their  Scholars  fliould  always  tremble 
in  their  Sight.  Such  an  Aufterity-  may 
make  their  Government  eafy  to  themfelves, 
but  of  very  little  Ufe  to  their  Pupils.  It  is 
impoflible  Children  fhould  learn  any  thing 
whilft  their  Thoughts  are  poffeiTed  and  dif- 
turbed  with   any  Paflion,    efpecially  Fear^ 

Ty  hich . 


Of  E  D  U  C  A  T  r  O  I?.  247 

which  makes  the  flrongeft  Imprefilon  on. 
their  yet  tender  and  weak  Spirits.  Keep^ 
the  Mind  in  an  eafy  cahn  Temper,  when. 
3^ou  would  have  it  receive  your  Inftrudions, 
or  any  Increafe  of  Knowledge.  It  is  as  im- 
pofnble  to  draw  fair  and  regular  Charadlers 
on  a  trembling  Mind,  as  on  a  fhaking 
Paper. 

The  great  Skill  of  a  Teacher  is  to  get  and. 
keep  the  Attention   of  his  Scholar  •,    whillt 
he  has  that,   he  is  fure  to  advance  as  faft  as 
the  Learner's  Abilities  will  carry  him  ;  and 
without   that,  all  his  Buftle  and  Pother  will 
be  to  little  or  no  Purpofe.     To  attain  this^ 
he  lliould  make  the  Child  comprehend  (as 
much  as  may  be)  the  Ufefulnefs  of  what  hs 
teaches  him,  and  let  him  fee,  by  what  he 
has  learnt,  that  he  can  do  fomething,  which  he 
could  not  do  before  ;  fomething,  which  gives, 
him  fome  Power  and  real  Advantage  above 
others,  who  are  ignorant  of  it.     To  this  he 
ihould  add  Sweetnefs  in  all  his  Inftrudtions,, 
and   by  a  certain  Tendernefs   in  his   whole 
Carriage,  make  the  Child  fenfible,  that  he 
loves  him  and  defigns  nothing  but  his  Good,, 
the  only  Way  to  beget  Love  in  the  Child, 
which  will  make  him  hearken  to  his  LeiTons,, 
and  relifh  what  he  teaches  him. 

Nothing  but  Obftinacy  fhould  meet  with 
any  Imperioufnefs  or  rough  Ufage.  All 
other  Faults  (hould  be  corrected  with  a  gen  tie 
Hand,    and  kind  encouraging  Words  will 

work 


248  Of  EDUCATION. 

work  better  and  more  efFectnally  upon  a  will- 
ing Mind,  and  even  prevent  a  good  deal 
of  that  Perverfenefs,  which  rough  and  im- 
perious Ufage  often  produces  in  well-difpo- 
fed  and  generous  Minds-.  It  is  true,  Obfti- 
nacy  and  wilful  Negle6ls  muft  be  mafliered, 
even  though  it  coft  Blows  to  do  it :  But  I 
am  apt  to  think  Perverfenefs  in  the  Pupils  is 
often  the  EiTed  of  Frowardnefs  in  the  Tu- 
tor \  and  that  mod  Children  vvould  feldom 
have  deferved  Blows,  if  needlefs  and  inifap- 
plied  Roughnefs  had  not  taught  them  111- 
Nature,  and  given  them  an  Averfion  tc^ 
their  Teacher,  and  ail  that  comes  from  him. 

Inadvertency,  Forgetfulnefs,  Unfteadinefs,. 
and  wandering  of  Thougrhr,  are  the  natural 
Faults  of  Childhood^  and  therefore  whea 
they  are  not  obferved  to  be  willful,  are  to  be 
mentioned  foftly,  and  gained  upon  by  Time. 
If  every  Shp  of  this  Kind  produces  Anger 
and  Rating,  the  Occafions  of  Rebuke  and 
Corredions  will  return  fo  often,  that  the 
Tutor  will  be  a  conftant  Terror  and  Un- 
eafmefs  to  his  Pupils  :  Which  one  Thing  is 
enough  to  hinder  their  profiting  by  his-. 
Leflbns,  and  to  defe-at  all  his  Methods  of 
Inilrudlions. 

Let  the  Awe  he  has  got  upon  their  Minds> 
be  fo  tempered  with  .the  conftant  Marks  of 
Tendernefs  and  Good-Will,  that  Affedfon- 
may  fpur  them  to  their  Duty,  and  m.ake 
tWm  find  a  Pkafure  in  complying  with  his, 
2.  Didates. 


Of    EDUCATION.         249 

Dictates.  This  will  bring  them  with  Satif- 
fadtion  to  their  Tutor  ♦,  make  them  hearken 
to  him,  as  to  one  who  is  their  Friend,  that 
cheriflies  them,  and  takes  Pains  for  their 
Good :  This  will  keep  their  Thoughts  ealy 
and  free  whilft  they  are  with  him  ;  the 
only  Temper  wherein  the  Mind  is  capable 
of  receiving  new  Informations,  and  of  ad- 
mitting into  itfelf  thofe  ImprelTions,  which 
if  not  taken  and  retained,  all  that  they 
and  their  Teacher  do  together  is  loft  La- 
bour ;  there  is  much  Uneafmefs  and  little 
Learning. 

§.  168.  When  by  this  Way  of  inter- 
lining Latin  2^ndi  Englijh  one  with  another, 
he  has  got  a  moderate  Knowledge  of  the  La- 
tin tongue ^  he  may  then  be  advanced  a  lit- 
tle farther  to  the  Reading  of  fome  other  eafv 
LalinBook^  fuch  as  Jujlin  or  Entrophis  \  and 
to  make  the  Reading  and  Underftanding  of 
it  the  lefs  tedious  and  difficult  to  him,  let 
him  help  him/eif,  if  he  pleafe,  with  the  Eng- 
lijh  Tranilation  •,  nor  let  the  Objection,  that 
he  v/ill  then  know  it  only  by  Rote,  fright 
any  one.  This,  when  well  confidercd,  is  not 
of  any  Moment  againil,  but  plainly  for  this 
Way  of  learning  a  Language :  For  Lan- 
guages are  only  to  be  learned  by  Rote  ^ 
and  a  Man  who  does  not  fpeak  Engli/h  or 
Latin  perfediy  by  Rote,  fo  that  having 
thought  of  the  Thing  he  would  fpeak  of,, 
his  Tongue  of  Courfe,  without  Thought  of 

Rule 


250         Of  E  D  U  C  A  T  I  O  N. 

Rule  of  Grammar,  falls  into  the  proper 
ExprelTion  and  Idiom  of  that  Language,  does 
not  fpeak  it  well,  nor  is  Mailer  of  it.  And 
I  would  fain  have  any  one  name  to  me  that 
Tongue,  that  any  one  can  learn,  or  fpeak 
as  he  rtiould  do,,  by  the  Rules  of  Grammar. 
Languages  were  made  not  by  Rules  or  Art, 
but  by  Accident,  and  the  common  Ufe  of 
the  People :  And  he  that  will  fpeak  them  well,, 
has  no  other  Rule  but  that  -,  nor  any  thing 
to  truft  to,  but  his  Memory,  and  the  Habit 
of  fpeaking  after  the  Fafhion  learned  from 
thofe  that  are  allowed  to  Ipeak  properly, 
which,  in  other  Words,  is  only  to  fpeak  by 
Rote. 

Gram-  ^^  ^^^^  pofTibly  be  asked  here.  Is 
mar.  Grammar  then  of  no  Ufe  ?  and  have 
th©fe  who  have  taken  fo  much  Pains  in 
reducing  feveral  Languages  to  Rules  and  Ob- 
fervations;  who  have  writ  fo  much  about  De- 
denficiis^  and  Conjugations^  3hout  Concords,  and' 
Syntaxis,  loft  their  Labour,  and  been  learned 
to  no  Purpofe  ?  1  fay  not  fo.  Grammar  has  its 
Pkce  too.  But  this  I  think  I  may  fay, 
Then^  is  more  Stir  a  great  deal  made  with 
it  than  there  needs,  and  thofe  are  torment- 
ed about  it  to  whom  it  does  not  at  all  be- 
long. I  mean  Children,  at  the  Age  where- 
in they  are  ufuaily  perplexed  with  it  in 
Grammar-Schools. 

There  is  nothing  more  evident,  than  that 
Languages  learned  by  Rote  ferve  v/ell  enough 

for 


Of   EDUCATION.        251 

far  the  common  Affairs  of  Life  and  ordi- 
nary Commerce.     Nay,  Perfons  .of  Qtialicy 
of  the  Ibfter  Sex,  and  fuch  of  them  as  have 
fpent   their   Time   in   well-bred   Company, 
fhew  us,  that  this  plain  natural  Way,  with- 
out the  lead  Study  or  Knowledge  of  Gram- 
mar^ can  carry  them  to  a  great  Degree  of 
Elegancy  and  Politenefs  in  their  Language  : 
And  there  are  Ladies  who,  without  knowing 
what   ^enfes   and    Participles^    Adverbs  and 
Prepofitions  are,  fpeak    as    properly  and  as 
correctly   (they    might   take   it  for    an    ill 
CompHment  if  I  faid  as  any  Country  School- 
Mailer)  as  moil  Gentlemen  who  have  beent 
bred  up  in  the  ordinary  Methods  of  Gram- 
niar-Schools.      Grammar   therefore  we    fee 
may  be  fpared  in  fome  Cafes.   The  Queilioa 
then  will  be,  To  whom  Ihould  it  be  taught,, 
and  when  }  To  this  I  anfwer, 

I.  Men  learn  Languages  for  the  ordinary 
Intercourfe  of  Society  and  Communication 
of  Thoughts  in  common  Life,  without  any 
farther  Defign  in  their  Ufe  of  them  :  And 
for  thisPurpofe,  the  original  Way  of  learn- 
ing a  Language  by  Converfation,  not  only 
ferves  well  enough,  but  is  to  be  preferred 
as  the  mod  expedite,  proper  and  natural. 
Therefore^  to  this  Ufe  of  Language  one  may 
anfwer.  That  Grammar  is  not  neccfTary. 
This  fo  many  of  my  Readers  mud  be  forced 
to  allow,  as  underfland  what  I  here  lay, 
and  who,  converfing  witk  others,  underfland 

them. 


252         Of  ED  UC  AT  I  ON. 

them  without  having  ever  been  raught  the 
Granimar  of  the  Englijh  Tongue.  \Vhich  I 
fuppofe  is  tlie  Cale  of  incomparably  the 
grtateil:  Part  of  Er.gl'.Jb  Men  \  of  whom  I 
have  never  yet  known  any  one  who  learned 
his  Mother  Tongue  by  Rules. 

2.  Others  there  are,  the  greateft  Part  of 
v/hofe  Bufinefs  in  this  World  is  to  be  done 
v.-irh  their  Tongues  and  with  their  Pens^ 
and  to  thofe  it  is  convenient,  if  not  neceila- 
ry,  that  they  fhould  Ipeak  properly  and  cor- 
rectly, v/hereby  tl>:;y  may  let  their  Thoughts 
into  other  Men's  Minds  the  miOre  eafily  and 
v/ith  the  greater  ImprefTion.  Upon  this 
Account  it  is,  that  any  Sort  of  Speaking, 
fo  as  will  miake  him  be  underftood,  is  not 
thought  enough  for  a  Gentleman.  He  ought 
to  ftudy  Grammar  amongft  the  other  Helps 
of  i'peaking  v.-eli :  but  it  mud  be  the  Gram- 
mar of  his  own  Tong;ue,  of  the  Lanoruag^e. 
he  ufes,  that  he  may  underfland  his  own 
Country  Speech  nicely,  and  fpeak  i:  pro- 
perly, without  fnocking  the  Ears  of  thofe  it 
is  ad/reiTed  to  with  Solecifms  and  oftenfive 
Irregularities.  And  to  this  Purpofe  Gram- 
m.ar  is  neceiTary  :  But  it  is  the  Grammar 
only  of  their  own  proper  Tongues,  and  to 
thole  only  who  would  take  Pains  in  culti- 
vating their  Language,  and  in  perfecting 
their  Stiles.  Whether  ail  Gendemen  ih^ould 
not  do  this,  I  leave  to  be  confidered,  fmce 
the  Want  of  Propriety  and  grammatical  Ex- 
act ne  Is  > 


Of   EDUCATION.        253 

aclnefs,  is  thought  very  mifbecoming  one. 
of  that  Rank,  and  ufually  drav/s  on  one 
guilty  of  fuch  Faults  the  Cenfure  of  having 
had  a  lower  Breeding  and  worfe  Company 
than  fuits  with  his  Quality.  If  this  be  fo, 
(as  I  fuppofe  it  is)  it  will  be  Matter  of  Won- 
der why  young  Gentlemen  are  forced  to 
learn  the  Grammars  of  foreign  and  dead 
Languages,  and  are  never  once  told  of  the 
Grammar  of  their  own  Tongues  :  They  do 
not  fo  much  as  know  there  is  any  fuch 
Thing,  much  lefs  is  it  made  their  Bufinefs 
to  be  inftruded  in  it.  Nor  is  their  own 
Language  ever  propofed  to  them  as  worthy 
their  Care  and  Cultivating,  though  they 
have  daily  Ufe  of  it,  and  are  not  feldom  in 
the  future  Courfe  of  their  Lives  judged  of 
by  their  handfome  or  aukward  Way  of  ex- 
prefiing  themfelves  in  it.  Whereas  the 
Languages,  v/hofe  Grammars  they  have 
been  fo  much  employed  in,  are  fuch  as 
probably  they  fhall  fcarce  ever  fpeak  or 
write  •,  or,  if  upon  Occafion  this  lliould 
happen,  they  fhould  be  excufed  for  the 
Miftakes  and  Faults  they  make  in  ir. 
Would  not  a  Chinefe^  who  took  notice  of 
this  Way  of  Breeding,  be  apt  to  imagine 
that  all  our  young  Gentlemen  were  defign- 
ed  to  be  Teachers  and  ProfeiTors  of  the 
dead  Languages  of  foreign  Countries,  and 
not  to  be  Men  of  Bufinefs  in  their  own  ^ 

3.  There 


£54        Of   EDUCATION. 

3.  There  is  a  third  Sort  of  Men^  \vlio 
apply  themfelves  to  two  or  three  foreign, 
dead,  and  (which  amongit  us  are  called  the) 
learned  Languages;  make  them  their  Study, 
and  pique  themfelves  upon  their  Skill  in 
them.  No  doubt,  thofe  who  propoie  to 
themfelves  the  karning  of  any  Language 
with  this  View,  and  would  be  critically  ex- 
ad:  in  it,  ought  carefully  to  ftudy  the  Gram- 
mar of  it.  I  would  not  be  miftaken  here, 
as  if  this  were  to  under-value  Greek  and 
Latin:  I  grant  thefe  are  Languages  of  great 
Uie  and  Excellency,  and  a  Man  can  have  no 
Place  amongft  the  learned  in  this  Part  of 
the  World,  who  is  a  Stranger  to  them.  But 
the  Knowledge  a  Gentleman  would  ordina- 
rily draw  for  his  Ufe  out  of  the  Roman  and 
Greek  Writers,  I  think  he  may  attain  with- 
out iludying  the  Grammars  of  thole  Tongues, 
and  by  bare  Reading  may  come  to  under- 
fland  them  fufficiently  for  all  his  Purpofes. 
How  much  farther  he  fiiall  at  any  Time 
be  concerned  to  look  into  the  Grammar 
and  critical  Niceties  of  either  of  thefe 
Tongues,  he  himfelf  will  be  able  to  deter- 
mine when  he  comes  to  propoie  to  himfelf 
the  Study  of  any  thing  that  fhall  require  it ; 
which  brings  me  to  the  other  Part  of  the 
Enquiry,  %iz. 

When  Grammar  JJjouId  he  taught  ? 
To  which,    upon   the  premifed   Grounds, 
the  Anfwer  is  obvious,  liz. 

That 


Of  EDUCATION.         255 

That  if  Grammar  ought  to  be  taught  at 
any  Time,  it  mufl  be  to  one  that  can  fpeak 
the  Language  already  :  How  elfe  can  he  be 
taught  the  Grammar  of  it  ?  This  at  leafl  is 
evident  from  the  Pradlice  of  the  wife  and 
learned  Nations  amongll:  the  Antients.  They 
made  it  a  Part  of  Education  to  cultivate 
their  own,  not  foreign  Tongues.  The  Greeks 
counted  all  other  Nations  barbarous,  and  had 
a  Contempt  for  their  Languages.  And  tho' 
the  Greek  Learning  grew  in  Credit  amongd 
the  Romd/is,  towards  the  End  of  their  Com- 
mon-wealth, yet  it  was  the  Roman  Tongue 
that  was  made  the  Study  of  their  Youth  : 
Their  own  Language  they  were  to  make  ufe 
of,  and  therefore  it  was  their  own  Languase 
they  were  in{lru6led  and  exercifed  in. 

But  more  particularly  to  determine  the 
proper  Seafon  for  Grammar,  I  do  not  lee 
bow  it  can  reaibnably  be  made  any  one's 
Study,  but  as  an  Introdudlion  to  Rhetorick: 
When  it  is  thought  Time  to  put  any  one 
upon  the  Care  of  polifhing  his  Tongue,  and 
of  fpeaking  better  than  the  Illiterate,  then 
is  the  Time  for  him  to  be  inftruded  in  the 
Rules  of  Grammar,  and  not  before :  For 
Grammar  being  to  teach  Men  not  to  fpeak, 
but  to  fpeak  correclly,  and  according  to  the 
€xa(ft  Rules  of  the  Tongue,  which  is  one 
Part  of  Elegancy,  there  is  little  Ufe  of  the 
one  to  him  that  has  no  need  of  the  other ; 
v/here  Rhetorick  is  not  neceflary,  Grammar 

may 


256        Of   EDUCATIOiNT. 

may  be  fpared.  I  know  not  why  any  one 
fhould  walle  his  Time  and  beat  his  -Head 
about  the  Latin  Grammar,  who  does  not 
intend  to  be  a  Critick,  or  make  Speeches 
and  write  Dilpatches  in  it.  When  any  one 
finds  in  himfelf  a  NecelTity  or  Diipofition  to 
ftudy  any  foreign  Language  to  the  Bottom, 
and  to  be-  nicely  exad:  in  the  Knowledge 
of  it,  it  will  be  Time  enough  to  take  a  gram- 
matical Survey  of  it.  If -his  Ufe  of  it  be 
only  to  underfliand  fome  Books  writ  in  it, 
without  a  critical  Knowledge  of  the  Tongue 
itfelf,  reading  alone,  as  I  have  faid,  will 
attain  this  End,  without  charging  the  Mind 
with  the  multiplied  Rules  and  Intricacies 
of  Grammar. 

§.  169.  For  the  Exercife  of  his  Writing, 
let  him  fometimes  tranflate  Latin  into  Eng- 
lijto :  But  the  learning  oi  Latin  being  no- 
thing but  the  learning  of  Words,  a  very 
unplealant  Bufinefs  both  to  Young  and  Old, 
join  as  much  other  real  Knowledge  with  it 
as  you  can,  beginning  itill  with  that  which 
lies  mofl  obvious  to  the  Senfes ;  fuch  as  is 
the  Knowledge  of  Minerals^  Plants  and  Ani- 
mals\  and  particularly  Timber  and  Fruit- 
Trees,  their  Parts,  and  Ways  of  Propaga- 
tion, wherein  a  great  deal  may  be  taught  a 
Child  which  will  not  be  ufelefs  to  the  Man. 
But  more  efpecially  Geography^  Jftrcnomy^ 
and  Anatcmy,  But  whatever  you  are  teach- 
in  a  him,  have  a  Care  ftill  that  you  do  not 

clog 


Of   EDUCATION.         237 

clog  him  with  too  much  at  once ;  or  make 
any  thing  his  Buiinel's  but  down-right  Vir- 
tue, or  reprove  him  for  any  thing  but 
Vice,  or  fome  apparent  Tendency  to  it. 

§.  i  70.  But  if,  after  all,  his  Fate  be  to 
go  to  School  to  get  the  Latin  Tongue,  it  will 
be  in  vain  to  talk  to  you  concerning  the 
Method  I  think  befl  to  be  obferved  in 
Schools  •,  you  muft  fubmit  to  that  you  find 
there,  not  exped  to  have  it  changed  for 
your  Son  ;  but  yet  by  all  Means  obtain,  if 
you  can,  that  he  be  noc  employed  in  makino- 
ia^i?7  Threes  and  Declamations^  and  lead  of 
all,  Verfes  of  any  Kind.  You  may  infift  on 
it,  if  it  will  do  any  Good,  that  you  have 
no  Defign  to  maKe  him  either  a  Latin 
Orator  or  Poet,  but  barely  would  have 
hi-m  underdand  perfedtly  a  Latin  Author-^ 
and  that  you  obferve,  thofe  who  teach 
any  of  the  modern  Languages,  and  that  with 
Succefs,  never  amiUfe  their  Scholars  to  make 
Speeches  or  Verfes  either  in  French  or  Ita- 
lian, their  Bufmefs  being  Languages  barely, 
and  not  Invention. 

§,  171.  But  to  tell  you  a  little 
more  fully  why  I  would  not  have  Thmes. 
him  exercifed  in  makingof  5"Z?(?;;?fj 
and  Verfes,  i .  As  to  Themes,  they  have,  I 
confefs,  the  Pretence  of  fomething  ufeful, 
which  is  to  teach  People  to  fpeak  handfome- 
ly  and  wellon  any  Subject;  which,  if  it  could 
be  attained  this  Vr^ay,  I  own,  would  be  a 
M  grciit 


258         Of   E.DUC  AT  I  ON. 

great  Advantage,  there  being  nothing  more 
becoming  a  Gentleman,  nor  more  ufeful  in 
all  the  Occurrences  of  Life,  than  to  be  able, 
on  any  Occafion,  to  fpeak  well,  and  to  the 
Piirpofe.  But  this  I  fay,  that  the  making 
of  T'bemes,  as  is  ufual  in  Schools,  helps  not 
one  Jot  toward  it :  For  do  but  confider 
what  it  is,  in  making  a  Tbeme,  that  a  young 
Lad  is  employed  about  •,  it  is  to  make  a 
Speech  on  fome  Latin  Saying ;  as  Omnia 
lincit  Amor^  or  Is  on  licet  in  Bello  his  peccare^^ 
i^c.  And  here  the  poor  Lad,  who  wants 
Knowledge  of  thofe  Things  he  is  to  fpeak  of, 
which  is  to  be  had  only  from  Time  and 
Obfervation,  mufl  fet  his  Invention  on  the 
Rack,  to  fay  fomething  where  he  knows 
nothing  •,  which  is  a  Sort  of  Egyptian  Tyran- 
ny, to  bid  them  make  Bricks  who  have  not 
yet  any  of  the  Materials.  And  therefore 
it  is  ufual,  in  fuch  Cafes,  for  the  poor  Chil- 
dren to  go  to  thofe  of  higher  Forms  with 
this  Petition,  Pray  giz'e  me  a  little  Senfe-^ 
which,  whether  it  be  more  reafonable  or 
more  ridiculous,  is  not  cafy  to  determine. 
Before  a  Man  can  be  in  any  Capacity  to 
fpeak  on  any  Subject,  it  is  necelTary  he  be 
acquainted  with  it;  or  elfe  it  is  as  fooliHi  to 
itt  him  to  difcourfe  of  it,  as  to  fet  a  blind 
Man  to  talk  of  Colours,  or  a  deaf  Man  of 
Mufick.  And  would  you  not  think  him  a 
little  crack'd,  who  would  require  another 
to  make  an  Argument  on  a  Moot  Point, 

who 


Of  E  D  U  C  A  T  I  O  N.        259^ 

who  underftands  nothing  of  our  Laws  ? 
And  what,  I  pray,  do  School-Boys  under- 
fland  concerning  thofe  Matters,  which  arc 
ufed  to  be  propofed  to  them  in  their  'Themes^ 
as  Subjecls  to  difcourfe  on,  to  whet  and  cx- 
ercife  their  Fancies? 

§.  172.  In  the  next  Place  confider  the 
Language  that  their  Themes  are  made  in  : 
It  is  Latin^  a  Language  foreign  in  their 
Country,  and  long  fince  dead  every  where  ; 
a  Language  which  your  Son,  it  is  a  thou- 
fand  to  one,  fhall  never  have  an  Occafion 
once  to  make  a  Speech  in  as  long  as  he 
lives  after  he  comes  to  be  a  Man-,  and  a 
Language  wherein  the  Manner  of  exprefT- 
ing  one's  felf  is  fo  far  different  from  our's, 
that  to  be  perfe6t  in  that  would  very  little 
improve  the  Purity  and  Facility  of  his  Eng- 
lijlo  Stile.  Befides  that,  there  is  now  fo 
little  Room,  or  Ufe,  for  fet  Speeches  in 
our  own  Language,  in  any  Part  of  our 
Englijh  Bufmefs,  that  I  can  fee  no  Pretence 
for  this  Sort  of  Exercife  in  our  Schools, 
unlefs  it  can  be  fuppofed,  that  the  making 
of  fet  Latm  Speeches  fhould  be  the  Way 
to  teach  Men  to  fpeak  well  in  Englijh  ex- 
tempore. The  Way  to  that  I  Ihould  think 
rather  to  be  this:  That  there  fhould  be 
propofed  to  young  Gentlemen,  rational  and 
ufeful  Queftions,  fuited  to  their  Age  and 
Capacities,  and  on  Subjects  not  whollv  un- 
known to  them,  nor  out  of  their  Way: 
M  2  Such 


.0.(0  Of  ED  UC  ATI  ON. 

Such  as  thefe,  when  they  are  ripe  ibr  Ex-^ 
ercifes  of  this  Nature,  they  fhouid  extern- 
fore^  or  after  a  little  Meditation  upon  the 
Spot,  fpeak  to,  without  penning  of  any 
thing:  For  I  ask,  if  we  will  examine  the 
Effedts  of  this  Way  of  learning  to  fpeak 
well,  who  fpeak  befl  in  any  Bufinefs,  when 
Occanon  calls  them  to  it  upon  any  Debate^ 
either  thofe  who  have  accuftomed  theiii- 
felves  to  compofe  and  write  down  before- 
hand, what  they  would  fay;  or  thofe,  who 
thinking  only  of  the  Matter,  to  under- 
I'tand  that  as  well  as  they  can,  ufe  theni- 
feives  only  to  fpeak  eyJempcre?  And  he 
that  iliali  judge  by  this  will  be  little  apt  to 
think,  that  the  accufloming  him  to  flL/died 
Speeches  and  fet  Compofitions,  is  the  Way 
to  fit  a  young  Gentleman  for  Bufmefs. 

§.  173.  But  perhaps  we  fliall  be  told,  it  is 
to  improve  and  perfed  them  in  the  Latin 
Tongue.  It  is  true,  that  is  their  proper 
Bufinefs  at  School  -,  but  the  making  of 
^hcnies  is  not  the  Way  to  it:  That  per- 
plexes their  Brains  about  Invention  of 
Things  to  be  faid,  not  about  the  Significati- 
on of  Words  to  be  learned ;  and  when  they 
are  making  a  'Theme^  it  is  Thoughts  they 
fearch  and  Iweat  for,  and  not  Lano-uag-e.  But 
the  Learning  and  Maftery  of  a  Tongue  being 
uneafy  and  unpleafant  enough  in  itfelf, 
fhouid  not  be  cumbered  wiih  any  other  Dif- 
culiies.  as  is  done  in  this  Way  of  proceed- 
ing. 


Of  EDUCATION.        2G1 

ing.  In  fine,  if  Boys  Invention  be  to  be 
quickened  by  fuch  Exercife,  let  them  make 
"Themes  in  Englijh^  where  they  have  Facili- 
ty and  a  Command  of  Words,  and  will  bet- 
ter fee  v/hat  Kind  of  Thoughts  they  have, 
when  put  into  their  own  Language:  And 
if  the  Latin  Tongue  be  to  be  learned,  let 
it  be  done  the  eafiefi  Way,  without  toiling 
and  difgufting  the  Mind  by  fo  unealy  an 
Employment  as  that  of  making  Speeches 
joined  to.it. 


174.    If   thefe  may    be  any 


Reafons  againft  Children's  make-  Verfs!, 
ing  Latin  Themes  at  School,  I 
have  much  more  to  fay,  and  of  more 
Weight,  againil  their  making  Verfes ;  Ver- 
fes  of  any  Sort :  For  if  he  has  no  Genius 
to  Poei7'\\  it  is  the  mod  unreafonable  Thing 
in  the  World  to  torment  a  Child,  and 
wafte  his  Time  about  that  which  can  never 
fucceed  \  and  if  he  have  a  Poetick  Vein, 
it  is  to  me  the  (Irangefc  Thing  in  the  World 
that  the  Father  Ihould  defire  or  fuffer  it 
to  be  cherifned  or  improved.  Methinks 
the  Parents  fhould  labour  to  have  it  {lifted 
and  fuppreffed  as  much  as  may  be;  and  I 
know  not  v/hat  Reafon  a  Father  can  have 
to  wifli  liis  Son  a  Poet,  who  does  not  defn-e 
to  have  him  bid  DeRance  to  all  other  Call- 
ings and  Bufinefs  :  Which  is  not  yet  the 
worft  of  the  Cafe  \  for  if  he  proves  a  fuc- 
cefsful  Rhym^er,  and  gets  once  the  Reputa- 
M  3  tion 


262        Of  EDUCATION. 

tion  of  a  Wit,  I  defire  it  may  be  confidcr- 
ed  what  Company  and  Places  he  is  like  to 
fpend  his  Time  in,  nay»,  and  Efiate  too  : 
For  it  is  very  feldom  leen,  that  any  one 
difcovers  Mines  of  Gold  or  Silver  in  Par^ 
r.ajjhs.  It  is  a  pleafant  Air,  but  a  barren 
Soil;  and  there  are  very  few  Inftances  of 
thofe  who  have  added  to  their  Patrimony 
by  any  thing  they  have  reaped  from  thence. 
Poetry  and  Gaming,  which  ufually  go  to- 
gether, are  alike  in  this  too,  that  they  fel- 
dom. bring  any  Advantage  but  to  thofe  who 
have  nothing  elfe  to  live  on.  Men  of 
Eftates  almoft  conRantly  go  away  Lofers; 
and  it  is  well  if  they  efcape  at  a  cheaper 
Rate  than  their  whole  Eftates,  or  the  great- 
eft  Part  of  them.  If  therefore  you  would 
not  have  your  Son  the  Fiddle  to  every  jo- 
vial Company,  without  whom  the  Sparks 
could  not  relifn  their  Wine,  nor  know  how 
to  pafs  an  Afternoon  idly  ;  if  you  would 
not  have  him  wafte  his  Time  and  Eftate 
to  divert  others,  and  contemn  the  dirty 
Acres  left  him  by  his  Anceftors,  I  do  not 
think  you  will  much  care  he  lliould  be  a 
Poet^  or  that  his  School-Mafter  Ihould  en- 
ter him  in  verfifying.  But  yet,  if  any  one 
will  think  Poetry  a  defirable  Quality  in  his 
Son,  and  that  the  Study  of  it  would  raife 
his  Fancy  and  Parts,  he  muft  needs  yet 
confels,  that  to  that  End  reading  the  ex- 
cellent Greek  and  Roman  Poets  is  of  more 

Ufc 


1 

I 


Of  EDUCATION.        26^ 

t/le  than  making  bad  Verfes  of  his  own,  in 
a  Language  that  is  not  his  own.  And  he, 
whofe  Defign  it  is  to  excell  in  Englijb  Poe- 
try,, would  not,  I  guefs,  think  the  Way  to 
it  were-  to  make  his  firft  Eifays  in  Latin 
Verfes. 

§.  175.  Another  Thing  very 
ordinary  in  the  vulgar  Method  of  Memoritcr. 
Gram  mar-Schools  there  is,  of 
which  I  fee  no  Ufe  at  all,  unlefs  it  be  to 
balk  young  Lads  in  the  Way  to  learning 
Languages,  which,  in  my  Opinion,  iliould 
be  made  as  eafy  and  pleafant  as  may  be^ 
and  that  which  was  painful  in  it,  as  much 
as  pofTible  quite  removed.  That  which  I 
mean,  and  here  complain  of,  is,  their  be- 
ing forced  to  learn  by  heart,  great  Parcels 
of  the  Authors  which  are  taught  themj 
wherein  I  can  difcover  no  Advantage  at  all, 
cfpecially  to  the  Bufinefs  they  are  upon> 
Languages  are  to  be  learned  only  by  Reading 
and  Talking,  and  not  by  Scraps  of  Au- 
thors got  by  heart;  which,  when  a  Man's 
Head  is  fluffed  with,  he  has  got  the  jufl 
Furniture  of  a  Pedant,  and  it  is  the  ready 
Way  to  make  him  one ;  than  which  there 
is  nothing  lefs  becoming  a  Gentleman.  For 
what  can  be  more  ridiculous,  than  to  mix 
the  rich  and  handfome  Thoughts  and  Say- 
ings of  others  with  a  deal  of  poor  Stuff  of 
his  own  ?  which  is  thereby  the  more  expo- 
fed,  and  has  no  other  Grace  in  it,  nor  will 
M  4^  other- 


264        Of  E  DUC  AT  ION. 

orherwife  recommend  the  Speaker,  tlian  a 
thread- bare  RiifTet  Coat  v/oulcl,  that  was  fe't 
off  with  large  Patches  of  Scarlet  and  glit- 
tering Brocade.  Indeed,  where  a  Paifage 
comes  in  the  Way  whofe  Matter  is  worch 
Remembrance,  and  the  Expreffion  of  it 
very  clofe  and  excellent,  (as  there  are  ma- 
ny iuch  in  the  ancient  Authors)  it  may  not 
be  amifs  to  lodge  it  in  the  Minds  of  young 
Scliolars,  and  with  fuch  admirable  Strokes 
c^  thofe  great  Mailers  ibmetimes  exercile 
the  Memories  of  School-Bovs.  But  their 
learning  of  their  Leffons  by  heart,  as  they 
happen  to  fall  out  in  their  Books,  without 
Chcice  or  Diftin6lion,  I  know  not  what  it 
ierves  for,  but  to  mif-fpend  their  Time  and 
Pains,  and  give  them  a  Difgufl;  and  Averfion 
to  their  Books,  v/herein  they  Rnd  nothing 
but  ufelefs  Trouble. 

§.  I'jG.  I  hear  it  is  faid,  that  Children 
Ihould  be  employed  in  getting  Things  by 
heart  to  exercife  and  improve  their  Me- 
mories. I  could  wifh  this  were  faid  with 
ns  much  Authority  of  Reafon,  as  it  is  with 
Forwardnefs  of  AlTurance,  and  that  this 
Pradtice  were  eftablifhed  upon  good  Obfer- 
vation  m.ore  than  old  Cuftom  :  For  it  is 
evident,  that  Strength  of  Memory  is  ow- 
ing to  an  happy  Conftitution,  and  not  to 
any  habitual  Improvement  got  by  Exerciie. 
It  is  true,  what  the  Mind  is  intent  upon, 
and,  for  fear  of  letting  it  flip,  often  im- 
prints 


Of  Education.      263 

prints  afreih  on  itfclf  by  frequent  Refle6lion, 
that  it  is  apt  to  retain,  but  ftill  according 
to  its  own  natural  Strength  of  Retention. 
An  ImprefTion  made  on  Bees- Wax  or 
Lead  will  not  lad  fo  long  as  on  Brafs  or 
Steel.  Indeed,  if  it  be  renewed  often, 
it  may  laft  the  longer-,  but  every  new  Re- 
fieding  on  it  is  a  new  ImprefTion,  and  it  is 
from  thence  one  is  to  reckon,  if  one  would 
know  how  long  the  Mind  retains  it.  Bui- 
the  learning  Pages  of  Latin  by  heart  no 
more  fits  the  Memory  for  Retention  of 
any  thing  elfe,  than  the  graving  of  one 
Sentence  in  Lead  makes  it  the  more  ca- 
pable of  retaining  firmly  any  other  Charac- 
ters. Jf  fuch  a  Sort  of  Exercife  of  the 
Memory  were  able  to  give  it  Strength,  and 
improve  our  Parts,  Players  of  all  other 
People  muft  needs  have  the  befl  Memo- 
ries, and  be  the  befl  Company.  But  whe- 
ther the  Scraps  they  have  got  into  their 
Heads  this  way,  make  them  remember 
other  Things  the  better  j  and  whether  their 
Parts  be  improved  proportionably  to  the 
Pains  they  have  taken  in  getting  by  heart 
others  Sayings,  Experience  will  Ihew.  Me- 
mory is  fo  neceffary  to  all  Parts  and  Condi- 
tions of  Life,  and  fo  little  is  to  be  done 
without  it,  that  we  are  not  to  fear  it  fhould 
grow  dull,  and  ufelefs  for  want  of  Exerciie, 
if  Exercife  would  make  it  grow  flronger. 
Kut  I  fear  this  Faculty  of  the  Mind  is  noc 
M  5  capa- 


266        Of  EDUCATION. 

capable  of  much  Help  and  Amendment  in 
general  by  any  Exercife  or  Endeavour  of 
our's,   ai  lead  not  by  that  ufed  upon  this 
Pretence     in    Grammar-Schools.      And    if 
Xerxes  was  able  to  call  every  common  Sol- 
dier by  his  Name  in  his  Army,  that  confifled 
of  no  lels  than  an  hundred  thoufand  Men, 
I  think  it  may  be  gueiTed,  he  got  not  this 
wonderful  Ability  by  learning  his  LefTons  by 
heart  when  he  was   a  Boy.     This   Method 
of  exercifing  and  improving  the  Memory 
by   toilfome  Repetitions  without   Book   of 
what   they  read,    is,    I    think,    little   ufed 
in  the  Education   of  Princes,  which,    if  it 
had   that  Advantage    is  talked    of,   Ihould 
be   as   little    negledled    in    them  as  in  the 
meaneft   School-Boys :    Princes    having    as 
much  Need  of  good  Memories  as  any  Men 
living,  and  have  generally  an  equal  Share  in 
this   Faculty  with   other  Men  ;    though  it 
has   never   been  taken   care  of  this  Way. 
What  the  Mind  is  intent  upon,  and  care- 
ful of,  that  it  remembers  befl,  and  for  the 
Reafon    above  mentioned:    To    which,    if 
Method  and  Order  be  joined,  all  is  done, 
r  think,    that  can   be,   for  the  Help   of  a 
weak  Memory  •,  and  he  that  will  take  any 
other  Way  to  do  it,  efpecially  that  of  charge- 
ing    it    with  a    Train    of    other    People's 
Words,  which  he  that  learns  cares  not  for, 
will,  I  guefs,  fcarce  find  the  Profit  anfwer 
half  the  Time  and  Pains  employed  in  it. 


Of  EDUCATION.  267 

I  do  not  mean  hereby,  that  there  fhould 
be  no  Exercife  given  to  Childrens  Memo- 
ries. I  think  their  Memories  iliould  be 
employed,  but  not  in  learning  by  Rote 
whole  Pages  out  of  Books,  which  theLefTon 
being  once  faid,  and  that  Tafk  over.,  are 
delivered  upagain  to  Oblivion,  and  negledlcd 
for  ever.  This  mends  neither  the  Memory 
nor  the  Mind.  What  they  fhould  learn 
by  heart  out  of  Authors,  I  have  above 
mentioned :  And  fuch  wife  and  ufeful  Sen- 
tences being  once  given  in  charge  to  their 
Memories,  they  iliould  never  be  fuffered  to 
forget  again,  but  be  often  called  to  Ac- 
count for  them  ^  whereby,  befides  the  Ufe 
thofe  Sayings  may  be-  to  them  in  their  fu- 
ture Life,  as  fo  many  good  Rules  and 
Obfervations,  they  will  be  taught  to  refledl 
often,  and  bethink  themfelves  what  they 
have  to  remember,  which  is  the  only  Way 
to  make  the  Memory  quick  and  ufeful. 
The  Guftom  of  frequent  ReBedlion  will 
keep  their  Minds  from  running  adrift,  and 
call  their  Thoughts  home  from  ufelefs  un- 
attentive  Roving:  And  therefore,  I  think, 
it  may  do  well,  to  give  them  fomething 
every  Day  to  remember,  but  fomething  frill, 
that  is  in  itfelf  worth  the  Remembering, 
and  what  you  would  never  have  out  of 
Mind,  whenever  you  call,  or  they  them- 
felves fearch  for  it.  This  will  oblige  them 
often  to  turn  their  Thoughts  inwards,  than 

which.-. 


268  Of  ED  UC  ATIQN. 

which   you   cannot  wifli   them  a  better   in- 
telleclual  Habit. 

§.  177.  But  under  whole  Care 
Laiijj,  foever  a  Child  is  put,  to  be  taught, 
during  the  tender  and  flexible  Years 
of  his  Life,  this  is  certain,  it  fliould  be 
one,  who  thinks  Latin  and  Language  the 
icail  Part  of  Education  •,  one  who  knov/ing 
how  much  Virtue,  and  a  well-tempered  Soul 
is  to  be  preferred  to  any  Sort  of  Learning 
or  Language^  makes  it  his  chief  Bufinefs  to 
form  the  Mind  of  his  Scholars,  and  give 
that  a  right  Difpofition  •,  which,  if  once ' 
got,  though  all  the  reft  fhould  be  negledt- 
ed,  would,  in  due  Time,  produce  all  the 
reft;  and  which,  if  it  be  not  got,  and  fet- 
tled, fo  as  to  keep  out  ill  and  vicious  Ha- 
bits, Languages  and  Sciences y  and  all  the 
other  Accomplifhments  of  Education,  will' 
be  to  no  Purpofe,  but  to  make  the  worfe, 
or  more  dangerous  Man.  And  indeed,  what- 
ever Stir  there  is  made  about  getting  of  L^- 
iin^  as  the  great  and  dimcult  Eufinefs,  his 
Mother  may  teach  it  him  herfelf,  if  ftie  - 
will  but  fpend  two  or  three  Hours  in  a 
Day  with  him,  and  make  him' read  the 
Evangelifts  in  Latin  to  her:  For  ftie  need 
but  buy  a  Latin  Teftament,  and  having  got 
lome  body  to  mark  the  laft  Syllable  but 
one,  v/heje  it  is  long,  in  Words  above  two 
Syllables,  (which  is  enough' ta regulate  her 
EfGnunciation  and  accenting  the    Words) 

reatP. 


Of   EDUCATION.        2^9 

read  daily  in  the  Gojpels^  and  then  let  her 
avoid  under  (landing  them  in  Latin^  if  (he 
can.  And  ^''^^n  ^i\^  underftands  the  Evan- 
gelifls  in  Laiin^  let  her,  in  the  fame  Man- 
ner, read  ^^Efop^s  Fables^  and  fo  proceed  on  to. 
Eutrcpius^  Juft'VfU  a^^d  oaier  fuch  Bocks.  I 
do  not  mention  this,  as  an  Imaginadon  of 
what  I  fancy  may  do,  but  as  of  a  Tn  ng  I 
have  known  done,  and  the  Latin  Tongue, 
with  Eafe  got  this  Way. 

But  to  return  to  what  I  was  fayino-,-  He- 
that  takes  on  him  the  Charge  of  bringino- 
up  young  Men,  efpecially  young  Gentle- 
men, fhould  have  fomeching.  more  in  him 
than  Latin^  more  than  even  a  Knowledo-e 
in  the  Liberal  Sciences  :  He  fhould  be  a 
Perfon  of  eminent  Virtue  and  Prudence, 
and  with  good  Senfe,  have  good  Humour, 
and  the  Skill  to  carry  himfelf  with  Gra- 
vity, Eafe  and  Kindnefs,  in  a  conflant  Ccn- 
verfanon  with  his  Pupils.  But  of  this  I 
have  fpoken  at  large  in  another  Place. 

§.  178.  At  the  fame  Time  that  he  is 
idarning  i^rf/^ri?  and  Zj?//;/,  a  Child,  as  has 
been  faid,  may  alfo  be  entered  in  Ar.ithme- 
tick^  Geography^  Chronology^  Hiftory  and  Geo- 
metry too.  For  if  thefe  be  taught  him  in 
French  or  Latin^  when  he  begins  once  to  un- 
derftand  either  of  thefe  Tongues,  he  will  get 
a  Knowledge  m  thefe  Sciences,  and  the 
Language  to  boot 


270        Of  EDUCATION. 

Geography^  I  think,  fhould  be  be- 
Cecgra-  g^^*  ^^^^  •  For  the  learning  of  the 
phy.  Figure  of  the  Globe^  the  Situation 
and  Boundaries  of  the  four  Parts 
of  the  World,  and  that  of  particular  King- 
doms and  Countries,  being  only  an  Exercife 
cf  the  Eyes  and  Memory,  a  Child  with 
Pleafure  will  learn  and  retain  them :  And 
this  is  fo  certain,  that  I  now  live  in  the 
Houfe  with  a  Child,  whom  his  Mother  has 
fo  well  inftru6led  this  Way  in  Geography^ 
that  he  knew  the  Limits  of  the  four  Parts 
of  the  World,  could  readily  point,  being 
aiked,  to  any  Country  upon  the  Globe,  or 
any  County  in  the  Map  of  England,  knew 
all  the  great  Rivers,  Promontories,  Straits, 
and  Bays  in  the  World,  and  could  find 
the  Longitude  and  Latitude  of  any  Place, 
before  he  was  fix  Years  old.  Thefe 
Things,  that  he  will  thus  learn  by  Sight, 
and  have  by  Rote  in  his  Memory,  are  not 
all,  I  confefs,  that  he  is  to  learn  upon 
the  Glebes.  But  yet  it  is  a  good  Step 
and  Preparation  to  it,  and  w-ll  make  the 
Remainder  much  eafier,  when  his  Judg- 
ment is  grown  ripe  enough  for  it;  be- 
fides,  that  it  gets  fo  much  Time  now  j 
and  by  the  Pleafure  of  knowing  Things, 
leads  him  on  infenfibly  to  the  gaining  of 
Languages. 


Of  EDUCATION.         271 

§.  179.  Wh'en  he  has  the  natural 
Parts  of  the  Globe  well  fixed  in  his  jfritb- 
Memory,  it  may  then  be  Time  to  ^^^^^* 
begin  Arithmetick.  By  the  natural 
Parts  of  the  Globe,  I  mean  feveral  Pofi- 
tions  of  the  Parts  of  the  Earth,  and  Sea, 
under  different  Names  and  Diftindions  of 
Countries,  not  coming  yet  to  thofe  artifi- 
cial and  imaginary  Lines,  which  have  been 
invented,  and  are  only  fuppofed  for  the  bet- 
ter Improvement  of  that  Science. 

§.  180.    Arithmetick    is   the  eafieft,    and 
confequently  the  firft  Sort  of  abftrad  Rea- 
ibning,  which  the  Mind  commonly   bears, 
or  accuftoms   itfelf   to  \  and  is    of  fo   ge- 
neral \}{^  in  all  Parts  of  Life  and  Bufmefs, 
that  fcarce  any  thing  is  to  be  done  with- 
out  it.      This  is  certain,    a   Man   cannot 
have    too  much  of  it,    nor   too  perfedly: 
He  fhould  therefore  begin  to  be  exercifed 
in  Countings  as   foon,  and  as  far,  as  he  is 
capable  of  it  \  and  do  fomething  in   it  eve- 
ry Day,    till  he  is   Mafler  of  the   Art   of 
Numbers.     When   he  underftands   Addition 
and  Subtraction^  he  may  then  be  advanced 
farther  in  Geography^  and  after  he  is  acquaint- 
ed with  the  Poles,  Zones,  Parallel  Circles  and 
Meridians,  be  taught  Longitude  and  Latitude^ 
and  by  them  be  made  to  underfland  the  Ufe 
of  Maps,  and  by  the  Numbers  placed  on 
their  Sides,  to  know  the  refpeflive  Situation 
of  Countries,  and  how  to  find  them  out  on 

the 


272  Of  EDUCATION. 

the  Terreftrial  Globe  :  Which  when 
JJ'OfiO'  he  can  readily  do,  he  may  then 
^■-''  be  entered  in  the  Ceieftial ;  and 
there  going  over  all  the  Circles 
again,  with  a  more  particular  Obferva- 
tion  of  the  Eclyptick,  or  Zodiack,  to 
fix  them  all  very  clearly  and  diftindlly  in 
iiis  Mind,  he  may  be  raiight  the  Figure 
and  Pofition  of  the  feveral  Conilellations, 
\vriich  may  be  ihewed  him  firtl  upon  the 
Globe,  and  then-  in  the  Heavens. 

When- that.  is. done,  and  he  knows  pretty 
well  the  Conftellacions  of  this  our  Hemi- 
fphere.  it  may  be  Tim.e  to  give  him  fome  No- 
tions of  this  .i':  planetary  World  ;  and  to 
that  Purpofe  it  niay  not  be  amifs  to  make 
him  a  Draugac  cf  the  Copernican  Syftem, 
and  therein' explain  to  him  the  Situation  of. 
the  Planets,  their  refpe6live  Diftances  from 
the  Sun,  the  Center  of  their  Revolutions. 
This  will  prepare  him  to  underfland  the 
Motion  and  Theory,  of  the  Planets,  the. 
mod  eafy  and  natural  Way  :  For  fmce  Af- 
tronomers  no  longer  doubt  of  the  Motion 
of  the  Planets  about  the  Sun,  it  is  fir  he 
Ihould  proceed  upon  that  Hypothefis,  which 
is  not  only  the  fimpleil  and  leaft  perplexed 
for  a  Learner,  but  alfo  the  likelieft  to  be 
true  in  itfelf.  But-  in  this,  as  in  all  other 
Parts  of  Inftruclion,  great  Care  mull  be 
taken  with  Children,  to  begin  with  .  that, 
wliich  is  plain   and  fimple,    and   to   teach 

them' 


Of    EDUCATION.        273 

thrm  as  little  as  can  be  at  once,  and  fettle 
that  v/ell  in  their  Heads,  before  you  pro- 
ceed to  the  next,  or  any  thing  new  in  that 
Science.  Give  them  firfl  one  fimple  Idea, 
and  fee  that  they  take  it  right,  and  per- 
fe6tly  comprehend  it  before  you  go  any  far- 
ther; and  then  add  fome  other  fimple  Idea, 
whicii  lies  next  in  your  v/ay  to  what  you 
aim  at-,  and  fo,  proceeding  by  gen  lie  and 
infenfible  Steps,  Children,  without  Confufion 
and  Amazement,  will  have  their  Under- 
flandings  opened,  and  their  Thoughts  ex- 
tended farther  than  could  have  been  ex- 
peeled.  And  when  any  one  has  learned  any 
thing  himfelf,  there  is  no  fuch  Way  to  fix 
it  in  his  Memory,  and  to  encourage  him  to 
go  on,  as  to  fet  him  to  teach  it  others. 

§.  181.    When  he   has    once    got 
fuch     an    Acquaintance    with     the    Geom:- 
Globes,    as  is  above  mentioned,   he     ^^■• 
may  be  fit  to  be  tried  a  little  in  Geo- 
metry \  wherein  I  think  the  fix  firft  Books  of 
Euclid  enough  for  him  to  be  taught ;    for  I 
am  in  fome  Coubt,  whether  more  to  a  Man 
of  Bufinefs  be  necefi^ary  or  ufeful :   At  lead, 
if  he  have  a  Genius  and  Inclination  to  it,  be- 
ing entered  fo  far  by  his  Tutor,   he  will   be 
able  to  go  on  of  himfelf  without  a  Teacher. 

The  Globes  therefore  muft  be  ftudied,  and 
that  diligently,  and  I  think  may  be  begun 
betimes,  if  the  Tutor  will  but  be  careful 
to  diftinguifh-  what  the  Child  is  capable  of 

kno-wing. 


274        Of  EDUCATION. 

knowing,  and  what  not;  for  which  this  may- 
be a  Rule,  that  perhaps  will  go  a  prett)^ 
Way,  viz,  that  Children  may  be  taught  any 
thing,  that  falls  under  their  Senies,  efpeci- 
ally  their  Sight,  as  far  as  their  Memories 
only  are  exercifed  :  And  thus  a  Child  very 
young  may  learn,  which  is  the  Mquatovy. 
which  the  Meridian^  &c.  which  Europe^  and 
which  England^  upon  the  Globes,  as  foon  a!-- 
mod  as  he  knows  the  Rooms  of  the  Houfe  he 
lives  in,  if  Care  be  taken  not  to  teach  him 
too  much  at  once,  nor  to  fet  him  upon  a 
new  Part,  till  that,  which  he  is  upon,  be 
perfedly  learned  and  fixed  in  his  Memory. 

§.  1S2.  With  Geography,  Chronc- 
Chrcno-  logy  ought  to  go  hand  in  hand.  I 
"^•^*  mean  the  general  Part  of  it,  fo  that 
he  may  have  in  his  Mind  a  View 
of  the  whole  Current  of  Time,  and  the  fevc- 
ral  confiderable  Epochs  that  are  made  ufe  of 
in  Hiilory.  Without  thefe  two,  Hiftory, 
which  is  the  great  Miftrefs  of  Prudence 
and  civil  Knowledge,  and  ought  to  be  the 
proper  Study  of  a  Gentleman,  or  Man  of 
Bufmefs  in  the  World;  without  Geography 
and  Chronology^  I  fay,  Hiftory  will  be  very 
ill  retained,  and  very  little  ufefui ;  but  be 
only  a  Jumble  of  Matters  of  Fadt,  confufed- 
ly  heaped  together  without  Order  or  Inftruc- 
tion.  It  is  by  thefe  two,  that  the  Adlions 
of  Mankind  are  ranked  into  their  proper 
Places  of  Times  and^pountries,  under  which 

C  ire  urn- 


Of  E  D  U  C  A  T  I  O  N.        275 

Circumflances,  they  are  not  only  much 
cafier  kept  in  the  Memory,  but  in  that 
natural  Order,  are  only  capable  ro  afford 
thofe  Obiervations,  which  make  a  Man 
the  better,  '  and  the  abler  for  reading 
them. 

§.  183.  When  I  fpeak  of  Chronology  as  a 
Science  he  lliould  be  perfect  in,  I  do  not 
mean  the  little  Controverfies  that  are  m 
it.  Thefe  are  endlefs,  and  mofl  of  them 
of  fo  little  Importance  to  a  Gentleman, 
as  not  to  deferve  to  be  enquired  into,  were 
they  capable  of  an  ealy  Decifion.  And 
therefore  all  that  learned  Noife  and  Dud 
of  the  Chronologift  is  wholly  to  be  avoids 
ed.  The  mod  uieful  Book  I  have  feen  in 
that  Part  of  Learning,  is  a  fmail  Treatife 
of  Strauchius^  which  is  printed  in  Twelves, 
under  the  Title  of  Breviarium  Chronologi- 
cwn^  out  of  which  may  be  feleded  ail  that 
is  neceifary  to  be  taught  a  young  Gentle- 
man concerning  Chronology  \  for  ail  that  is 
in  that  Treatife  a  Learner  need  not  be 
cumbered  with.  He  has  in  him  the  mod 
remarkable  or  ufual  Epochs  reduced  all  to 
that  of  the  Julian  Period^  which  is  the  eafi- 
eft  and  plained,  and  fured  Method,  that 
can  be  made  ufe  of  in  Chrcnclcgy.  To  this 
Treatife  of  Strauchius^  Hehiais's  Tables 
may  be  added  as  a  Book  to  be  turned  to 
on  all  Occafions, 

§.184. 


076        Of  EDUCATION. 

§.  184.  As  nothing  teaches,  ib- 
IMory,  nothing  delights  more  than  Hif- 
tory.  The  firft  of  thefe  recom- 
mends it  to  the  Study  of  grown  Men;  the 
latter  makes  me  think  it  the  ntteft  for  a 
young  Lad,  who  as  foon  as  he  is  inftrucled 
in  Chronology,  and  acquainted  with  the  fe- 
veral  Epochs  in  Uie  in  this  Part  of  the 
World,  and  can  reduce  them  10  the  Julian 
Period^  fhould  then  have  fome  Lalin  Hijiory 
put  into  his  Hand:  The  Choice  fnould  be- 
direded  by  the  Eafinefs  of  the  Stile ;  for 
v/here-ever  he  begins,  Chronology  will  keep 
it  from  Confufion  ;  and  the  Fleafantnels  of 
the  Subje6l  .inviting  him  to  read,  the  Lan- 
guage will  infenfibly  be  got,  without  that 
terrible  Vexation  and  Uneafinefs,  which 
Children  fuffer,  where  they  are  put  into 
Books  beyond  their  Capacity,  fuch  as  are 
the  Roman  Orators  and  Poets,  only-  to 
learn  the  Reman  Lang-uao-e.     When  he  has 

1  •  DO 

by  reading  maflered  the  eafier,  fuch  per- 
haps as  Jufiin^  Eutropus^  Sluintus  Curtius^ 
Lvc.  the  next  Degree  to  thefe,  will  give 
him  no  great  Trouble:  And  thus,  by  a 
gradual  Progrefs  from  the  plain  eft  and  eafi- 
eft  Hijicrians^  he  may  at  lait  come  to  read 
the  moil  difficult  and  fublime  of  the  Latin 
Authors,,  fuch  as  are  Tullj\  Virgil^  and 
Horace. 

§.185. 


Cf   EDUCATION.        277 

§.    1S5.    The     Knowledge    of 
Virtue,  all  along  fi-om  the  Begin-      Ethhb. 
nino-,  in    all    the  Inflanccs   he  is 
capable  of,    '^ring    taught    him,    more    by 
Pradrce  than  Rules ;  and  the  Love  of  Ile- 
putation,  inilead  of  fatisfying  his  Appetite, 
being  made  habitual  in   him,  I   know  not 
whether    he   fhould    read   any    other   Dif- 
courfes  of  Morality,   but  what  he  finds  in 
the  Bible  ;  or  have  any  Syilxm  of  Ei hicks 
put  into  his  Hand,  till  he  can  read  ^iiUf% 
Offices,  not  as  a  School-Boy  to   karn  La- 
//;;,  but  as  one  that  would  be  informed  in 
the  Principles  and  Precepts  of  Virtue,    for 
the  Condud  of  his  Life. 

§.  186.  Y/hen  he  has  pretty  ^.^^., 
well  digefled  TrJ/v's  Offices,  and  zlav." 
added  to  it,  Pi-Jfendorf  de  Ojjicio 
Hominis  i^  Civis,  it  m>ay  be  feafonable  to 
fet  him  upon  Grotius  de  Jure  Belli  «y  Pa- 
ds, or  which  perhaps  is  the  better  of  the 
tw^o,  Pnffendorf  de  Jurs  'datiinzli  i^  Gen- 
tiurn  •,  wherein  he  vvill  be  inftrudcd  in  the 
natural  Rights  of  Men,  and  the  Original 
and  Foundations  of  Society,  and  the  Du- 
ties refulting  from  thence.  This  general 
Part  of  Ci-vil-Law  and  Hillory,  are  Stu- 
dies which  a  Gentlem.an  fhould  not  barely 
touch  at,  but  confbantly  dwell  upon,  and 
never  have  done  with.  A  virtuous  and 
well-behaved  young  Man,  that  is  well  ver- 
fed  in  the  general  Part  of  the  Ciz'il-Laws 
2  (which 


278        Of   EDUCATION.  \ 

(which  concerns  not  the  Chicane  of  private  i 
Cafes,  but  the  Affairs  and  Intercourfe  'of  | 
civilized  Nations  in  general,  grounded  upon  ' 
Principles  of  Reafon)  underftands  Lalin  \ 
well,  and  can  write  a  good  Hand,  one  may  | 
turn  loofe  into  the  World,  with  great  Af-  ; 
furance,  that  he  will  find  Employment  and  ' 
Efleem  every  where. 

§.   187.    It  would  be  ftrangc  to  ; 
Laiv.      fuppofe  an  Englijh  Gentleman  fhould  \ 
be   ignorant    of  the    Law    of    his  | 
Country.     1  his,  whatever  Station  he  is  in, 
is  fo  requifite,  that  from  a  Juftice  of  the 
Peace,  to  a  Minifler  of  State,  I  know  no  \ 
Place   he   can  well  fill  without   it.     I   do 
not  mean  the  Chicane  or  wrangling  and  cap-  i 
tious  Part    of   the  Law  :    A   Gentleman,  i 
whofe  Bufmefs  is  to  feek  the  true  Meafur^s  ; 
of  Right   and  Wrong,    and  not   the  Arts 
how  to  avoid  doing   the  one,    and  fecure  j 
himfelf  in  doing  the  other,  ought  to  be  as 
far  from  fuch  a  Study  of  the  hc'w^  as  he . 
is  concerned  diligently  to  apply  himfelf  to  ; 
that,  wherein  he  may  be  ferviceable  to  his  , 
Country.     And  to  that   Purpofe,   I  think 
the  right  Way  for  a  Gentleman   to  fludy  : 
cur  Law^    which  he   does   not  defign   for  : 
his  Calling,  is  to  take  a  View  of  our  Eyig-  J 
lijh  Conftitution  and  Government,    in  the  -i 
anticnt  Books  of  the   Common  Law ;    and  ., 
fome  more  modern  Writers,   who    out   of  ^ 
them  have  given  an  Account  of  this  Go-  . 

vernment;  ! 


Of  E  D  U  C  A  T  I  O  N.         279 

-rernment ;  and  having  'got  a  true  Idea  of 
that,  then  to  read  our  Hiftory,  and  with 
it  join  in  every  King's  Reign  the  Laws 
then  made.  This  will  give  an  Infight  in- 
to the  Reafon  of  our  Statutes^  and  fhew 
the  true  Ground  upon  which  they  came  to 
be  made,  and  what  Weight  they  ought  to 
have. 

§.  188.  Rhetorick  and  Lcgick 
being  the  Arts,  that  in  the  ordi-  Rhetorick, 
■nary  Method  ufually  follow  im-  ^°S''^' 
mediately  after  Grammar,  it  may  perhaps 
be  wondered  that  I  have  faid  fo  httle  of 
them.  The  Reafon  is,  becaufe  of  the  lit- 
tle Advantage  young  People  receive  by 
them  :  For  I  have  feldom  or  never  obferv- 
ed  any  one  to  get  the  Skill  of  reafoning 
well,  or  fpeaking  handfomely,  by  fludying 
thofe  Rules  which  pretend  to  teach  it: 
And  therefore  I  would  have  a  young  Gentle- 
man take  a  View  of  them  in  the  fhortefl 
Syftems  could  be  found,  without  dwelHno- 
long  on  the  Contemplation  and  Study  ot 
thofe  Formalities.  Right  Reafoning  is 
founded  on  fomething  elfe  than  the  Predica- 
ments and  Predicahles^  and  does  not  confift 
in  talking  in  Mode  and  Figure  itfelf.  But 
it  is  befides  my  prefent  Bufmefs  to  enlarge 
upon  this  Speculation.  To  come  therefore 
to  what  we  have  in  hand ;  if  you  would 
have  your  Son  reafon  well^  let  him  read 
Chillingwortb  j  and  if  you  would  have  him 

fpeak 


28o        Ot    EDUCATION. 

fpeak  v/ell,  let  him  be  converfanc  in  TW//y, 
to  give  him  the  true  Idea  of  Eloquence  -, 
and  ien  him  rcrad  thofe  Things  that  are 
well  writ  in  En^Aifo^  to  perfed  his  Stile 
in  the.  Puriiy  of  our  Language. 

.  §.  189.     If  the  Ufe   and  Knd   of  right 
Reafoning  be  to  have  right  Notions  and  a 
right  Judgment  of  Things;    to  diflinguifh 
betwixt  Truth    and  Falfhood,    Right   and 
Wiong,    and   to  ad  accordingly^    be  fure 
not  to  let  your  Son  be  bred  up  in   the  Art 
and   Formality  of  difputing,  either  pradi- 
fing  it  himfelf,  or  adniring    it  in  others; 
unlef:.,  inftead  of  an  sble  Man,   you  delire 
to    have    him    an     infg-nificant   Wrano-ler, 
Opiniater  in  Difcourfe,  and  priding  himfelf 
in  contradicting  others  ;   or,  which  is  Vv'orfe, 
queTiioning  every  thing,  and  thinking  there 
is    no   fuch  Thing  as  Truth   to  be  fought, 
but    only   Vidory    in    difputing.      There 
cannot    be   any    thing   fo  difmgenucus,  fo 
mifbecoming  a  Gendeman,  or  any  one  vv'ho 
pretends  to   be  a  rational  Creature,  as  not 
to  yield  -to  plain  Reafon,  and  the  Convic- 
tion   of    clear  Arguments.     Is     there    any 
Thing    more  inconfiflent  with    civil  Con- 
verfation,  and  the  End  of  all  Debate,  than 
not  to  take   an  Anfwer,    though  never  fo 
full  and  fatisfadory,  but  flili  to  go  on  with 
the  Difpute  as   long  as   equivocal  Sounds 
can  furnilh  [  a  Medius  Termirais]  a  Term 
to  wrangle  v/ith  on  the  one  Side,  or  a  Di- 

ftinction 


Of  EDUCATION.         2S1 

ftin6lion  on  the  other  ?  Whether  pertinent 
or  impertinent,    Scnfe  or  Nonrenfe,  agree- 
ing with,  or  contrary  to,  what  he  had  laid 
before,  it  matters  not :  For  this,  in  Tnort,  is 
the  Way   and  Perfection   of  logical   Dif- 
putes,  that  the  Opponent  never  takes  any 
Anfwer,    nor  the  Refpondent   ever   yields 
to  any  Argument.     This  neitlier  of  them 
muft    do,    whatever    becomes    of    Truth 
or   Knowledge,    unlefs  he  will  pafs  for  a 
poor  baffled  Wretch,  and  lie  under  the  Dif- 
grace  of  not  being  able  to  maintain  what- 
ever  he  has   once  affirmed,    which  is   the 
great  Aim  and  Glory  in  difputing.    Truth 
is  to  be  found  and  fupported  by  a  mature 
and    due   Confideration  of  Things    thcm- 
felves,    and   not   by  artificial  Terms    and 
Ways  of  arguing  :  Thefe  lead  not  Men  fo 
much  into  the  Difcovery  of  Truth,   as  in- 
to a  captious  and  fallacious  Ufe  of  doubt- 
ful Words,  which   is  the  moiL  ufelefs  and 
moft  ofFenfive  Way  of  talking,  and  fuch  as 
leaft  fuits  a  Gentleman,  or  a  Lover  of  Truth, 
of  any  thing  in  the  World. 

There  can  fcarce  be  a  greater  Defe(?t  in 
a  Gentleman,  than  not  to  exprefs  himfelf 
well  either  in  writing  or  fpeaking.  But  yet 
I  think,  I  may  afk  my  Reader,  whether 
he  doth  not  know  a  great  many,  who  live 
upon  their  Eftates,  and  fo,  with  the  Name, 
(hould  have  the  Qiialities  of  Gentlemen, 
who  cannot  fo  much  as  tell  a  Stoiy  as 
N  they 


2S2         Of   E^DUCATIOR 

they  fliould,  much  lefs  fpcak  (clearly  and 
periuafively  in  any  Bufinefs.  This  I  think- 
.liot  to  be  fo  much  their  Fault,  as  the 
•  Fauk  of  their  Education ;  for  I  muft, 
\vithout  Partiality,  do  my  Country-m.en 
this  Right,  that  where  they  apply  them- 
felves,  I  fee  none  of  their  Neighbours  out- 
go them.  They  have  been  taught  Rhetc^ 
rkk^  but  yet  never  taught  how  to  exprefs 
themfelves  handfomely  with  their  Tongues 
or  Pens  in  the  Language  they  are  always 
to  ufe ;  as  if  the  Names,. of  the  Figures 
that  embelli(hed  the  Difcourfes  of  thofe, 
who  underftood  the  Art  of  Speaking,  were 
the  very  Art  and  Skill  of  fpeaking  well. 
This,  as  all  other  Things  of  Pradtice,  is 
to  be  learned  not  by  a  few  or  a  great  many 
Rules  given,  but  by  Exercife  and  Applica- 
tion, according  to  good  Rules,  or  rather 
Patterns,  till  Habits  are  got,  and  a  Facility 
of  doing  it  well. 

Agreeable  hereunto,  perhaps  it 
Stile.  might  not  be  amifs,  to  make  Chil- 
dren, as  foon  as  they  are  capable 
of  it,  often  to  tell  a  Story  of  any  thing 
they  know ;  and  to  correal  at  firfl  the 
moil  remarkable  Fault  they  are  guilty  of 
in  their  Way  of  putting  it  together.  When 
that  Fault  is  cured,  then  to  fhew  them  th  ■ 
next,  and  fo  on,  till  one  after  another,  all, 
at  lead  the  grofs  ones,  are  mended.  When 
they  can    tell  Tales  pretty  well,    then  it 

may 


Of  EDUCATION.         2S 


may  be  Time  to  make  them  write  them. 
The  Fables  of  yEfop^  the  only  Book  almoit 
that  I  know  fit  for  Children,  may  afford 
them  Matter  for  this  Exercife  of  writing 
Englijh,  as  well  as  for  reading  and  trans- 
lating, to  enter  them  in  the  Latin  Tongue. 
When  they  are  got  paft  the  Faults  of 
Grammar,  and  can  join  in  a  continued  co- 
herent Difcourfe  the  feveral  Parts  of  a 
Story,  without  bald  and  unhandfome  Forms 
of  Trinfition  (as  is  ufual)  often  repeated, 
he  that  defires  to  perfedl  them  yet  farther 
in  this,  which  is  the  firft  Step  to  fpeaking 
well,  and  needs  no  Invention,  may  have  Re- 
courfe  to  ^ull)\  and  by  putting  in  pra\flice 
thofe  Rules  which  that  Mailer  of  Elo- 
quence gives  in  his  firft  Book  De  Inventioncy 
§.  20.  make  them  know  wherein  the  Skill 
and  Graces  of  an  handfome  Narrative,  ac- 
cording to  the  feveral  Subjeds  and  De- 
figns  of  it,  lie.  Of  each  of  which  Rules 
fit  Examples  may  be  found  out,  and  there- 
in they  may  be  fhewn  how  others  have 
pradifed  them.  The  ancient  clafllck  Au- 
thors afford  Plenty  of  fuch  Examples, 
which  they  Ihould  be  made  not  only  to 
tranQate,  but  have  let  before  them  as  Pat- 
terns for  their  daily  Imitation. 

When    they    underfland    hOw  to   write 

Englijh    with    due    Connexion,    Propriety, 

and  Order,  and  are  pretty  v/ell  MaPcers  of 

a   tolerable   narrative   Stile,    they  may   be 

N  2  advanced 


284  Of  EDUCATION. 

advanced  to  writing  of  Letters  •,  wherein 
they  fliould  not  be  put  upon  any  Strains  of 
Wit  or  Compliment,  but  taught  to  ex- 
prefs  their  own  plain  eafy  Senfe,  with- 
out any  Incoherence,  Confufion  or  Rough- 
nefs.  And  when  they  are  perfecl  in  this, 
they  may,  to  raife  their  Thoughts,  have 
fet  before  them  the  Example  of  Voiture^s^ 
for  the  Entertainment  of  their  Friends  at 
a  Diflance,  with  Letters  of  Compliment, 
Mirth,  Raillery  or  Diverfion  ^  and  Tullfs 
Epijiks^  as  the  befl:  Pattern,  whether  for 
Bufinefs  or  Converfation.  The  writing  of 
Letters  has  fo  much  to  do  in  all  the  Occur- 
rences of  human  Life,  that  no  Gentleman 

can  avoid  fhewing  himfelf  in  this 
L£tt£>-f.    kind    of    writing.       Occafions    will 

daily  force  him  to  make  this  Lfe 
of  his  Pen,  which,  befides  the  Conlequen- 
ces  that,  in  his  Affairs,  his  well  or  ill  ma- 
naging of  it  often  draws  after  it,  always 
lays  him  open  to  a  feverer  Examination  of 
i)is  Breeding,  Senfe,  and  Abilities,  than 
moral  Difcourfes  -,  whole  tranfient  Faults 
dying  for  the  moil  part  with  the  Sound, 
that  gives  them  Life,  and  fo  not  fubjedt  to 
a  ilri6t  Review,  more  eafily  efcape  Obfer- 
vation  and  Cenfure. 

Had  the  Methods  of  Education  been  di- 
reded  to  their  right  End,  one  would  have 
thought  this  fo  neceffary  a  Part  could  not 
have  been  neglefted,  whilft  Themes  and 

Vcrfei 


Of  EDUCATION.        285 

Verfcs  in  Latin ^  of  no  Ufe  at  all,  were  fo 
conflantly  every  where  prefTed,  to  the  rack- 
ino;  of  Children's  Inventions  bevond  their 
Strength,  and  hindering  their  chearfnl  Pro- 
Q-refs  in  learning-  the  Tone-ues  bv  unnatural 
DifFiculties.  Bat  Cuftom  has  fo  ordained 
it,  and  who  dares  difobey  ?  An\  would  it 
not  be  very  unreafonabie  to  require  of  a 
learned  Country  School-Mailer  (who  has 
all  the  Tropes  and  Figures  in  Farnahy^ 
Rhetoruk  at  his  Fingers  Ends)  to  teach  his 
Scholar  to  exprefs  himlelf  handfomely  in 
Englijl)^  when  it  appears  to  be  lb  little  his 
Bufinefs  or  Thought,  that  the  Boy's  Mo- 
ther (defpifed,  it  is  like,  as  illiterate  for  not 
having  read  a  Syftem  of  Logick  and  Rhe- 
torkk)  out-does  him  in  it  ? 

To  write  and  fpeak  corredly,  gives  a 
Grace,  and  gains  a  favourable  Attention 
to  what  one  has  to  fay  :  And  fince  it  is 
EngUJh  that  an  EngUflo  Gentleman  will  have 
conftant  Ufe  of,  that  is  the  Language  he 
fhould  chiefly  cultivate,  and  wherein  mod 
Care  fhould  be  taken  to  polifh  and  perfect 
his  Stile.  To  fpeak  or  write  better  Latin 
than  EngUJh^  may  make  a  Man  be  talked 
of,  but  he  would  find  it  more  to  his  Pur- 
pofe  to  exprefs  himfelf  well  in  his  own 
Tongue,  that  he  ufes  every  Moment,  than 
to  have  the  vain  Commendation  of  others 
for  a  very  infignificant  Quality.  This  I 
find  univerfally  neglecl:ed,.and.no.Care  taken 
N  3^  any 


286        Of  EDUCATION. 

any  where  to  improve  young  Men  in  their 
ov/n  Language,  that  they  may  thoroughly 
underftand  and  be  Mafters  of  it.  If  any 
one  among  us  have  a  Facility  or  Purity 
mere  than  ordinary  in  his  Mother  Tongue, 
it  is  owing  to  Chance,  or  his  Genius,  or 
afiy  thing,  rather  than  to  his  Education, 
or  any  Care  of  his  Teacher.  To  mind 
what  Englijh  his  Pupil  fpeaks  or  writes,  is 
below  the  Dignity  of  one  bred  up  amongft 
Greek  and  Latin^  though  he  have  but  lit- 
tle of  them  himfelf.  Thefe  are  the  learn- 
ed Languages,  fit  only  for  learned  Men 
to  meddle  with  and  teach*,  Englijh  is 
iht  L  anguage  of  illiterate  Vulgar :  Tho' 
yet  we  fee  the  PoUty.  of  fome  of  our 
Neighbours  hath  not  thought  it  be- 
neath the  publick  Care  to  promote  and  re- 
ward the  Improvement  of  their  own  Lan- 
guage. Polifhingand  enriching  their  Tongue, 
is  no  fmall  Bufinefs  am.ongft  them  j  it  hath 
Colleges  and  Stipends  appointed  it,  and 
there  is  raifed  amongft  them  a  great  Am- 
bujcn  and  Emulation  of  v/ritirg  corre(ftly  r 
^\nd  we  fee  what  they  are  come  to  by  it, 
and  how  far  they  have  fpread  one  of  the 
wo  Hi;  Languages,  pofiibly,  in  this  Part  of 
the  World,  if  we  look  upon  it  as  it  was 
in  feme  few  Reigns  backwards,  whatever 
ir  be  now.  1  h-  great  Men  am.ongft  the 
Remans  were  drily  exercifing  themielves  in 
Lheir  own  Language ^  and  we  find  yt't  upon 

Record 


Of  E  DUCAT  ro  xV.         23/ 

Record  the  Names  of  Orators,  who  taught 
fome  of  their  Emperors  Latbt^  though  it 
were  their  Mother  Tono;ue. 

It  is  plain  the  Greeks  were  yet  more  nice 
in  their's  :  All  other  Speech  was  barbarous 
to  them  but  their  own,  and  no  foreign  Lan- 
guage appears  to  have  been  fludied  or  va- 
lued amongft  that  learned  and  acute  Peo- 
ple -,  tho'  it  be  pail  Doubt  that  they  bor- 
rov/ed  their  Learning  and  Philofophy  from 
abroad. 

I  am  not  here  fpeaking  againft  Greek  and 
Latin  ',  I  think  they  ought  to  Be  fludied, 
and  the  Latin  at  lead  underftood  well  by 
every  Gentleman.  But  whatever  foreign 
Lano-uages  a  vounc-  Man  meddles  with  ^and 
the  more  he  knows  the  better)  that  which 
he  fhould  critically  fludy,  and  labour  to  get 
a  Facility,  Clearnefs  and  Elegancy  to  exprefs 
himfelf  in,  fhould  be  his  own,  and  to  this 
Purpofe  he  fhould  daily  be  exercifed  in  it. 

§.  190.  Natural  Philofophy^  as  a 
fpeculative  Science,  I  imagine  we  Natural 
have  none ;  and  perhaps  I  may  Pj^H<^' 
think  I  have  Realbn  to  fay,  we  ne-  ^^' 
ver  fliall  be  able  to  make  a  Science  of  it. 
The  Works  of  Nature  are  contrived  by  a 
Wifdom,  and  operate  by  Ways,  too  far  fur- 
pain  ng  our  Faculties  to  difcover,  or  Capa- 
cities to  conceive,  for  us  ever  to  be  able  to 
reduce  them  into  a  Science.  Natural  Phi^ 
lofophy  being  the  Knowledge  of  the  Princi- 
N  4-  pies. 


288         Of  EDUCATION. 

pies.  Properties  and  Operations  of  Things 
as  they  are  in  themfelves,  1  imagine  there 
are  two  Parts  of  it,  one  comprehending 
Spirits  with  their  Nature  and  Qualities, 
and  the  other  Bodies.  The  firft  of  thefe 
is  ufually  referred  to  Metaphyficks :  But 
under  what  Title  foever  the  Confideration 
of  Spirits  comes,  I  think  it  ought  to  go  be- 
fore the  Study  of  Matter  and  Body,  not  as 
a  Science  that  can  be  methodized  into  a 
Syftem,  and  treated  of  upon  Principles  of 
Knowledge  -,  but  as  an  Enlargement  of  our 
Minds  towards  a  truer  and  fuller  Compre- 
henfion  of  the  intellecflual  World,  to  which 
we  are  led  both  by  Reafon  and  Revelation, 
And  fmce  the  cleareft  and  largeft  Difcovq- 
ries  we  have  of  other  Spirits^  befides  God 
and  our  own  Souls,  is  imparted  to  us  from 
Heaven  by  Revelation,  I  think  the  Infor- 
mation, that  at  lead  young  People  fhouid 
have  of  them,  (hould  be  taken  from  that 
PvCvelation.  To  this  Purpofe,  I  conclude, 
it  v/ould  be  well,  if  there  were  made  a 
good  Hiftory  of  the  Bible,  for  young  Peo- 
ple to  read  -,  wherein  if  every  thing  that 
is  fit  to  be  put  into  it  were  laid  down  in 
its  due  Order  of  Time,  and  feveral  Things 
omitted  which  are  fuited  only  to  riper  Age, 
that  Confufion  which  is  ufually  produced 
by  promifcuous  Reading  of  the  Scripture,  as 
it  lies  now  bound  up  in  our  Bibles,  would 
be  avoided  j   and  alfo  this  other  Good  ob- 

tainsid. 


Of  EDUCATION.  2^9 
tained,  that  by  reading  of  it  conftantly  there 
would  be  inftilled  into  the  Minds  of  Chil- 
dren a  Notion  and  Belief  of  Spirits^  they 
having  fo  much  to  do  in  all  the  Tranfac- 
tions  of  that  Hiftory,  which  will  be  a  good 
Preparation  to  the  Study  of  Bodies  •,  for 
without  the  Notion  and  Allowance  of  6|/)/V/Vj-, 
our  Philofophy  will  be  lame  and  defedlive 
in  one  main  Part  of  it,  when  it  leaves  out 
the  Contemplation  of  the  moft  excellent  and 
powerful  Part  of  the  Creation. 

§.191.  Of  this  Hiftory  of  the  Bible  I 
think  too  it  would  be  well,  if  there  were  a 
fhort  and  plain  Epitome  made,  containing 
the  chief  and  moft  material  Heads,  for 
Children  to  be  converfant  in  as  foon  as 
they  can  read.  This,  though  it  will  lead 
them  early  into  Ibme  Notion  of  Spi- 
rits^ yet  is  not  contrary  to  what  I  faid 
above.  That  I  would  not  have  Children 
troubled,  whilft  young,  with  Notions  of 
Spirits ;  whereby  my  Meaning  was,  That 
I  think  it  inconvenient  that  their  yet  ten- 
der Minds  fhould  receive  early  Imprefiions 
of  GobUns^  Specfres  and  Apparitions^  where- 
with their  Maids,  and  thofe  about  them, 
are  apt  to  fright  them  into  a  Conipliance 
with  their  Orders,  which  often  proves  a 
great  Inconvenience  to  them  all  their  Lives 
after,  by  fubjecling  their  Minds  to  Frights, 
fearful  Apprehenfions,  Weaknefs  and  Super- 
ftition  i  which,  when  coming  abroad  into 
N  ^  the 


290        Of  E  D  U  C  A  T  I  O  N. 

the  World  and  Converfation,  they  grow 
v.'eary  and  afhamed  of;  it  not  feldom  hap- 
pens, that  to  make,  as  they  think,  a 
thorough  Cure,  and  eale  themfelves  of  a 
Load  which  has  fat  fo  heavy  on  them, 
they  throw  away  the  Thoughts  of  ail  Spi- 
7  7iS  together,  and  fo  run  into  the  other,  but 
worfe.  Extreme. 

§.  192.  1  he  Reafon  why  I  would  have 
this  premifed  to  the  Study  of  Bodies,  and 
the  Doctrine  of  the  Scriptures  well  imbi- 
bed, before  young  Men  be  entered  into  Na- 
tural  Philojophy^  is,  becaufe  Matter,  being  a 
Thing  that  all  cur  Senfes  are  corrPcantly 
converfant  with,  it  is  fo  apt  to  poflefs  the 
Mind,  and  exclude  all  other  Beings,  but 
Matter,  that  Prejudice,  grounded  on  fuch 
Principles,  often  leaves  no  Room  for  the 
Admiittance  of  Spirits,  or  the  allowing  any 
fuch  Things  as  immaterial  Beings  in  Rerum 
Natura-,  when  yet  it  is  evident,  that  by  mere 
Matter  and  Motion,  none  of  the  great 
Phssnomena  of  Nature  can  be  refolved,  to 
iriflance  but  in  that  common  one  ofGravity, 
-which  I  think  impoffible  to  be  explained  by 
any  natural  Operation  of  Matter,  or  any 
oihe  Law  of  Motion,  but  the  pofitive 
Vvill  of  a  fuperior  Being  fo  ordering  it. 
And  therefore,  fmce  the  Deluge  cannot  be 
well  explained  without  admitting  fom.ething 
out  of  the  ordinary  Courfe  of  Nature,  I  pro- 
prfe  it  10  be  confidered  whether  God's  al- 
tering 


Of   EDUCATION.  291 

tering  the  Centre  of  Gravity  in  the  Earth 
for  a  Time  (a  Thing  as  intelligible  as  Gra- 
vity itfelf,  which  perhaps  a  little  Variation 
of  Cauies  unknown  to  us  would  produce,) 
will  not  more  eafily  account  for  Noah's 
Flood  than  any  Hypothefis  yet  made  ufe  of 
to  Iblve  it.  I  hear  the  great  Objection  to 
this  is,  that  it  would  produce  but  a  par- 
tial Deluge.  But  the  Alteration  of  the 
Centre  of  Gravity  once  allowed,  it  is  no  hard 
Matter  to  conceive  that  the  Divine  Power 
might  make  the  Centre  of  gravity,  placed 
at  a  due  Diilance  from  the  Centre  of  the 
Earth,  move  round  it  in  a  convenient  Space 
of  Tune,  whereby  the  Flood  would  become 
univerlaU  and,  as  I  thinic,  anfv/er  all  the 
Phenomena  of  the  Deluge,  as  delivered  by 
Alofes^  at  an  eafier  Rate  than  thofe  many 
hard  Suppofitions  that  ^re  made  ufe  of  to 
explain  it.  But  this  is  not  a  Place  for  that 
Argument,  which  is  here  only  mentioned 
by  the  By,  to  llievv  the  NecelTity  of  have- 
ing  Recourle  to  fomething  beyond  bare 
Matter  and  its  Motion  in  the  Explication 
of  Nature;  to  which  the  Notions  of  Spi- 
rits and  their  Power,  as  delivered  in  the 
Bible,  where  lb  mu-ch  is  attributed  to 
their  Operation,  may  be  a  fit  Preparative, 
referving  to  a  fitter  Opportunity  a  fuller 
Explication  of  this  Hypothefis^  and  the  Ap« 
plication  of  it  to  all  the  Parts  of  theDeluge^ 

and 


292         Gf  EDUC  ATION. 

and  any  DifBcukies  can  be  fuppofed  in  the 
Hillory  of  the  Flood,  as  recorded  in  the 
Scripture. 

§.   193.  But  to  return   to  the  Study  of 
Natural  Philofoph)\  though  the  World  be  full 
of  Syftems  of  it,  yet  I  cannot  fay,   I  know 
any    one    which    can    be  taught    a   young 
Man  as  a  Science,  wherein  he  may  be  fure 
to  find  Truth  and  Certainty,  which  is  what 
all  Sciences  give  an  Expedlation  of   I  do  not 
hence  conclude,  that  none  of  them  are  to 
be  read  •,  it  is  neceflary  for  a  Gentleman,  in 
this    learned   Age,    to   look   into  fome   of 
them  to  fit  himfelf  for  Converfadon :    But 
v/hether  that  of  Des  Cartes  be  put  into  his 
Hands,  as  that  which  is  mod  in  Fafhion, 
or  it  be   thought   fit  to   give  him   a  fhort 
View  of  that  and  feveral  other  alfo,  I  think 
the  Syftems  of  Natural  Philofophy^  that  have 
obtained  in  this  Part  of  the  World,    are  to 
be  read  more  to  know  the   Hypothefts^  and 
to  underftand  the  Terms  and  Ways  of  talk- 
ing of  the  feveral  Se61:s,  than  with  Hopes 
to  gain  thereby  a  comprehenfive,  fcientifi- 
cal  and  fatisfa6lory  Knowledge  of  the  Works 
of  Nature  :  Only  this    may    be   faid,   that 
the    modern  Corpufadarians    talk,    in    mofl 
Things,  more  intelligibly  than  the  Peripate- 
iicks,  v/ho  poftelfed  the  Schools  im.mediate- 
ly  before  them.     He  that  would  lock  far- 
ther back,    and  acquaint  himfelf  with  the 
feveral  Opinions  of  the  Ancients,  may  con- 

fult 


Of  EDUCATION.        293 

fult  Dr.  Cudworth's  Intelle^ual  Syftem^  where- 
in that  very  learned  Author  hath  with  fuch 
Accuratenefs  and  Judgment  coUecled  and  ex- 
plained the  Opinions  of  the  Greek  Philofo- 
phers,  that  what  Principles  they  built  on, 
and  what  were  the  chief  Hypotbejis^  that 
divided  them,  is  better  to  be  feen  in  him,, 
than  any  where  elfe  that  I  know.  But  I 
would  not  deter  any  one  from  the  Study  of 
Nature,  becaufe  all  the  Knowledge  we 
have,  or  pofTibly  can  have  of  it,  cannot  be 
brought  into  a  Science.  There  are  very 
many  Things  in  it,  that  are  convenient  and 
necelTary  to  be  known  to  a  Gentleman  ^ 
and  a  great  many  other,  that  will  abun- 
dantly reward  the  Pains  of  the  Curious 
with  Delight  and  Advantage.  But  thele, 
I  think,  are  rather  to  be  found  amongft 
fuch  Writers,  as  have  employed  themfelves 
in  making  rational  Experiments  and  Obfer- 
vations,  than  in  ftarting  barely  fpeculative 
Syftems.  Such  Writings,  therefore,  as  ma- 
ny of  Mr.  Boyle's  are,  with  others,  that 
have  writ  of  Httjhandry^  Plantings  Garden- 
ings and  the  like,  may  be  fit  for  a  Gentle- 
man, when  he  has  a  little  acquainted  hin> 
felf  with  fome  of  the  Syftems  of  the  Na- 
tural Philcfophy  in  Fafhion. 

§.  194..  Though  the  Syftems  of  Phyficks^ 
that  I  have  met  with,  afford  little  Encou- 
ragement to  look  for  Certainty  or  Science 
in  any  Treatife,  which  ihall  pretend  to  give 

us 


294        Of  EDUCATION. 

us  a  Body  of  Natural  Philofophy  from  the 
firft  Principles  of  Bodies  in  general,  yet 
the  incomparable  Mr.  JSIeivton  has  fhewn, 
how  far  Mathematicks,  applied  to  fome 
Parts  of  Nature  may,  upon  Principles  that 
Matter  of  Fact  juftifies,  carry  us  in  the 
Knowledge  of  fome,  as  I  may  fo  call  them, 
particular  Provinces  of  the  incomprehenfi- 
ble  Univerfe.  And  if  others  could  give  us 
fo  good  and  clear  an  Account  of  other 
Parts  of  Nature^  as  he  has  of  this  our  Pla- 
netary World,  and  the  mod  confiderable 
Thicnomcna  obfervable  in  it,  in  his  admira- 
ble Book,  Philofophi^  7iaturalis  Principia 
Mathematical  we  might  in  Time  hope  to 
be  furniflied  with  more  true  and  certain 
Knowledge  in  feveral  Parts  of  this  ftupen- 
dous  Machine,  than  hitherto  we  could  have 
expected  :  And  though  there  are  very  few, 
that  have  Mathematicks  enough  to  under- 
ftand  his  Demonftrations,  yet  the  mod  ac- 
curate Mathematicians,  who  have  examined 
them,  allowing  them  to  be  fuch,  his  Book 
will  deferve  to  be  read,  and  give  no  fmall 
Light  and  Pleafure  to  thofe,  who,  willing 
to  underftand  the  Motions,  Properties,  and 
Operations  of  the  great  MalTes  of  Matter 
in  this  our  Solar  Syftem,  will  but  carefully 
mind  his  Conclufions,  which  may  be  depend- 
ed on  as  Propofitions  well  proved. 


Of  E.DUC  ATION.  295 

§.  195.  This  is,  in  fliorr,  what  I     ^    , 


have  thoucrht   concernins:  a 


to 


young 


Gentleman's  Studies ;  wherein  it  will  pof- 
fibly  be  wondered,  that  I  fhould  omit  Greeks 
fmce  amongfl:  the  Grecians  is  to  be  found 
the  Original,  as  it  were,  and  Foundation  of 
all  that  Learning,  which  we  have  in  this 
Part  of  the  World.  I  grant  it  fo;  and 
will  add,  that  no  Man  can  pafs  for  a  Scho- 
lar, that  is  ignorant  of  the  Greek  Tongue. 
But  I  am  not  here  confidering  of  the  Edu- 
cation of  a  profefifed  Scholar,  but  of  a  Gen- 
tleman, to  whom  Lati7i  and  French^  as  the 
World  now  goes,  is  by  every  one  acknow- 
ledged to  be  neceflary.  When  he  comes  to 
be  a  Man,  if  he  has  a  Mind  to  carry  his 
Studies  farther,  and  look  into  the  Greek 
Learning,  he  will  then  eafily  get  that 
Tongue  himfelf ;  and  if  he  has  not  that 
Inchnation,  his  learning  of  it  under  a  Tu- 
tor will  be  but  loft  Labour,  and  much  of 
his  Time  and  Pains  fpent  in  that  which 
will  be  negledled,  and  thrown  away,  as  foon 
as  he  is  at  Liberty :  For  how  many  are 
there  of  an  hundred,  even  amongft  Scholars 
themfelves,  who  retain  the  Greek  they  car- 
ried from  School;  or  ever  improve  it  to  a 
familiar  reading,  and  perfed  underflanding 
of  Greek  Authors  ? 

To  conclude  this  Part,  which  concerns  a 
young  Gentleman's  Studies,  his  Tutors 
ihould   remember,  that  his  Bufinefs  is  not 

fo 


296         Of  EDUCATION. 

fo  much  to  teach  him  all  that  is  know- 
able,  as  to  raife  in  him  a  Love  and  Efleem 
of  Knowledge  \  and  to  put  him  in  the  right 
Way  of  knc^ving,  and  improving  himfelf, 
when  he  has  a  Mind  to  it. 

The  Thoughts  of  a  judicious  Author  on 
the  Subje6l  of  Languages,  I  ihall  here  give 
the  Reader,  as  near  as  I  can,  in  his  own 
Way  of  exprefling  them.    He  fays,  *  "  One 

"  can  fcarce  burden  Children  too 
*  La  '<  much  with   the  Knowledge  of 

M^^'*^  "  Languages.  They  are  ufeful 
ce^Siecle,L  "  to  Men  of  all  Conditions,  and 
577, 662/    "  they   equally  open   them    the 

"  Entrance,  either  to  the  moft 
"  profound,  or  the  more  eafy  and  entertain- 
"  ing  Parts  of  Learning.  If  this  irkfome 
"  Study  be  put  off  to  a  little  more  advan- 
"  ced  Age,  young  Men  either  have  not 
*'  Refolution  enough  to  apply  to  it  out  of 
"  Choice,  or  Steadinefs  to  carry  it  on.  And 
"  if  any  one  has  the  Gift  of  Perfeverance,  it 
*'  is  not  without  the  Inconvenience  of  fpend- 
*'  ing  that  Time  upon  Languages,  which 
*'  is  deflined  to  other  Ufts :  And  he  con- 
*'  fines  to  the  Study  of  Words  that  Age 
*'  of  his  Life  that  is  above  it,  and  requires 
"  Things  •,  at  leaft  it  is  the  lofmg  the  bed 
"  and  beautifullefl  Seafon  of  one's  Life. 
"  This  large  Foundation  of  Languages  can- 
"  not  be  well  laid  but  when  every  thing 
^  makes  an  eafy  and  deep  ImprelTion  on 

«  the 


Of    EDUCATION.        297 

'*  the  Mind  •,  when  the  Memory  is  frelh, 
"  ready,  and  tenacious  •,  when  the  Head 
"  and  Heart  are  as  yet  free  from  Cares, 
*'  Paflions,  and  Defigns  ♦,  and  thofe  on 
''  whom  the  Child  depends  have  Authori- 
*'  ty  enough  to  keep  him  clofe  to  a  long- 
*'  continued  Apphcation.  I  am  perfuaded, 
*'  that  the  fmall  Number  of  truly  learned, 
**  and  the  Multitude  of  fuperficial  Pretend- 
"  crs,  is  owinc  to  the  Neoflect  of  this." 

I  think  every  body  will  agree  with  this 
obfervino;  Gentleman,  that  Languages  are 
the  proper  Study  of  our  firfl  Years :  But  it  is 
to  be  confidered  by  the  Parents  and  Tutors, 
what  Tongues  it  is  fit  the  Child  lliould  learn: 
For  it  muft  be  confefTed,  that  it  is  fruitlefs 
Pains,  and  Lofs  of  Time,  to  learn  a  Lan- 
guage which,  in  the  Courfeof  Life  that  he  is 
defigned  to,  he  is  never  like  to  make  ufe  of, 
or  which  one  may  guefs  by  his  Temper  he 
will  wholly  neglecl  and  lofe  again,  as  foon  as 
an  Approach  to  Manhood,  fetting  him  free 
from  a  Govcrnour,  fhall  put  him  into  the 
Hands  of  his  own  Inclination,  which  is  not 
likely  to  allot  any  of  his  Time  to  the  culti- 
vating the  learned  Tongues  -,  or  difpoie  him 
to  mind  any  other  Language,  but  what  dai- 
ly Ule,  or  fomc  particular  NecefTity,  fhall 
force  upon  him. 

But  yet  for  the  fake  of  thofe  who  are  de- 
figned to  be  Scholars,  I  will  add  what  the 
fame   Author   iubjoins   to   make  good  his 

fore- 


298         Of  EDUCATION; 

foregoing  Remark.  It  will  deferve  to  be  coif-^ 
fidc^red  by  all  who  defire  to  be  truly  learned^ 
and  therefore  may  be  a  nt  Rule  for  Tutors 
to  inculcate,  and  leave  with  their  Pupils  to 
guide  their  future  Studies. 

"  The  Study,  fays  he^  of  the  original 
''  Text  can  never  be  luiticiendyreconimend- 
''  ed.  It  is  the  fhorteft,  furcft,  and  moft 
"  agreeable  Way  to  all  Sorts  of  Learning; 
"  Draw  from  the  Spring-head,  jind  take 
"  net  Things  at  Second-hand.  Let  the 
*'  Writings  of  the  great  Mailers  be  never 
"  laid  afide  ;  dwell  upon  them,  fettle  them 
"  in  your  Mind,  and  cite  them  upon 
''■  Occafion  -,  make  it  your  Bufinefs  tho- 
"  roughly  to  underftand  them  in  their 
"  full  Extent,  and  all  their  Circumftances  : 
"  Acquaint  yourfelf  fully  with  the  Prin- 
"  ciples  of  original  Authors ;  bring  them 
•'  to  a  Gonfiftency,  and  then  do  you  your- 
"  felf  make  your  Deductions.  In  this  State 
"  were  the  firfl  Commentators,  and  do  not 
*'  you  red  till  you  bring  yourfelf  to  the  fame. 
"  Content  not  yourfelf  with  thofe  borrowed 
"  Lights,  nor  guide  yourfelf  by  their  Views, 
"  but  where  your  own  fail  you,  and  leave 
"  you  in  the  dark.  Their  Explications  arc 
"  not  your's,  and  will  give  you  the  flip.  On 
"  the  contrary,  your  own  Obfervations  are 
"  theProdu6lof  yourown  Mind, where  they 
"  will  abide,  and  be  ready  at  hand  upon  all 
"  Occafions  in  Converfe,  Confultation  and 

"  Dif- 


Of   EDUCATION.         299 

"  Difpute.  Lofe  not  the  Pleafure  it  is  to 
'*  fee  that  you  were  not  flopped  in  your  read- 
"  ing,  but  by  Difficulties  that  are  invincible  ; 
"  where  the  Commentators  and  Scholiafts 
"  themfeves  are  at  a  Stand,  and  have  no- 
"  thing  to  fay  •,  thofe  copious  Expofitors 
"  of  other  Places,  who,  with  a  vain  and  pom- 
*'  pous  Over- flow  of  Learning  poured  out 
"  on  Paflages  plain  and  eafy  in  them- 
*•  felves,  are  very  free  of  their  Words  and 
"  Pains,  where  there  is  no  Need.  Con- 
*'  vince  yourlelf  fully  by  thus  ordering 
"  your  Studies,  that  it  is  nothing  but  Men's 
*'  Lazinefs  which  hath  encouraged  Pedan- 
"  try  to  cram,  rather  than  enrich  Libra- 
"  ries,  and  to  bury  good  Authors  under 
"  Heaps  of  Notes  and  Commentaries  v  and 
"  you  will  perceive  that  Sloth  herein  hath 
"  a6led  againil  itfelf  and  its  own  Intereft, 
"  by  multiplying  Reading  and  Enquiries, 
"  and  encreafmg  the  Pains  it  endeavoured 
"  to  avoid." 

This,  though  it  may  feem  to  concern 
none  but  direc^l  Scholars,  is  of  fo  Method. 
f^reat  [Moment  for  the  rig-ht  order- 
ing  of  their  Education  and  Studies,  that  I 
hope  I  fliall  not  be  blamed  for  inferting  of 
it  here,  eipecially  if  it  be  confidered,  that 
it  may  be  of  ufe  to  Gentlemen  too,  when 
at  any  time  they  have  a  Mind  to  go  deep- 
er than  the  Surface,  and  get  to  themfelves 

a  folid, 


50O        Of  E  D  U  C  A  T  I  O  N. 

a  folid,  fatisfadory,  and  maflerly  Infight  in 
any  Part  of  Learning. 

Order  and  Conftancy  are  faid  to  make  the 
great  Difference  between  one  Man  and  ano- 
ther :  This  I  am  fure  ;  nothing  fo  much  clears 
a  Learner's  Way,  helps  him  fo  much  on 
in  it,  and  makes  him  go  fo  eafy  and  fo  far 
in  any  Enquiry,  as  a  good  Method.  His 
Govemour  ihould  take  Pains  to  make  hina 
fenfible  of  this,  accuflom  him  to  Order,,  and 
teach  him  Method  in  all  the  Apphcations  of 
his  Thoughts ;  ihew  him  wherein  it  lies, 
and  the  Advantages  of  it-,  acquaint  him 
with  the  feveral  Sorts  of  it,  either  from 
General  to  Particulars,  or  from  Particulars 
to  what  is  more  general ;  exercife  him  in 
both  of  them ;  and  make  him  fee,  in  what 
Cafes  each  different  Method  is  moft  proper, 
and  to  what  Ends  it  beft  ferves. 

In  Hiftory  the  Order  of  Time  Ihould 
govern-,  in  Philofophical  Enquiries,  that  of 
Nature,  which  in  all  Proo-reiTion  is  to  2;o 
from  the  Place  one  is  then  in,  to  that  which 
joins  and  lies  next  to  it  -,  and  fo  it  is  in  the 
Mind,^  from  the  Knowledge  it  ftands  pof- 
felled  of  already,  to  that  which  lies  next, 
and  is  coherent  to  it,  and  fo  on  to  what  it 
aims  at,  by  the  fimpleft  and  moll  uncom- 
pounded  Parts  it  can  divide  the  Matter 
into.  To  this  Purpofe,  it  will  be  of  great 
Ufe  to  his  Pupil  to  accuftom  him  to  di- 
ftinguilh  well,  that  is,  to  have  diftin6l  No- 
tions, 


Of  EDUCATION.  501 
tions,  where-evcr  the  Mind  can  find  any 
real  Difference,  but  as  carefully  to  avoid 
Diftindlions  in  Terms,  where  he  has  not 
diftindt  and  different  clear  Ideas. 
j(  §.  196.  Befides  what  is  to  be  had  from 
Study  and  Books,  there  arc  other  Accom- 
plijhmenis  neceffary  for  a  Gentleman,  to  be 
got  by  Exercife,  and  to  which  Time  is  to 
be  allowed,  and  for  which  Mailers  muft  be 
had. 

Dancing  being  that  which  gives 
graceful  Motions  all  the  Life,  and  Dan^ 
above  all  Things,  Manlinefs,  and  a  ^'"i- 
becoming  Confidence  to  young  Chil- 
dren, I  think  it  cannot  be  learned  too  ear- 
ly, after  they  are  once  of  an  Age  and 
Strength  capable  of  it.  But  you  muft  be 
fure  to  have  a  good  Mafter,  that  knows, 
and  can  teach,  what  is  graceful  and  be- 
coming, and  what  gives  a  Freedom  and 
Eafinefs  to  all  the  Motions  of  the  Body. 
One  that  teaches  not  this,  is  worfe  than 
none  at  all,  natural  Unfafhionablenefs  be- 
ing much  better  than  apilh  affeded  Pof- 
tures  •,  and  I  think  it  much  more  paffable 
to  put  off  the  Hat,  and  make  a  Leg,  like 
an  honeft  Country  Gentleman,  than  like 
an  ill  fafhioned  Dancing-Mafter  :  For  as 
for  the  jigging  Part,  and  the  Figures  of 
Dancing,  I  count  that  httle,  or  nothing, 
farther  than  as  it  tends  to  perfect  grace- 
ful Carriage. 

§.  197- 


302        Of   EDUCATION. 

§.  197.  Mufick  is  thought  to  have 
Mujick.    fome  Affinity  with  Dancing,   and  a 
good   Hand  upon  fome  Inflruments 
is   by  many  People    mightily  valued  :    But 
it  waftes  fo  much  of  a  young  Man's  Time 
to  gain   but    a   moderate  Skill  in  it ;  and 
engages  often  in  fuch  odd  Company,   that 
many  think  it  much  better  fpared :  And  I 
have,  amongfl  Men  of  Parts  and  Bufinefs^ 
fo  feldom  heard  any  one  commended,  or  ef- 
teemed,  for  having  an  Excellency  in  Mufick^ 
that   amongfl  all   thofe  Things,    that  ever 
cam.e   into  the  Lift  of  Accomplilhments,  I 
think  I  may  give  it  the  laft  Place.  Our  iliort 
Lives  v/iil  not  ferve    us   for    the   Attain- 
ment of  all  Things  ;    nor  can  our  Minds 
be  always  intent  on  fomething  to  be  learn- 
ed.    The  Weaknefs  of  our  Conftitutions, 
both  of  Mind  and  Body,  requires  that  we 
fhould  be  often  unbent  :  And  he,  that  will 
make  a  good  Ulc  of  any  Part  of  his  Life,  muft 
allow  a  large  Portion   of  it  to  Recreation. 
At  leaft,  this  muft  not  be  denied  to  young 
People,  unlefs,    whilft  you  with  too  much 
Hafte  make   them  old,  you   have  the  Dif- 
pleafure   to  let  them  in  their  Graves,  or  a 
fecond  Childhood,    fooner  than  you  could 
widi.      And   therefore    I    think,    that    the 
Time  and  Pains  allotted  to  ferious  Improve- 
ments ftiould  be  employed  about  Things  of 
moft  Ufe  and  Coniequence,  .and  that  too  in 
the  Methods  the  moft  ealy  and  fliort,  that 

could 


Of  E  D  U  C  A  T  1  O  iN".  30J 
:COuld  be  at  any  rate  obtained  :  And  per- 
haps, as  1  have  above  faid,  it  would  be  none 
of  the  lead  Secrets  of  Education,  to  make 
the  Exercifes  in  the  Body  and  the  Mind  the 
Recreation  one  to  another.  I  doubt  not  but 
that  fomething  might  be  done  in  it,  by  a 
prudent  Man,  that  would  well  confider  the 
Texnper  and  Inclination  of  his  Pupil :  For 
he  that  Js  wearied  either  with  Study,  or 
Dancing,  does  not  defire  prefently  to  go  to 
fleep,  but  to  do  fomething  elfe,  which  may 
divert  and  delight  him.  But  this  muft  be 
always  remembered,  that  nothing  can  come 
into  the  Account. of  Recreation,  that  is  not 
done  with  Delight. 

§.  198.  Fencing,  and  Riding  the  Great 
Horfe,  are  looked  upon  as  fo  neceflary  Parts 
of  Breeding,  that  it  would  be  thought  a 
great  Omiffion  to  neglect  them  :  The  latter 
of  the  two,  bein^  for  the  m^ofl  part  to  be 
learned  only  in  great  Towns,  is  one  of  the 
beft  Exercifes  for  Health,  which  is  to  be 
had  in  thofe  Places  of  Eafe  and  Luxury ; 
and  upon  that  Account  makes  a  fit  Pare 
of  a  young  Gentleman's  Employment  during 
his  Abode  there  ;  and  as  far  as  it  conduces 
to  give  a  Man  a  firm  and  graceful  Seat  on 
Horfe-back,  and  to  make  him  able  to  teach 
his  Horfe  to  flop  and  turn  quick,  and  to 
reft  on  his  Haunches,  is  of  ufe  to  a  Gen- 
tleman both  in  Peace  and  War.  But  whe- 
ther it  be  of  Moment  enough  to  be  made  a 

Bufmefs 


304       Of   EDUCATION. 

Bufinefs  of,  and  deferve  to  take  up  more 
of  his  Time  than  ihould  barely  for  his 
Health  be  employed  at  due  Intervals  in 
fome  fuch  vigorous  Exercife,  I  fhall  leave  to 
the  Dilcretion  of  Parents  and  Tutors,  who 
will  do  well  to  remember,  in  all  the  Parts 
of  Education,  that  mofl  Time  and  Applica- 
tion is  to  be  bellowed  on  that,  which  is  like 
to  be  of  greateil  Confequence,and  frequentefl 
Ufe,  in  the  ordinary  Courfe  and  Occurrences 
of  that  Life  the  young  Man  is  defigned  for. 
§.  199.  As  for  Fencings  it  feems 
Fencing,  to  me  a  good  Exercife  for  Health, 
but  dangerous  to  the  Life,  the 
Confidence  of  their  Skill  being  apt  to  engage 
in  Quarrels  thole  that  think  they  have 
learned  to  ufe  their  Swords.  This  Prefump- 
tion  makes  them  often  more  touchy  than 
needs,  on  Point  of  Honour,  and  flight  or 
no  Provocations.  Young  Men  in  their 
warm  Blood  are  forward  to  think,  they 
have  in  vain  learned  to  fence,  if  they  never 
Ihew  their  Skill  and  Courage  in  a  Duel ; 
and  they  feem  to  have  ReaTon.  But  how 
many  fad  Tragedies  that  Reafon  has  been 
the  Occafion  of,  the  Tears  of  many  a  Mo- 
ther can  witnefs.  A  Man  that  cannot  fence 
will  be  more  careful  to  keep  out  of  Bullies 
and  Gamefters  Company,  and  will  not  be 
half  fo  apt  to  Hand  upon  Punctilio's,  nor  to 
give  Affronts,  or  fiercely  jufbify  them  when 
given,  which  is  that  which  ufually  makes 

the 


Of   EDUCATION.         305 

the  Quarrel.     And  when  a  Man  is  in  the 

Field,  a  moderate  Skill  in  Fencing  rather 
expofes  him  to  the  Sword  of  his  Enemy, 
than  fecures  him  from  it.     And  certainly  a 
Man  of  Courage,  who  cannot  fence  at  all, 
and  therefore  wjU  put  ail  upon  one  Thruft, 
and  not  ftand  parrying,  has  the  Odds  againft 
a   moderate   Fencer,    efpecially   if  he    has 
Skill  in  JVrefiling,  And  therefore,  if  any  Pro- 
vifion  be  to  be  made  againft  fuch  Accidents, 
and  a  Man  be  to  prepare  his  Son  for  Du- 
els, I  had  much  rather  mine  fhould  be  a 
good    JVreftler   than    an    ordinary  Fencer, 
which  is  the  moft  a  Gentleman  can  attain  to 
in   it,  unlefs  he  will  be  conftantly   in  the 
Fencing-School,  and  every  Day  exercifing. 
But,   fmce  Fencing  and  Riding  the  Great 
Horfe,  are  fo  generally  looked  upon  as  nc- 
cefTary  Qualifications   in  the  Breeding  of  a 
Gentleman,  it  will  be  hard  wholly  to  deny 
any  one  of  that  Rank  theie  Marks  of  Di- 
ftindion.     I  fhall  leave  it  therefore  to  the 
Father,  to  confider,    how  far  the  Temper 
of  his  Son,  and  the  Station  he  is  like  to 
be  in,  will  allow,  or  encourage  him  to  com- 
ply with  Failiions,  which,  having  very  little 
to  do  with  civil  Life,  were  yet  formerly  un- 
knovs^n  to  the  moft  warlike  Nations,  and 
feem   to   have   added   little  of    Force,    or 
Courage,  to  thofe  who  have  received  them  j 
unlefs  we  will  think  martial  Skill  or  Prow- 
cfs   have  been  improved  by  Duelling,  with 
O  whicb 


3o5       Of  E  D  U  C  A  T  I  O  N. 

v/hich  Fencing  came  into,  and  with  which, 
I  prefume,  it  will  go  out  of  the  World. 

§.  200.  Thefe  are  my  prefent  Thoughts 
concerning  Learning  and  AccompliJJoments, 
The  great  Bufineis  of  all  is  Virtue  and 
Wifdom, 

Nullum  Nttmen  aheft^  fifit  Prudentia. 

Teach  him  to  get  a  Maftery  over  his  In- 
clinations, and  fuhmit  his  Appetite  to  Rea- 
fon.  This  being  obtained,  and  by  conflant 
Pradice  fettled  into  Habit,  the  hardelt 
Part  of  the  Tafk  is  over.  To  bring  a 
young  Man  to  this,  I  know  nothing  which 
fo  much  contributes,  as  the  Love  of  Praife 
and  Commendation,  which  fhould  therefore 
be  inftilled  into  him  by  all  Arts  imaginable. 
Make  his  Mind  as  fenfible  of  Credit  and 
Shame  a^  may  be :  And  when  you  have 
done  that,  you  have  put  a  Principle  into 
him,  which  will  influence  his  Adlions  when 
you  are  not  by,  to  which  the  Fear  of  a 
little  Smart  of  a  Rod  is  not  comparable, 
and  which  will  be  the  proper  Stock,  where- 
on afterwards  to  graft  the  true  Principles 
of  Morality  and  Religion. 

§.  20I.   I  have   one  Thing  more 
Trade,     to   add,    which  as   foon  as  I  men- 
tion,   1    fhall    run   the    Danger    of 
being  fufpeded  to  have  forgot  what  I  am 
gibout,  and  what  I  have  above  written  con- 
cerning 


Of  EDUCATION.        307 

ccrning  Education,  all  tending  towards  a 
Gentleman's  Calling,  .with  v/hich  a  Trade 
feems  wholly  to  be  inconfiftent.  And  yet 
I  cannot  forbear  to  fay,  I  would  have  him 
learn  a  Trade^  a  Manual  Trade  ♦,  nay,  two 
or  three,  but  one  more  particularly. 

§.  202.  The  bufy  Inclination  of  Chil- 
dren, being  always  to  be  directed  to  fome- 
thing  that  may  be  ufeful  to  them,  the  Ad- 
vantages propofed  from  what  they  are  fee 
about  may  be  confidered  of  two  Kinds  ;  i. 
Where  the  Skill  itfelf,  that  is  got  by  Ex- 
ercife,  is  worth  the  haviag.  Thus  Skill,  not 
only  in  Languages,  and  learned  Sciences, 
but  in  Painting,  Turning,  Gardening,  tem- 
pering and  working  in  Iron,  and  all  other 
ufeful  Arcs  j  is  worth  the  having.  2.  Where 
the  Exercife  itfelf,  without  any  Confidera- 
tion,  is  nccefiary,  or  ufeful  for  Health. 
Knowledge  in  fome  Things  is  fo  necefTary 
to  be  got  by  Children,  whilft  they  are 
young,  that  fome  Part  of  their  Time  is  to 
be  allotted  to  their  Improvement  in  them, 
though  thofe  Employments  contribute  no- 
thiog  at  all  to  their  Health.  Such  are 
Reading  and  Writing,  and  all  other  {td^n- 
tary  Studies,  for  the  cultivating  of  the 
Mind,  which  unavoidably  take  up  a  great 
Part  of  Gentlemen's  Time,  quite  from,  their 
Cradles.  Other  MavMal  Aris^  which  arc 
both  got,  and  exercifed  by  Labour,  do  ma- 
ny of  them>  by  that  Exercife,  not  only  in- 
O  z  creaie 


3c8  Of  EDUCATION. 

creale  our  Dexterity  and  Skill,  but  contri- 
bute to  our  Health  too,  efpecially  fuch  as 
employ  us  in  the  open  Air.  In  thefe,  then. 
Health  and  Improvement  may  be  joined  to- 
gether ;  and  of  thefe  fhould  fome  ^z  ones  be 
choien,  to  be  made  the  Recreations  of  one, 
v/hofe  chief  Bufinefs  is  with  Books  and  Stu- 
dy. In  this  Choice,  the  Age  and  Inclina- 
tion of  the  Perlbn  is  to  be  confidered,  and 
Conflraint  always  to  be  avoided  in  bringing 
him  to  it  :  For  Command  and  Force  may 
often  create,  but  can  never  cure,  an  Aver- 
fion  •,  and  whatever  any  one  is  brought  to 
by  Compulfion,  he  will  leave  as  foon  as  he 
can,  and  be  little  profited,  and  lefs  recreated 
by,  whilft  he  is  at  it. 

§.  203.  That  which  of  all  others 
I'ai'nting.  would  plcafc  me  beft,  would  be  a 
Painter^  were  there  not  an  Argu- 
ment or  two  againft  it  not  eafy  to  be  an- 
fwered.  Firfb,  ill  Painting  is  one  of  the  worft 
Things  in  the  World  ♦,  and  to  attain  a  tole- 
rable Degree  of  Skill  in  it,  requires  tOQ 
much  of  a  Man's  Time.  If  he  has  a  na- 
tural Inclination  to  it,  it  will  endanger  the 
Negled:  of  -all  other  more  ufeful  Studies, 
to  give  way  to  that  -,  and  if  he,  have  no  In- 
clination to  it,  all  the  Time,  Pains,  and 
Money  Ihall  be  employed  in  it,  will  be  thrown 
away  to  no  Purpofe.  Another  Reafon  why 
I  am  not  for  Painting  in  a  Gentleman;  is, 
bccaufc  it  is  a  fcdentary  Recreation,  which 

more 


Of  EDUCATION.        309 

more  employs  the  Mind  than  the  Body.  A 
Gentleman's  more  ferious  Employment  I 
look  on  to  be  Study  j  and  when  that  de- 
mands Relaxation  and  Refr^ fnment,  it  fhould 
be  in  fome  Exercife  of  the  Body,  which 
unbends  the  Thought,  and  confirms  the 
Health  and  Strength.  For  thefe  two  Rea- 
Ibns  I  am  not  for  Painting. 

§.  204  In  the  next  Place  for  a  c^,^,„- 
Country-Gentleman,  I  ihould  pro- 
pofe  one  or  rather  both  thefe,  viz.  Garden- 
ing or  Hujlandry  in  general,  and  working  in 
Wood,  as  a  Carpenter^  Joiner^  or  ^yc-n^r 
I'tirner^  thefe  being  fit  and  healthy 
Recreations  for  a  Man  of  Study,  orBufinefs: 
For  fmce  the  Mind  endures  not  to  be  con- 
flantly  employed  in  the  fame  Thing,  or  Way, 
and  fedentary  or  (ludious  Men  fhould  have 
fome  Exercife,  that  at  the  fame  Time  might 
divert  their  Minds,  and  employ  their  Bodies, 
I  know  none  that  could  do  it  better  for  a 
Country-Gentleman,  than  thefe  two,  the 
one  of  them  affording  him  Exercife,  when 
the  Weather  or  Seafon  keeps  him  from  the 
other.  Befides,  that  by  being  fkilled  in  the 
one  of  them,  he  will  be  able  to  govern  and 
teach  his  Gardener;  by  the  other,  con- 
trive and  make  a  great  many  Things  both  ot 
Delight  and  Ufe  :  Though  thefe  I  propofe 
not  as  the  chief  End  of  his  Labour,  but 
as  Temptations  to  itj  Diverfion  from  his 
other  more  ferious  Thoughts  and  Employ- 
O  3  ments. 


Sio       Of   EDUCATION. 

ments,    by  ufeful  and  healthy  manual  Ex- 
ercife,  being  what  I  chiefly  aim  at  in  it. 

§.  205.  The  great  Men  among  the  An- 
tients  nnderllood  very  well  how  to  recon- 
cile manual  Labour  with  Affairs  of  State, 
and  thought  it  no  LefTening  to  their  Digni- 
ty to  make  the  one  the  Recreation  to  the 
other.     That  indeed  which  feems  iuoR  ge- 
nerally to  have  employed  and  diverted  their 
fpare     Hours    was     Agriculture.      Gideon 
among  the  Jews  was  taken  from  Threfliing, 
as  well  as  Cincinnatus  amongft  the  Remans 
from  the  Plough,  to  command  the  Armies 
of  their   Countries  againfl  their   Enemies  -, 
and  it  is  plain  their  dexterous  Handling  of 
the  Flail  or  the  Plough,    and  being  good 
Workmen  v/lth  thefe  Tools,  did  not  hinder 
their  Skill  in  Arms,  nor  make  them  lefs 
able   in  the  Arts  of  War  or  Government. 
They  were  great  Captains  and  Statefmen,  as 
well  as  Hufoandmen.    Cato  Major^  who  had 
with   great  Reputation  borne  all  the  great 
Offices  of   the  Common  -wealth,  has  left  us 
an   Evidence   under  his   own  Hand,    how 
much  he  was   verfed  in    Country  Affairs  ; 
and,  as  I  remember,  Cyrus  thought  Garden- 
ing fo  little  beneath  the  Dignity  and  Gran- 
deur of  a  Throne,  that  he  Ihcwed  Xenophon 
a  large  Field  of  Fruit-Trees  all  of  his  own 
Planting.     The  Records  of  Antiquity,  both 
amongft  Jeivs  and  Gentiles^  are  full  of  In- 
flances   of  this   kind,    if  it  were  necelTary 

to 


Of    EDUCATION.        311 

to  recommend  ufeful  Recreations  by  Ex- 
amples. 

§.  206.  Nor  let  it  be  thought       jiecreat' 
that  I  miftake,  v/hen  I  call  thefe 
or  the  like  Exercifes  of  manual  Arts,  Di- 
verjions  or   Recreations :    For   Recreation  is 
not  being  idle,  (as  every  one  may  obferve) 
but  eafing  the  wearied  Part  by   Change  of 
Bufmefs  :  And  he  that  thinks  Biverjion  may 
not  lie  in  hard  and  painful  Labour,  forgets 
the  early  Rifing,  hard  Riding,  Heat,  Cold 
and   Hunger  of  Huntfmen,  v/hich   is  yet 
known  to    be  the  conftant   Recreation   of 
Men  of  the  greateft  Condition.     Delving^ 
Plantings  Inoculating^  or  any  the  like  pro- 
fitable Employments,    would  be  no  lefs  a 
Diver/ton^  than  any  of  the  idle   Sports  in 
Fafliion,  if  Men  could  but  be  brought  to  de- 
light in  them,  which  Cuflom  and  Skill  in 
a  Trade  will  quickly  bring  any  one  to  do. 
And  I  doubt  not,  but  there  are  to  be  found 
thofe,  who  being  frequently  called  to  Cards, 
or  any  other  Play,  by  thole  they  could  not 
refufe,  have  been  more  tired  with  thefe  Re- 
creatio'ns    than   v/ith   any   the   mod   ferious 
Employment  of  Life,  though  the  Play  has 
been  fuch  as  they  have  naturally  had  no  Aver- 
fion  to,  and  with  which  they  could  v/illingly 
fometimes  divert  themfelves. 

§.  207.  Play,  wherein  Perions  of  Condi- 
tion, efpecially  Ladies,  waile  fo  much  of  their 
Time,  is  a  plain  Inftance  to  me,  that  Men 
O  4.  can- 


312        Of  EDUCATION. 

cannot  be  perfedly  idle  j  they  muft  be  do- 
ing fomething  :  For  how  elfe  could  they 
fit  fo  many  Hours  toiling  at  that,  which 
generally  gives  more  Vexation  than  Delight 
to  People,  whilft  they  are  a6lually  en- 
gaged in  it  ?  'Tis  certain,  Gaming  leaves  no 
Satisfaction  behind  it  to  thofe  who  reflect 
when  it  is  over,  and  it  no  Way  profits  either 
Body  or  Mind  :  As  to  their  Eftates,  if  it 
ftrike  fo  deep  as  to  concern  them,  it  is  a 
Trade  then,  and  not  a  Recreation^  wherein 
fev/,  that  have  any  thing  elfe  to  live  on, 
thrive  :  And  at  beft,  a  thriving  Gamefter 
has  but  a  poor  Trade  on't,  who  fills  his 
Pockets  at  the  Price  of  his  Reputation. 

Recreation  belongs  not  to  People,  who 
are  Strangers  to  Bufinefs,  and  are  not  wafted 
and  wearied  with  the  Employment  of 
their  Calling.  The  Skill  fhould  be,  fo  to 
order  their  Tim.e  of  Recreation,  that  it 
may  relax  and  refreih  the  Part  that  has 
been  exercifed,  and  is  tired,  and  yet  do 
fomething,  which,  befides  the  prefent  De- 
light and  Eafe,  may  produce  what  will  af- 
terwards be  profitable.  It  has  been  nothing 
but  the  Vanity  and  Pride  of  Greatnefs  and 
Riches,  that  has  brought  unprofitable  and 
dangerous  Pajlimes  (as  they  are  called)  into 
P'afhion,  and  perfuaded  People  into  a  Belief, 
that  the  Learning  or  putting  their  Hands  to 
any  thing,  that  was  ufeful,  could  not  be  a 
Diver/ion  fit  for  a  Gentleman.     This   has 

been 


Of  EDUCATION         313 

been  that,  which  has  given  Cards^  Dice  and 
Drinking^  fo  much  Credit  in  the  World  ; 
And  a  great  many  throw  away  their  fpare 
Hours  in  them,  through  the  Prevalency  of 
Cuflom,  and  Want  of  Ibme  better  Employ- 
ment to  fill  up  the  Vacancy  of  Leifure, 
more  than  from  any  real  Delight  is  to  be 
found  in  them.  They  cannot  bear  the 
dead  Weight  of  unemployed  Time  lying  up- 
on their  Hands,  nor  the  Uneafmefs  it  is  to 
do  nothing  at  all :  And  having  never  learned 
any  laudable  manual  Art  Vv'herewith  to  di- 
vert themfelves,  they  have  recourfe  to  thofe 
foolifh,  or  ill  Ways  in  Ufe,  to  help  off  their 
Time,  which  a  rational  Man,  till  corrupted 
by  Cuftom,  could  find  very  little  Plealure 
in. 

§.208.  I  fay  not  this,  that  I  would  ne- 
ver have  a  young  Gentleman  accorrimodatof' 
himfelf  to  the  innocent  Biverfwns  in  iH- 
fhion  amongft  thoie  of  his  Age  and  Condi- 
tion. I  am  fo  far  from  having  him  auftere 
and  morofe  to  that  Degree,  tliat  I  v.ould 
|>erruade  him  to  more  than  ordinary  Corr- 
plaifance  for  all  the  Gaieties  and  Diverfions 
of  thofe  he  converfes  with,  and  be  averfe 
or  tefty  in  nothing  they  fhould  defire  of 
him,  that  might  become  a  Gentleman  and 
an  honed  Man  ;  though  as  to  Cards  and 
Bice^  I  think  the  fafeft  and  bed  Way  is  ne- 
ver to  learn  any  Play  upon  them,  and  fo  to 
be  incapacitated  for  thoie  dangerous  Temp* 
O  5  tations 


314        Of   EDUCATION. 

tations  and  incroachlng  Waders  of  uieful 
Time.  But  Allowance  being  made  for  idU 
and  jovial  Converjation^  and  all  fafhionable 
becoming  Recreations  \  I  fay,  a  young  Man 
will  have  Time  enoug-h,  from  his  ferious 
^  y  and  main  Bufmefs,  to  learn  almoft 
any  'Trade.  It  is  Want  of  Appli- 
cation, and  not  of  Leifure,  that  Men  are 
not  fliilful  in  more  Arts  than  one  •,  and  an 
Hour  in  a  Day,  conftantly  employed  in  fuch 
a  Way  of  Diverfion^  will  carry  a  Man,  in  a 
iliort  Time,  a  great  deal  farther  than  he 
can  imagine  :  Which,  if  it  were  of  no  other 
Ufe,  but  to  drive  the  common,  vicious,  ufe- 
kfs,  and  dangerous  Paftimes  out  of  Faihion, 
and  to  Ihew  there  was  no  Need  of  them,  would 
deferve  to  be  encouraged.  If  Men  froai 
their  Youth  v/ere  v/eaned  from  that  faun- 
teringHumour,  wherein  fome,  out  of  Cuftom, 
let  a  good  Part  of  their  Lives  run  ufelefly 
away,  v/ithout  either  Bufmefs  or  Recreation, 
they  would  find  Time  enough  to  acquire  D^;^- 
terity  mid  Skill  in  Hundreds  of  Things  \  which, 
-though  remote  from  their  proper  CaUings, 
v/ould  not  at  all  interfere  with  them.  And 
therefore,  I  think,  for  this,  as  well  as 
other  Reafons  before  mentioned,  a  lazy,  lift- 
lefs  Humour,  that  idly  dreams  away  the 
Days,  is  of  all  others  the  leaft  to  be  indul- 
ged, or  permitted  in  young  People.  It  is  the 
proper  State  of  one  Tick,  and  out  of  Order 

in 


Of  EDUC  ATIOR         315 

in  his  Health,  and  is  tolerable  in  no  body 
clfe,  of  what  Age  and  Condition  foever. 

§.  209.  To  the  Arts  above  mentioned 
may  be  added  Perfummg^  Varnijl:ing^  Gra- 
ving^ and  ieveral  Sorts  of  working  in  Iron^ 
Brafs^  and  Silver :  And  if,  as  it  happens 
to  mod  young  Gentlemen,  that  a  confider- 
able  Part  of  his  Time  be  fpent  in  a  great 
Town,  he  may  learn  to  cut,  polifh,  and  {tt 
precious  Stcnes^  or  employ  himfelf  in  grinding 
and  poiifhing  Optical  Glajfes.  Amiongll  the 
great  Variety  there  is  of  ingenious  Manual 
Arts^  it  will  be  impofTible  that  no  one  fhould 
be  found  topieale  and  delight  him.,  unlefs  he 
be  either  idle  or  debauched,  which  is  not  to 
be  fuppoi'ed  in  a  right  Way  of  Education. 
And  fince  he  cannot  be  always  employed  in 
Study,  Reading  and  Converfation,  there  will 
be  many  an  Hour,  befides  what  his  Exer- 
cifes  will  take  up,  which,  if  not  ^ent  this 
Way,  will  be  fpent  worle  :  For,  I  conclude, 
a  young  Man  will  leldom  defire  to  fit  per- 
feclly  llill  and  idle  ;  or,  if  he  does,  it  is  a 
Fault  that  ou2;ht  to  be  mended. 

§.  210.  But  if  his  m.iftaken  Parents, 
frightened  with  the  difgraceful  Names  of 
Mechanick  and  T^rade^  fhall  have  an  Averfion 
to  any  thing  of  this  Kind  in  their  Children  ^ 
yet  there  is  one  Thing  relating  to  Trade, 
which,  when  they  confider,  they  will  think 
abfolutely  neceflary  for  their  Sons  to 
learn. 

Mr- 


i6        Of  EDUCATION. 

Merchants  Accounts^  tho'  a  Sci- 


Merchants    ^^^^  ^^^  Yik^y  to  help  a  Gentle- 


man to  get  an  Eflate,  yet  poflibly 
there  is  not  any  thing  of  more  Ufe  and 
Efficacy,  to  make  him  preferve  the  Eftate 
he  has.  It  is  feldom  obferved,  that  he 
who  keeps  an  Account  of  his  Income  and 
Expences,  and  thereby  has  conftantly  under 
View  the  Courfe  of  his  domeflick  Affairs, 
lets  them  run  to  Ruin :  And  I  doubt  not 
but  many  a  Man  gets  behind-hand  before 
he  is  aware,  or  runs  further  on  when  he 
is  once  in,  for  want  of  this  Care,  or  the 
Skill  to  do  it.  I  would  therefore  advife  all 
Gentlemen  to  learn  perfedly  Merchants  Ac- 
counts^  and  not  to  think  it  is  a  Skill  that 
belongs  not  to  them,  becaufe  it  has  received 
its  Name  from,  and  has  been  chiefly  pradifed 
by  Men  of  Traffick. 

§.  2  i  I.  When  my  young  Mafler  has  once 
got  the  Skill  of  keeping  Accounts  (which  is  a 
Bufmefs  of  Reafon  more  than  Arithmetick) 
perhaps  it  will  not  be  amifs,  that  his  Father, 
from  thenceforth,  require  him  to  do  it  in  all 
his  Concernments.  Not  that  I  would  have 
him  fet  down  every  Pint  of  Wine,  or  Play, 
that  coils  him  Money ;  the  general  Name 
of  Expences  v/ill  ferve  for  fuch  Things  well 
enough  :  Nor  would  I  have  his  Father  look 
fo  narrowly  into  thefe  Accounts,  as  to  take 
Cccafion  from  thence  to  criticife  on  his  Ex- 
pences \  he  mv.fl  remember  that  he  himfelf 

was 


Of  EDUCATION.        317 

was  once  a  young  Man,  and  not  forget  the 
Thoughts  he  had  then,  nor  the  Right  his 
Son  has  to  have  the  fame,  and  to  have  Allow- 
ance made  for  them.  If,  therefore,  I  would 
have  the  young  Gentleman  obliged  to  keep 
an  Account,  it  is  not  at  all  to  have  that 
Way  a  Check  upon  his  Expences,  (for  what 
the  Father  allows  him,  he  ought  to  let  him 
be  fully  Mafler  of)  but  only  that  he  might 
be  brought  early  into  the  Cuftom  of  doing 
it,  and  that  it  might  be  made  familiar  and 
habitual  to  him  betimes,  which  will  be  fo 
ufefuland  neceflary  to  be  conflantly  pradifed 
thro'  the  whole  Courfe  of  his  Life.  A  Noble 
Venetian^  whofe  Son  wallowed  in  the  Plen- 
ty of  his  Father's  Riches,  finding  his  Son's 
Expences  grow  very  high  and  extravagant, 
ordered  his  Cafhier  to  let  him  have,  for  the 
future,  no  more  Money  than  what  he  fhould 
count  when  he  received  it.  This,  one 
would  think  no  great  Reftraint  to  a  young 
Gentleman's  Expences,  who  could  freely 
have  as  much  Money  as  he  would  tell: 
But  yet  this,  to  one  who  was  ufed  to  no- 
thing but  the  Purfuit  of  his  Pleafures,  proved 
a  very  great  Trouble,  which  at  laft  ended 
in  this  fober  and  advantageous  Refledion. 
If  it  be  fo  much  Pains  to  me,  barely  to  count 
the  Money  I  would  fpend,  what  Labour 
and  Pains  did  it  cofl  my  Anceftors,  not  on- 
ly to  count,  but  get  it  ?  This  rational 
Thought,  fuggefted  by  this  little  Pains  im- 

pofcd 
I 


3ig       Of   EDUCATION. 

pofed  upon  him,  wrought  fo  effedlually  upon 
his  Mind,  that  it  made  him  take  up,  and 
from  that  Time  forwards  prove  a  good  Hui~- 
band.  This,  at  lead,  every  body  muft  al- 
low, that  nothing  is  likelier  to  keep  a  Man 
within  Com.pafs,  than  the  having  conilantly 
before  his  Eyes  the  State  of  his  Affairs  in 
a  regular  Courle  of  Account, 

§.  2  12.  The  laft  Part  ufually  ia 
Travel  Education,  is  'Travel^  which  is  com- 
monly thought  to  finifh  the  Work, 
and  complete  the  Gentleman.  I  confefs, 
travel  into  foreign  Countries  has  great  Ad- 
vantages ;  but  the  Time  ufuallychofen  to  lend 
young  Men  abroad,  is,  I  think,  of  ail  other, 
that  which  renders  them  lead  capable  of 
reaping  thofe  Advantages.  Thofe  which  are 
propofed,  as  to  the  main  of  them,  may  be 
reduced  to  thefe  two  •,  nrO:,  Language  -,  fe- 
concily,  an  Improvement  in  Wifdom  and 
Prudence,  by  feeing  Men,  and  converfmg 
with  People  of  Tempers,  Cuftom  and  Ways 
of  Living,  different  from  one  another,  and 
efpecially  from  thofe  of  his  Parilh  and  Neigh- 
bourhood. But  from  Sixteen  to  One  and 
Twenty,  which  is  the  ordinary  ^ime  ofT'ra- 
^'^/,  Men  are,  of  all  their  Lives,  the  lead 
fliited  to  thefe  Improvem.ents.  The  firft  Sea- 
fon  to  g;et  Foreicn  Lan^uao;es,  and  form  the 
Tongue  to  their  true  Accents,  I  fnould 
think,  ihould  be  from  Seven  to  Fourteen  or 
Sixteen  •,  and  then  too  a  Tutor  with  them 
Pt  is 


Of  EDUCATION.         319 

is  ufeful  and  necefTary,  who  may,  with  thole 
Languages,  teach  them  other  things.     Biit 
to  put  them  out  of  their  Parents  View  at  a 
great   Diilance   under  a  Governor,    when 
they  think  themfelves    too  much  Men  to 
be    governed   by   others,  and  yet  have  not 
Prudence  and  Experience  enough  to  govern 
themfelves,  w^hat  is  it,  but  to  expofe   them 
to  all  the  greateft  Dangers  of  their  whole 
Life,  when   they  have  the  lead   Fence  and 
Guard  againft  them  ?  Till  that  boiling  boi- 
fterous  Part  of  Life  comes  in,  it  may  be 
hoped  the  Tutor  may  have  fome  Authority  : 
Neither  the  Stubbornnefs  of  Age,  nor  the 
Temptation  or   Examples  of  others,    can 
take  him  from  his  Tutor's  Condudt:  till  Fif- 
teen or  Sixteen  :  But  then,  when  he  begins 
to   confort  himfelf  with  Men,    and   thinks 
himfelfone;  when  he  comes  to  relifh,  and 
pride  himfelf  in  manly  Vices,  and  thinks  it 
a  Shame  to  be  any  longer  under  the  Con- 
trol and  Condud  of  another,  what  can  be 
hoped  from  even  the  mod  careful  and  dif- 
creet  Governor,  when  neither  he  has  Power 
to  compel,  nor  his   Pupil  a  Difpofition  to 
be  perfuaded  ;  but,  on  the  contrary,  has  the 
Advice  of  warm  Blood  and  prevailing  Fa- 
fhion,  to  hearken  to  the  Temptations  of  his 
Companions,  juft  as  wife  as  himfelf,  rather 
than  to  the  Perfuafions  of  his  Tutor,  who 
is  now  looked  on  as  the  Enemy  to  his  Free- 
dom ?  And  when  is  a  Man  fo  like  to  mif- 

carry, 


320        Of  ED  DC  AT  I  ON. 

carry,  as  when  at  the  fame  Time  he  is  both 
raw  and  unruly  ?  This  is  the  Seafon  of  all 
his  Life  that  moil  requires  the  Eye  and 
Authority  of  his  Parents  and  Friends  to  go- 
vern it.  The  Flexibleneis  of  the  former 
Part  of  a  Man's  Age,  not  yet  grown  up  to 
be  head-llrong,  makes  it  more  governable 
and  fafe  *,  and  in  the  After-part,  Reafon  and 
Fore-fight  begin  a  little  to  take  Place,  and 
mind  a  Man  of  his  Safety  and  Improvement. 
The  Time  therefore  I  fhould  think  the  fit- 
teft  for  a  young  Gentleman  to  be  fent 
abroad^  would  be,  either  vv'hen  he  is 
younger,  under  a  Tutor,  v/hom  he  might 
be  the  better  for  •,  or  when  he  is  fome 
Years  older,  without  a  Governor  \  when  he 
is  of  Age  to  govern  himfelf,  and  make  Ob- 
fervations  of  what  he  finds  in  other  Coun- 
tries v.'orthy  his  Notice,  and  that  might  be 
of  Ufe  to  him  after  his  Return  \  and  when 
too,  being  thoroughly  acquainted  with  the 
Laws  and  Fafhions,  the  natural  and  moral 
Advantages  and  Defeds  of  his  own  Coun- 
try, he  has  Ibmething  to  exchange  with 
thofe  abroad,  from  whofe  Ccnverfation  he 
hoped  to  reap  any  Knowledge. 

§.  214.  The  Ordering  of  Travel  otherwife 
is  that,  I  imagine,  which  makes  fo  many  young 
Gentlemen  come  back  fo  little  improved  by 
it.  And  if  they  do  bring  home  with  them 
any  Knowledge  of  the  Places  and  People 
they  have  feen,  it  is  often  an  Admiration 

of 


Of   EDUCATION.        321 

of  the  worfl  and  vaineft  Pradlices  they  met 
with  abroad  ;  retaining  a  Relifh  and  Me- 
mory of  thofe  Things  wherein  their  Liberty 
took  its  firfl:  Swing,  rather  than  of  what 
fhould  make  them  better  and  wifer  after 
their  Return.  And  indeed  how  can  it  be 
otherwife,  going  abroad  at  the  Age  they 
do,  under  the  Care  of  another,  v/ho  is  to 
provide  their  NecefTaries,  and  make  their 
Obfervations  for  them  ?  Thus,  under  the 
Shelter  and  Pretence  of  a  Governor,  think- 
ing themfelves  excufed  from  Handing  upon 
their  own  Legs,  or  being  accountable  for 
their  own  Condud:,  they  very  leldom  trou- 
ble themfelves  with  Enquiries,  or  making 
ufeful  Obfervations  of  their  own.  Their 
Thoughts  run  after  Play  andPleafure,  where- 
in they  take  it  as  a  Leflening  to  be  con- 
trolled, but  feldom  trouble  themfelves  to 
examine  the  Defigns,  obferve  the  Addrefs, 
and  confider  the  Arts,  Tempers,  and  In- 
clinations of  Men,  they  meet  with  ;  that  fo 
they  may  know  how  to  comport  themfelves 
towards  them.  Here  he  that  travels  with 
them,  is  to  fkreen  them  ;  get  them  out 
when  they  have  run  themfelves  into  the 
Briars  ;  and  in  all  their  Mifcarriages  be  an- 
fwerable  for  them. 

§.215.  I  confefs,  the  Knowledge  of 
Men  is  fo  great  a  Skill,  that  it  is  not  to  be 
expedled  a  young  Man  fhould  prefently 
be  perfed  in  it  -,    but  yet  his  goin^  abroad  is 

to 


322       Of  EDUCATION. 

to  little  Purpofe,  if  Travel  does  not  fome- 
times  open  his  Eyes,  make  him  cautious 
and  wary,  and  accuftom  him  to  look  be- 
yond the  Out-fide,  and,  under  the  inof- 
fenfive  Guard  of  a  civil  and  obliging  Car- 
riage, keep  himfelf  free  and  fafe  in  his  Con- 
verfation  with  Strangers,  and  ail  Sorts  of 
People,  without  forfeiting  their  good  Opi- 
nion. He  that  is  fent  out  to  traz'el  at  the 
Age,  and  with  the  Thoughts,  of  a  Mande- 
figning  to  improve  himielf,  may  get  into 
the  Converfation  and  Acquaintance  of  Per- 
fons  of  Condition  where  he  comes  ;  which, 
tho'  a  Thing  of  mod  Advantage  to  a  Gen- 
tleman that  travels,  yet  I  afk,  amongil 
our  young  Men,  that  go  abroad  under  Tu- 
tors, what  one  is  there  of  an  hundred  that 
ever  vifits  any  Perfon  of  Quality  ?  much 
lefs  makes  an  Acquaintance  with  fuch, 
from  whofe  Converfation  he  may  learn  what 
is  Good-Breeding  in  that  Country,  and  what 
is  v/orth  Obfervation  in  it ;  tho'  from  fuch 
Perfons  it  is,  one  may  learn  more  in  one 
Day,  than  in  a  Year's  Rambling  from  one 
Inn  to  another.  Nor,  indeed,  is  it  to  be 
wondered;  for  Men  of  Worth  and  Parts 
will  not  eafily  admit  the  Familiarity  of 
Boys,  who  yet  need  the  Care  of  a  Tutor*, 
tho'  a  young  Gentleman  and  Stranger,  ap- 
pearing like  a  Man,  and  fhewing  a  Defire 
to  inform  himfelf  in  the  Cufloms,  Man- 
ners, Laws,  and  Government  of  the  Country 

he 


Of  EDUCATION.        323 

he  is  in,  will  find  welcome  AfTiftance 
and  Entertainment  amongil  the  bed  and 
moil  knowing  Perfons  every  where,  who  will 
be  ready  to  receive,  encourage  and  coun- 
tenance any  ingenious  and  inquifitive  Fo- 


reigner 


§,  216.  This,  how  true  foever  it  be, 
will  Hut,  I  fear,  alter  the  Cuflom,  which 
has  caft  the  Time  of  Tr;^vel  upon  the 
word  Part  of  a  Man's  Life  •,  but  for  Rea- 
fons  not  taken  from  their  Improvement. 
The  young  Lad  mufl  not  be  ventured 
abroad  at  Eight  or  Ten,  for  fear  of  what  m.ay 
happen  to  the  tender  Child,  tho'  he  then 
runs  ten  Times  lefs  Rifque  than  at  Sixteen 
or  Eighteen.  Nor  muft  he  flay  at  home 
till  that  dangerous,  heady  Age  be  over, 
becaufe  he  mufl  be  back  again  by  One 
and  Twenty,  to  marry  and  propagate.  The 
Father  cannot  flay  any  longer  for  the  Por- 
tion, nor  the  Mother  for  a  new  Set  of  Babies 
to  play  with  %  and  fo  my  young  Mafler, 
whatever  comes  on  it,  mufl  have  a  Wife 
looked  out  for  him,  by  that  Time  he  is  of 
Age  J  tho'  it  w^ould  be  no  Prejudice  to  his 
Strength,  his  Parts,  or  his  IfTue,  if  it  were 
refpited  for  fome  Time,  and  he  had  Leave 
to  get,  in  Years  and  Knowledge,  the  Start 
a  httle  of  his  Children,  who  are  often 
found  to  tread  too  near  upon  the  Heels  of 
their  Fathers,  to  the  no  great  Satisfadtion 
either  of  Son  or  Father.     But  tlie  young 

Gentleman 


324        Of  EDUCATION. 

Gentleman  being  got  within  View  of  Ma- 
trimony, it  is  Time  to  leave  him  to  his 
Miftrefs. 

§.  £  1 7.  Tho'  I  am  new  come  to 
Conclu-  a  Conclufion  of  what  obvious  Re- 
/^»*  marks-  have  fuggefted  to  me  con- 
cerning Education,  I  would  not 
have  it  thought  that  I  look  on  it  as  a  juR 
Treatife  on  this  Subject.  There  area  thou- 
fand  other  Things,  that  may  need  Confi- 
deration  ;  efpecially  if  one  fhould  take  in 
the  various  Tempers,  different  Inclinations, 
and  particular  Defaults,  that  are  to  be  found 
in  Children,  and  prefcribe  proper  Reme- 
dies. The  Variety  is  fo  great,  that  it  would 
require  a  Volume ;  nor  would  that  reach 
it.  Each  Man's  Mind  has  fome  Peculia- 
rity, as  well  as  his  Face,  that  diftinguilhes 
him  from  all  others  \  and  there  are  pofTibly 
fcarce  two  Children,  who  can  be  condudted 
by  exadtly  the  fame  Method.  Befides  that, 
I  think  a  Prince,  a  Nobleman,  and  an  or- 
dinary Gentleman's  Son,  Ihould  have  diffe- 
rent Ways  of  Breeding.  But  having  had 
here  only  fome  general  Views  in  Reference 
to  the  main  End,  and  Aims  in  Education, 
and  thofe  defigned  for  a  Gentleman's  Son, 
whom,  being  then  very  little,  I  confidered 
only  as  white  Paper,  or  Wax,  to  be  molded 
and  fafhioned  as  one  pleafes  ;  I  have  touch- 
ed little  more  than  thofe  Heads,  which  I 
judged  neceifary  for  the  Breeding  of  a  young 

Gentleman 


Of  EDUCATION.         325 

Gentleman  of  his  Condition  in  general  \  and 
have  now  publifhed  thefe  my  occafional 
Thoughts  with  this  Hope,  that  tho'  this 
be  far  from  being  a  complete  Treatife  on 
this  Subjed,  or  fuch  as  that  every  one  may 
find  what  will  juft  fit  his  Child  in  it,  yet 
it  may  give  fome  fmall  Light  to  thofe, 
whofe  Concern  for  their  dear  little  Ones 
makes  them  fo  irregularly  bold,  that  they 
dare  venture  to  confult  their  own  Reafon, 
in  the  Education  of  their  Children,  rather 
than  wholly  to  rely  upon  old  Cuflom. 


FINIS. 


This  Day  are  puhlijhed, 
NEW    EDITIONS    OF, 


'M 


R.  Locke's  Paraphrafe  and  Notes  on  tht 
Epiftles  of  St.    Paul   to   the 


GALATIANS, 
CORINTHIANS, 


R  O  M  A  N  S,   A  K  D 
E  P  H  E  S  I  A  N  S. 


To  which  is  prefixed,  an  Eilay  for  the  Under- 
ftanding  of  St.  Paul's  Epiftles,  by  confulting 
St.  Paul  himfeif.     In  one  Volume,   4to. 

II.  Mr.  Locke's  two  Treatifes  on  the  true  origi- 
nal Extent  and  End  of  Civil  Government,  8vo, 
A  New  Edition,  carefully  revifed  and  corrected 
throughout,  with  the  Effigies  of  the  Author, 
very  curioufly  engraved. 

III.  Mr.  Locke's  Letters  on  Toleration,  com- 
plete. 

IV.  Mr.  Locke's  EfTay  concerning  Human  Un- 
derftanding.     In  two  Volumes,    8vo. 

V.  Mr.  Locke's  Thoughts  on  Education,  i2mo. 

VI.  The  Conduct  of  the  Underftanding;  Difcourfe 
on  Miracles ;  Memoirs  relating  to  the  Life  of 
Anthony,  firft  Earl  of  Shaftfbury  ;  A  New 
IMcthod  of  a  Common  -  Place  -  Book  ;  Some 
Thoughts  concerning  Reading  and  Study  for  a 
Gentleman  j  Rules  of  a  Society  which  met 
once  a  Week,  for  their  Improvement  in  ufeful 
Knowledge,  and  for  the  promoting  of  Truth 
and  Chriftian  Charity ;  all  written  by  Mr.  Locke, 
and  now  reprinted  together,  in  one  Volume, 
i2mo. 

VII.  The  Works  of  John  Lccke,  Efq;  in  thrc« 
Volumes,  Folio,    The  Sixth  Edition. 


In    the    Prefs, 


COMMENTARY 


ON    THE 


Old  and  New  Teftament. 


In  which  V.II1  be  infcrted  the 


Manufcrlpt  Notes    and   Colledlons 


o  F 


JOHN     L  O  C  K  E,    Efq; 


By   \V  I  L  L  I  A  M     D  O  D  D,   A.  M. 

Prebendary  of  Brecon,  and  Chaplain  to  the  Right 
Reverend  the  Lord  Bilhop  of  St.  David's. 


\ 


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