(could he have time to study and correct every one's particular defects and wrong inclinations,) when the lad was to be left to himself, or the prevailing infection of his fellows, the greatest part of the four-and-twenty hours.

But fathers, observing that fortune is often most successfully courted by bold and bustling men, are glad to see their sons pert and forward betimes, take it for a 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 making their way through the world. But I must take the liberty to say, that he that lays the foundation of his son's fortune in virtue and good breeding, takes the only sure and warrantable way. And it is not the waggeries or cheats practiced among school-boys, it is not their roughness one to another, nor the well-laid plots of robbing an orchard together, that makes an able man; but the principles of justice, generosity, and sobriety, joined with observation and industry, 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 he 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 same age, bred as he should be in his father's family, and bring them into good company together, and then see which of the two will have the more manly carriage, and address himself with the more becoming assurance to strangers. Here, I imagine, the school-boy's confidence will either fail or discredit him; and if it be such as fits him only for the conversation of boys, he had better be without it.

VICE.

Vice, if we may believe the general complaint, ripens so fast now-a-days, and runs up to seed so early in young people, that it is impossible to keep a lad from the spreading contagion, if you will venture him abroad in the herd, and trust to chance, or his own inclination, for the choice of his company at school. By what fate vice has so thriven amongst us these few years past, and by what hands it has been nursed up into so uncontrolled a dominion, I shall leave to others to inquire. I wish that those who complain of the great decay of Christian piety and virtue everywhere, and of learning and acquired improvements in the gentry of this generation, would consider how to retrieve them in the next. This I am sure, that, if the foundation of it be not laid in the education and principling of the youth, all other endeavors will be in vain. And if the innocence, sobriety, and industry of those who are coming up, be not taken care of and preserved, it will be ridiculous to expect, that those who are to succeed next on the stage, should abound in that virtue, ability, and learning, which has hitherto made England considerable in the world. I was going to add courage too, though it has been looked on as the natural inheritance of Englishmen. What has been talked of some late actions at sea, of a kind unknown to our ancestors, gives me occasion to say, that debauchery sinks the courage of men; and when dissoluteness has eaten out the sense of true honor, bravery seldom stays long after it. And I think it impossible to find an instance of any nation, however renowned for their valor, who ever kept their credit in arms, or made themselves redoubtable amongst their neighbors, after corruption had once broke through, and dissolved the restraint of discipline, and vice was grown to such a head that it durst show itself barefaced, without being out of counte

nance.

VIRTUE.

It is virtue, then, direct virtue, which is the hard and valuable part to be aimed at in education, and not a forward pertness, or any little arts of shifting. All other considerations and accomplishments should give way, and be postponed, to this. This is the solid and substantial good, which tutors should not only read lectures, and talk of; but the labor and art of education should furnish the mind with, and fasten there, and never cease till the young man had a true relish of it, and placed his strength, his glory, and his pleasure in it.

PRIVATE EDUCATION.

The more this advances, the easier way will be made for other accomplishments in their turns. For he that is brought to submit to virtue, will not be refractory, or resty, in anything that becomes him. And, therefore, I can not but prefer breeding of a young gentleman at home in his father's sight, under a good governor, as much the best and safest way to this great and main end of education, when it can be had, and is ordered as it should be. Gentlemen's houses are seldom without variety of company; they should use their sons to all the strange faces that come there, and engage them in conversation with men of parts and breeding, as soon as they are capable of it. And why those who live in the country, should not take them with them, when they make visits of civility to their neighbors, I know not; this I am sure, 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 possible to be done abroad. But what shall be resolved in the case, must in great measure be left to the parents, to be determined by their circumstances and conveniences. Only 1 think it the worst sort of good husbandry for a father not to strain himself a little for his son's breeding, which, let his condition be what it will, is the best portion he can leave him. But if, after all, it shall be thought by some, that the breeding at home has too little company, and that at ordinary schools not such as it should be for a young gentleman, I think there might be ways found out to avoid the inconveniences on the one side and the other.

EXAMPLE.

65. Having under consideration how great the influence of company is, and how prone we are all, especially children, to imitation; I must here take the liberty to mind parents of this one thing, viz., that he that will have his son have a respect for him and his orders, must himself have a great reverence for his son. "Maxima debetur pueris reverentia." You must do nothing before him, which you would not have him imitate. If any thing escape you which you would have pass for a fault in him, he will be sure to shelter himself under your example, and shelter himself so, as that it will not be easy to come at him to correct it in him the right way. If you punish him for what he sees you prac tice yourself, he will not think that severity to proceed from kindness in you, or carefulness to amend a fault in him; but will be apt to interpret it the peevishness and arbitrary imperiousness of a father, who, without any ground for it, would deny his son the liberty and pleasure he takes himself. Or, if you assume to yourself the liberty you have taken, as a privilege belonging to riper years, to which a child must not aspire, you do but add new force to your exam

ple, and recommend the action the more powerfully to him. For you must always remember, that children affect to be men earlier than is thought: and they love breeches, not for their cut or ease, but because the having them is a mark or a step towards manhood. What I say of the father's carriage before his children, must extend itself to all those who have any authority over them, or for whom he would have them have any respect.

66. But to return to the business of rewards and punishments. All the actions of childishness, and unfashionable carriage, and whatever time and age will of itself be sure to reform, being, (as I have said,) exempt from the discipline of the rod, there will not be so much need of beating children as is generally made use of. To which if we add learning to read, write, dance, foreign languages, &c., as under the same privilege, there will be but very rarely any occasion for blows or force in an ingenuous education. The right way to teach them to those things is, to give them a liking and inclination to what you propose to them to be learned, and that will engage their industry and application. This I think no hard matter to do, if children be handled as they should be, and the rewards and punishments above mentioned be carefully applied, and with them these few rules observed in the method of instructing them.

TASKS.

67. 1. None of the things they are to learn should ever be made a burden to them, or imposed on them as a task. Whatever is so proposed presently becomes irksome: the mind takes an aversion 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 not a mind to; let this be but required of him as a duty, wherein he must spend so many hours morning and afternoon, and see whether he will not soon be weary of any play at this rate. Is it not so with grown men? What they do cheerfully of themselves, do they not presently grow sick of, and can no more endure, as soon as they find it is expected of them as a duty? Children have as much a mind to show that they are free, that their own good actions come from themselves, that they are absolute and independent, as any of the proudest of you grown men, think of them as you please.

DISPOSITION.

68. 2. As a consequence of this, they should seldom be put about doing even those things you have got an inclination in them to, but when they have a mind and disposition to it. He that loves reading, writing, music, &c., finds yet in himself certain seasons wherein those things have no relish to him: and, if at that time he forces himself to it, he only pothers and wearies himself to no purpose. So it is with children. This change of temper should be carefully observed in them, and the favorable seasons of aptitude and inclination be heedfully laid hold of: and if they are not often enough forward of themselves, a good disposition should be talked into them, before they be set upon any thing. This I think no hard matter for a discreet tutor to do, who has studied his pupil's temper, and will be at a little pains to fill his head with suitable ideas, such as may make him in love with the present business. By this means a great deal of time and tiring would be saved: for a child will learn three times as much when he is in tune, as he will with double the time and pains, when he goes

awkwardly, or is dragged unwillingly to it. If this were minded as it should, children might be permitted to weary themselves with play, and yet have time enough to learn what is suited to the capacity of each age. But no such thing is considered in the ordinary way of education, nor can it well be. That rough discipline of the rod is built upon other principles, has no attraction in it, regards not what humour children are in, nor looks after favorable seasons of inclination. And indeed it would be rediculous, when compulsion and blows have raised an aversion in the child to his task, to expect he should freely of his own accord leave his play, and with pleasure court the occasions of learning: whereas, were matters ordered right, learning any thing they should be taught might be made as much a recreation 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 busy, and the change and variety is that which naturally delights them. The only odds is, in that which we call play they act at liberty, and employ their pains, (whereof you may observe them never sparing,) freely; but what they are to learn, is forced upon them; they are called, compelled, and driven to it. This is that which at first entrance balks and cools them; they want their liberty: get them but to ask their tutor to teach them, as they do often their play-fellows, instead of his calling upon them to learn; and they being satisfied that they act as freely in this as they do in other things, they will go on with as much pleasure in it, and it will not differ from their other sports and play. By these ways, carefully pursued, a child may be brought to desire to be taught any thing you have a mind he should learn. The hardest part, I confess, is with the first or eldest; but when once he is set aright, it is easy by him to lead the rest whither one will.

69. Though it be past doubt, that the fittest time for children to learn any thing is when their minds are in tune, and well disposed to it; when neither flagging of spirit, nor intentness of thought upon something else, makes them awkward and averse; yet two things are to be taken care of: 1. that these seasons either not being warily observed, and laid hold on, as often as they return; or else not returning as often as they should; the improvement of the child be not thereby neglected, and so he be let grow into an habitual idleness, and confirmed in this indisposition. 2. That though other things are ill learned when the mind is either indisposed, or otherwise taken up; yet it is of great moment, and worth our endeavors, to teach the mind to get the mastery over itself; and to be able, upon choice, to take itself off from the hot pursuit of one thing, and set itself upon another, with facility and delight; or at any time to shake off its sluggishness, and vigorously employ itself about what reason, or the advice of another, shall direct. This is to be done in children, by trying them sometimes, when they are by laziness unbent, or by avocation bent another way, and endeavoring to make them buckle to the thing proposed. If by this means the mind can get an habitual dominion over itself, lay by ideas or business, as occasion requires, and betake itself to new and less acceptable employments without reluctancy or discomposure, it will be an advantage of more consequence than Latin or logic, or most of those things children are usually required to learn.

COMPULSION.

70. Children being more active and busy in that age than in any other part of their life, and being indifferent to any thing they can do, so they may be but

doing; dancing and scotch-hoppers would be the same thing to them, were the encouragements and discouragements equal. But to things we would have them learn, the great and only discouragement I can observe is, that they are called to it; it is made their business; they are teased and chid about it, and do it with trembling and apprehension; or, when they come willingly to it, are kept too long at it, till they are quite tired; all which entrenches too much on that natural freedom they extremely affect. And it is that liberty alone, which gives the true relish and delight to their ordinary play games. Turn the tables, and you will find, they will soon change their application; especially if they see the examples of others, whom they esteem and think above themselves. And if the things which they observe others to do, be ordered so that they insinuate themselves into them, as the privilege of an age or condition above theirs; then ambition and the desire still to get forward, and higher, and to be like those above them, will set them on work, and make them go on with vigor and pleasure; pleasure in what they have begun by their own desire. In which way the enjoyment of their dearly beloved freedom will be no small encouragement to them. To all of which, if there be added the satisfaction of credit and reputation, I am apt to think there will need no other spur to excite their application and assiduity, as much as is necessary. I confess, there needs patience and skill, gentleness and attention, and a prudent conduct, to attain this at first. But why have you a tutor, if there needed no pains? But when this is once established, all the rest will follow more easily than in any more severe and imperious discipline. And I think it no hard matter to gain this point; I am sure it will not be, where children have no ill examples set before them. The great danger therefore I apprehend is only from servants, and other ill-ordered children, or such other vicious or foolish people, who spoil children, both by the ill pattern they set before them in their own ill manners, and by giving them together the two things they should never have at once; I mean, vicious pleasures and commendation.

CHIDING.

71. As children should very seldom be corrected by blows; so, I think, frequent, and especially passionate chiding, of almost as ill consequence. It lessens the authority of the parents, and the respect of the child: for I bid you still remember, they distinguish early betwixt passion and reason: and as they can not but have a reverence for what comes from the latter, so they quickly grow into a contempt of the former; or if it causes a present terror, yet it soon wears off: and natural inclination will easily learn to slight such scarecrows, which make a noise, but are not animated by reason. Children being to be restrained by the parents only in vicious (which in their tender years, are only a few,) things, a look or nod only ought to correct them, when they do amiss: or, if words are sometimes to be used, they ought to be grave, kind and sober, representing the ill, or unbecomingness of the faults, rather than a hasty rating of the child for it, which makes him not sufficiently distinguish whether your dislike be not more directed to him than his fault. Passionate chiding usually carries rough and ill language with it, which has this further ill effect, that it teaches and justifies it in children: and the names that their parents or preceptors give them, they will not be ashamed or backward to bestow on others, having so good authority for the use of them.