naged, without any mixture of malice, envy and de, is one of the best means to lead them to the ercise of the greatest virtues and the most arduous dertakings.

Fifth, Another advantage to be found in schools that a young man meets with such models among companions as are within his reach, such as he ters himself he may be able to come up to, and es not despair of surpassing one day. Whereas, if was alone, it would be presumption in him to come himself with his master.

Sixth and lastly, A master who has a numerous ditory, exerts himself quite otherwise than he, who ving but one scholar, can speak only coldly to him, d in the way of conversation. Now it is incredible w useful this fire and vivacity of a master, who, in plaining the beautiful passages of an author, grows rin and transported, is, not only to make the boys entive, but to inspire them with the same taste and atiments, as he feels in addressing himself to them. Quintilian does not fail to observe, that the opinion ich he maintains is confirmed by universal practice, d the authority of the most esteemed authors, and ost famous legislators.

I might add, that this conduct has been observed th no less regularity since the time of Quintilian, and en amongst Christian's. Ecclesiastical history supes us with abundance of examples. That of St. sil and St. George Nazienzen is known to all e world. I shall relate it particularly at the close this volume, and shall now only observe, that the milies of these two illustrious friends were the most ristian that were then in the Church. They thought,

[b] Accendunt omnia hæc ani- tio, frequenter tamen causa virtu

;

however, they might commit the dearest treasure had in the world to the public schools; and blessed their pious intentions with a success which exceeded their expectations. Shall we venture to ch this conduct with imprudence and presumption

On the other side, may we venture to condemn religious apprehension of Christian parents, who, u seeing the dangers which occur in colleges, (an must be owned too that they are great) and being solicitous about their children's improvement in sciences, than to preserve to them the precious and estimable treasure of their innocence, determin bring them up under their own inspection, in a fan where they may hear nothing but discreet conve tion, where they may see nothing but good exam] and from whence whatever may be capable of rupting the purity of their morals is carefully remo as much as possible? There are now certainly s such houses, but the number of them is very few

Besides the two usual methods of bringing up yo the boarding them out at public schools, or instruc them in private, there is a third, which holds the m between both, and seems to unite them together; this is, to send children to school to improve by emulation of the classes, and keeping them at h the rest of the time. By this means, perhaps, avoid a part of the dangers, as they are also depri of one part of the advantages of the college; amor which we ought certainly to reckon the order, re larity, and discipline, which by the sound of a c points out all the exercises of the day in an unif manner; and the simplicity and frugality of their of living, which are very different from the ing gence of their father's houses, and serve only to ren them too nice and tender. [c] This observation made by an illustrious magistrate in times past, passage which I have quoted in the first volume of work." My father, says this magistrate, said he two views in the education of the college; the [c] Henry de Mesmes, tom, i. p. 75.

vice to me I learnt the frugal life of the scho3, and how to portion out my time."

other advantage of colleges, (supposing them to ch as they should be) and the greatest of all, is, the boys are there thoroughly taught their reliThey learn there to take the knowledge of it its source, to know the true spirit and real greatof it, and to fortify themselves by solid principles st the dangers which faith and piety too fretly meet with in the world. It is not impossible, ertainly it is very rare to find this advantage in te houses.

ow what must we conclude from all these princiand all these facts? There is no college which ot produce a great number of examples of youth have had an excellent education there, and been oved both in the sciences and in piety; nor is any one, which has not seen with grief, a very number miscarry; and the case is the same in te houses.

Le conclusion which, in my opinion, we should from hence is, that as the dangers are very great uth on all sides, it is the duty of parents to exawell before God what course they ought to take; ably to weigh the advantages and inconveniences 1 occur on both sides; to be determined in so rtant a' deliberation, only by the motives of reliand above all, to make such a choice of masand schools, in case they follow that course, as if not entirely dissipate, at least diminish their pprehensions.

E PLAN AND DIVISION OF THIS TREATISE.

enter usefully into the particulars of what con

1.

leges, it is necessary to consider separately the d the different persons who are employed in the e tion of youth, and have any relation to it. there are some general directions, which almo long to all alike, I will begin this treatise with that I may avoid the repetitions, which wo otherways unavoidable.

PART I.

GENERAL INSTRUCTIONS UPON THE EDUCA OF YOUTH.

I SHALL begin with desiring the reader, I talk of instructions, rules, precepts, and which are terms that I cannot avoid employing subject I treat of, to do me so much justice as to that I do not pretend to prescribe laws to an or to set up for a master or censurer of my bre My only design is to assist, if I can, such youn sons as are entrusted with the education of chi who, for want of experience, are subject to cor great many faults, as I own I myself have fo done; and I shall think myself very happy, if contribute to make them avoid them, by layi reflections before them, or rather those of the masters in point of education. For I shall here say any thing of my own, especially in this firs which is the most important, and should serve basis and foundation to all the rest. Athensand shall still lend me their assistance. I shall li make use of two modern authors, and often v quoting them. These are M. de Fenelon, arch of Cambray, and Mr. Locke, whose writing this subject are justly very much esteemed. I has some particular sentiments, which I would ways adopt. Besides, I question whether he w skilled in the Greek tongue, and in the study Belles Lettres, at least he seems not to set th upon them they deserve. But both of them,

sed at it, being content to have good things laid re them, without being concerned from whence are taken. I shall reduce to twelve or thirteen les the general instructions which relate to the -ation of youth.

ARTICLE I.

T END WE SHOULD PROP SE TO OURSELVES IN EDUCATION.

]TO succeed in the education of youth, the step in my opinion, is to lay down the end we ld propose, to enquire by what means it is to be ined, and to chuse out an able and experienced e, who is able to conduct us safely to it. Though generally a very wise and judicious rule, to avoid ingularity, and to follow the received customs, yet estion whether in the point we now treat of, this ciple does not admit of some exception, and whewe ought not to apprehend the dangers and ineniences of blindly following the footsteps of e who have gone before us, so as to consult custom e than reason, and the governing our actions rather what others do, than by what they should do; whence it often happens that an error once estaed is handed down from age to age, and becomes ost a certain law, from a notion that we ought to

Decernatur primùm & quò mus, & qua; non sine perito o cui explorata sint ea, in quæ dimus... Hic tritissima quævia & celeberrima maximè deNihilergo magis præstandum, ne, pecorum ritu, sequamur cedentium gregem, pergentes,

... non ad rationem, sed ad similitudinem vivimus. ... Ita, dum unusquisque mavult credere, quàm judicare, versat nos & præcipitat traditus per manus error.... Non tam bene cum rebus humanis agitur, ut meliora pluribus placeant argumentum pessimi turba est. Se