fices to leave them to themselves, and observe without constraint, in order to keep them in er, when they grow too warm. e diversions they love best, and which are likemost suitable to them, are such as are attended some bodily motion. They are satisfied, prothey often change place. A ball, a kite, a top, n high delight to them, as also walking and ng. ere are plays of ingenuity, wherein instruction is d with diversion, which may sometimes find a when the body is less disposed for motion, or me and season oblige them to be confined with ors. play is designed for a recreation, I question whewe ought commonly to allow the children such as re almost as much application as study. James rst king of Great Britain, in the instructions he is son how to govern well, amongst other advice erning play, forbids him chess, because it is ra a study than a recreation. ays of hazard, such as cards and dice, which are become so fashionable, deserve still more to be d the boys. It is a shame to our age, that rational ons cannot pass a few hours together without s in their hands. It will be well for the scholars, ey carry from college and long retain an ignoe and contempt for all diversions of this nature. is a principle in education which cannot be too inculcated into parents and masters, to inspire ren in general with a taste for such things as are le. They should neither feed upon delicate es, nor be entertained with elegant diversions. temper of the soul is corrupted as well as the =, , by the pursuit of lively and poignant pleasures; food ti is plainly dressed, seem tasteless and insipid great emotions of the soul make the ordinary d sions of youth tedious and insipid. We see parents, says M. de Fenelon, that otherwise persons of good sentiments, carry children themselves to the public shews, and pre by thus mixing poison with healthful food, to them a good education; and would look upon cruel and austere to deny them this medley of and evil. He must be very little acquainted human nature, who does not see that this sort version cannot fail of creating a disgust in the for the serious and busy life, for which however are intended, and of making them consider plain innocent pleasures as insipid and insupportable ARTICLE XII, TO TRAIN UP THE BOYS TO VIRTUE BY COURSE AND EXAMPLE. WHAT I have said shews that this is th dispensible duty of masters. As it is often r site to fortify the children before-hand agains discourses and examples of their parents, as w against the false prejudices and false principle vanced in common conversation, and authorized almost general practice; [p] they should be to that guardian and monitor which Seneca so speaks of, to preserve or deliver them from po errors, and to inspire them with such principles conformable to right and sound reason. It is req therefore that they have a perfect sense of thems and think and talk always with wisdom and [q] For nothing can be said before children wi [P] Non licet ire recta via: tra hunt in pravum parentes, trahunt servi... Sit ergo aliquis custos, & aurem subinde pervellat, abigatque rumores, & reclamet populis lau dantibus. . . . Itaque moni crebris, opiniones, quæ nos sonant, compescamus. Senec [9] Nulla ad aures puero impunè perfertur. Noce e, how wonderful effects which the lively exhortations of master produced upon him. The passage is perly beautiful: [r] "It is scarce to be imagined, says great an impression such discourses are caable of making. For the tender minds of youth are asily inclined to the side of virtue. As they are actable and not much infected by corruption, : ney easily resign themselves to truth, provided an nderstanding advocate pleads its cause before them and speaks in its favour. For my own part, when I eard Attalus inveigh against vice, error and irreularity, I pitied mankind, and thought nothing reat and valuable, but a man that was capable of inking as he did. When he undertook to set off he advantages of poverty, and to prove that whatver is more than necessary, can be looked upon nly as a useless charge and an inconvenient buren, he made me wish to go poor out of his school. When he exclaimed against pleasure, commended hastity of body, temperance of diet, and purity f mind, I found myself inclined to renounce the ost lawful and allowable pleasures." There is still another shorter and surer way of coneting the boys to virtue, and this is by example. - the language of action is far stronger and more suasive than that of words. [s] Longum iter est per ecepta, breve & efficax per exempla. It is a great hapess for boys to have masters, whose lives are a conal instruction to them, whose actions never condict their lessons, who do what they advise, and nt; nocent, qui execrantur, & horum imprecatio falsos nometus inserit, & illorum amor è docet bene optando. Senec. enim tenera conciliantur ingenia ad en; however I desire the reader to observe, that ave hitherto said has been extracted solely from sm; that Lycurgus, Plato, Tully, Seneca, and lian have lent me their thoughts, and supplied es, which I have laid down; that what I have ved from other authors is neither out of their , nor above the maxims and notions of the heaSomething, therefore, is still wanting to the of a master, and this remains to be treated the last article, ARTICLE XIII, , RELIGION, AND ZEAL FOR THE CHILS DREN'S SALVATION. ST. AUGUSTINE says, that though Tully's eintitled Hortensius, was very agreeable to him, e reading of it had paved the way to his con1, by inspiring him with an eager desire after n, there was, notwithstanding, still something 199 because he did not find the name of Christ nd that whatever did not bear that sacred name, er well conceived, however elegantly wrote, and er true it might be, did not entirely charm him. likewise that my reader should not be wholly ed, but still find something wanting in what I written concerning the duty of masters, as they we sho tianity therto them, them God WI with hands whor he h his h bers mak serve for v it ba lear So? pres pos Sou tian tion me the Cor gil CH e a right to demand from heathen masters; or if hould not go even so far as they. In short, Chrisity is the soul and sum of all the duties I have hito spoken of. It is Christianity which animates m, which exhalts and ennobles them, which brings n to perfection, and gives them a merit, whereof d alone is the principle and motive, and of which dalone can be the just reward. What then is a Christian master, who is entrusted the education of youth? He is a man, into whose ds Christ has committed a number of children, om he has redeemed with his blood, and for whom has laid down his life, in whom he dwells, as in house and temple; whom he considers as his mems, as his brethren and co-heirs, of whom he will ke so many kings and priests, who shall reign and ve God with him and by him to all eternity. And what end has he committed them to his care? Is arely to make them poets, orators, and men of ning? Who dare presume to say, or even to think He has committed them to their care, in order to serve in them the precious and inestimable deit of innocence, which he has imprinted in their ls by baptism, in order to make them true Chrisns. This is the true end and design of the educan of children, to which all the rest are but the ans. Now, how great and noble an addition does office of a master receive from so honourable a nmission? But what care, what attention and viance, and above all, how great a dependance upon rist does it require ? n this last circumstance lies all the merit, and at the ne time all the consolation of masters. They have ed, in the government of children, of capacity, pru dence, |