is neceffary for a young Man in the ordi-nary Courfe of his Studies, an ordinary Skill in the Governor is enough. Nor is it requifite, that he should be a through Scholar, or poffefs in Perfection all thofe Sciences, which 'tis convenient a young Gentleman fhould have a Tafte of in fome general View, or fhort System. A Gentleman that would penetrate deeper, muft do it by his own Genius and Industry afterwards: For no Body ever went far in Knowledgs, or becaine eminent in any of the Sciences by the Difcipline and Constraint of a Master.

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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 Vertue and Wifdom; to give him by little and little a View of Mankind, and work him into a Love and Imitation of what is excellent and praise-worthy; and in the Profecution of it, to give him Vigor, Activity, and Induftry. The Studies which he fets him upon, are but as it were the Exercifes of his Faculties, and Employment of his Time, to keep him from Sauntering and Idlenefs, to teach him Application,and accuftom him to take Pains, and to give him fome little Tafte of what his own Induftry must perfect. For who expects, that under a Tutor a young Gentleman fhould be an accomplish'd Critick, Orator, or Logician? Go to the Bottom

of

of Metaphyficks, natural Philofophy, or Mathematicks? Or be a Master in Hiftory 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 blam'd, that fhould keep his Pupil too long, and lead him too far in moft of them. But of good Breeding, Knowledge of the World, Vertue, Industry, 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 hop'd he should have Time and Strength to learn all Things, moft Pains fhould be taken about that which is moft neceffary; and that principally look'd after, which will be of moft and frequenteft Ufe to him in the World.

Seneca complains of the contrary Practice in his Time; and yet the BurgurfdiciLus's and the Scheiblers did not fwarm in thofe Days, as they do now in these. What would he have thought, if he had liv'd now, when the Tutors think it their great Bufinefs to fill the Studies and Heads of their Pupils with fuch Authors as these? He would have had much more Reafon to fay, as he does, Non Vita fed Schola difcimus, we learn not to live, but to difpute; and our Education fits us rather for the U

niverfity, than the World. But 'tis no Wonder if thofe who make the Fafhion, fuít it to what they have, and not to what ther Pupils want. The Fathion being once eftablifh'd, who can think it ftrange, that in this, as well as in all other Things, it fhould prevail? And that the greatest Part of thofe, who find their Account in an eafy Submiffion to it, thould be ready to cry -out. Herefy, when any one departs from it? Tis never the lefs Matter of Aftonishment, that Men of Quality and Parts fhould fuf:fer themfelves to be fo far miffed by Euftom and implicit Faith. Reafon, if confulted with, would advife, that their ChilIdrens Time thould be fpent in acquiring what might be ufeful to them when they come to be Men, rather than to have their Heads ftuff'd with a deal of Trash, a great Part whereof they ufually never do ('tis certain they never need to) think on again - as long as they live, and foo much of it as does ftick 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 Heirs taught it, whether it be not, ridiculous for their › Sons to have any Tincture of that Sort of Learning, when they coine Abroad into the World; whether any Appearance of it - would not leffen and difgrace thein in Company. And that certainly must be an admirable Acquifition, and deferves well to

make

make a Part in Education, which Men are afham'd of, where they are moft concern'd to fhew their Parts and Breeding.

There is yet another Reafon, why Politenefs of Manners, and Knowledge of the World, fhould principally be look'd after in a Tutor; and that is, becaufe a Man of Parts and Years may 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 fet another right in the Knowledge of the World, and above all in Breeding, who is a Novice in them himfelf.

This is a Knowledge he must have about him, worn into him by Ufe and Conver fation, and a long forming himfelf by what he has obferv'd to be practis'd and allow'd in the beft 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 Englih Gentleman's Behaviour, his own ill-fafhion'd Example, if he be not well-bred himflf, would fpoil all his Lectures; being impoffible, that any one fhould come forth well-fafhion'd out of unpolith'd, illbred Company.

it

I fay this, not that I think fuch a Tu tor 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 Enquiry or Colt in what is of fo great Moment; and that other Parents, whofe Eftates will not reach to greater Salaries, inay 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 themselves, whillt they are under their Care, and as often as they come within their Obfervation; and not think, that all lies in Latin and French, or fome dry Systems of Logick and Philofophy.

ty.

S. 95. But to return to our Familiari- Method again. Though I have mention'd the Severity of the Father's Brow, and the Awe fettl'd thereby in the Mind of Children when young, as one main Inftrument whereby their Education is to be manag'd; yet I am far from being of an Opinion, that it fhould be continu'd all along to them, whilst they are under the Difcipline and Government of Pupilage, I think it fhould be relax'd, as faft as their Age, Difcretion, and good Behaviour could allow it; even to that Degree, that a Father will do well, as his Son grows up, and is capable of it, to talk familiarly with him; nay, afk his Advice,

and