It is in vain for the Learner to object, Surely we are not School-Boys, to fay our Lefons again; we came to be taught, and not to be catechifed and examined. But, alas, how is it poffible for a Teacher to proceed in his Inftructions, if he knows not how far the Learner takes in and remembers what he has been taught?

BESIDES, I muft generally believe, it is Sloth or Idleness, it is real Ignorance, Incapacity, or unreasonable Pride, that makes a Learner refuse to give his Teacher an Account how far he has profited by his last Inftructions. For want of this conftant Examination, young Gentlemen have spent fome idle and ufelefs Years, even under the daily Labors and Inspection of a learned Teacher; and they have returned from the Academy without the Gain of any one Science, and even with the shameful Lofs of their Claffical Learning, i. e. the Knowledge of Greek and Latin, which they had learnt in the Grammar-School.

LET the Teacher always accommodate himfelf to the Genius, Temper and Capacity of his Difciples, and practife various Methods of Prudence to allure, perfuade and affist, every one of them in their Pursuit of Knowledge.

WHERE the Scholar has lefs Sagacity, let the Teacher enlarge his lilustracions; let him fearch and find out where the Learner sticks,

what

what is the Difficulty; and thus let him help the labouring Intellect.

WHERE the Learner manifefts a forward Genius, and a sprightly Curiofity by frequent Enquiries; let the Teacher oblige fuch an inquifitive Soul, by fatisfying thofe Questions as far as may be done with Decency and Conveniency; and where these Enquiries are unfeasonable, let him not filence the young Enquirer with a magifterial Rebuff, but with much Candor and Gentleness poftpone those Queftions, and refer them to a proper Hour.

CURIOSITY is a ufeful Spring of Knowledge: It should be encouraged in Children, and awakened by frequent and familiar Methods of talking with them. It should be indulged in Youth, but not without a prudent Moderation. In those who have too much, it should be limitted by a wife and gentle Restraint or Delay, left by wandering after every thing, they learn nothing to Perfection. In those who have too little, it fhould be excited, left they grow ftupid, narrow fpirited, felf-fatisfied, and never attain a Treasure of Ideas, or an Amptitude of Underftanding.

LET not the Teacher demand or expect Things too fublime and difficult from the bumble, modeft and fearful Difcipline: And where fuch a one gives a juft and happy Anfwer even to plain and eafy Questions, let

him

him have Words of Commendation and Love ready for him. Let him encourage every Spark of kindling Light, till it grow up to bright Evidence and confirmed Knowledge.

WHERE he finds a Lad pert, pofitive and prefuming, let the Tutor take every just Occafion to fhew him his Error: let him fet the Abfurdity in compleat Light before him, and convince him by a full Demonftration of his Mistake, till he fees and feels it, and learns to be modeft and humble.

A Teacher should not only obferve the different Spirit and Humor among his Scholars, but he should watch the various Efforts of their Reafon and Growth of their Underftanding. He fhould practise in his young Nursery of Learning, as a skilful Gardener does in his vegetable Dominions, and apply prudent Methods of Cultivation to every Plant. Let him with a difcrete and gentle hand, nip or prune the irregular Shoots, let him guard and encourage the tender Buddings of the Understanding, till they be raised to a Bloffom, and let him kindly cherish the younger Fruits.

The Tutor fhould take every Occafion to inftil Knowledge into his Difciples, and make ufe of every Occurrence of Life, to raise fome profitable Converfation upon it; he should frequently enquire fomething of his Difciples, that may fet their young Reafon to work,

and

and teach them how to form Inferences, and to draw one Propofition out of another.

REASON being that Faculty of the Mind which he has to deal with in his Pu

pile, let him endeavour by all proper and familiar Methods to call it into exercife, and to enlarge the Powers of it. He fhould take frequent Opportunities to fhew them when an Idea is clear or confused, when the Propofition is evident or doubtful, and when an Argument is feeble or ftrong. And by this means their Minds will be fo formed, that whatsoever he propofes with Evidence and Strength of Reason, they will readily receive,

WHEN any uncommon Appearances arife in the Natural, Moral, or Political World, he fhould invite and instruct them to make their Remarks on it, and give them the best Reflections of his own, for the Improvement of their Minds.

HE fhould by all means make it appear that be loves his Pupils, and that he feeks nothing fo much as their Encreafe of Knowledge, and their Growth in all valuable Acquirements: This will engage their Affection to his Perfon, and procure a juft Attention to his Lectures.

AND indeed there is but little Hope, that a Teacher should obtain any Succefs in his Inftructions, unless thofe that hear him have fome good Degree of Efteem and Refpect for his Perfon and Character. And

here

here I cannot but take Notice by the Way, that it is a Matter of infinite and unfpeakable Injury, to the People of any Town or Parish, where the Minifter lies under Contempt. If he has procured it by his own Conduct, he is doubly criminal, because of the Injury he does to the Souls of them that hear him but if this Contempt and Reproach be caft upon him by the wicked, malicious, and unjuft Cenfures of Men, they muft bear all the ill Confequences of recieving no Good by his Labours, and will be accountable hereafter to the Great and Divine Judge of all.

It would be very neceffary to add in this Place (if Tutors were not well appriz'd of it before) that fince Learners are obliged to feek a divine Bleffing on their Studies, by fervent Prayer to the God of all Wisdom, their Tutors fhould go before them in this pious Practice, and make daily Addreffes to Heaven for the Succefs of their In ftructions.

CHAP.