miliar Manner; for the Mind used only to common Expreffions, and inaccurate Ideas, does not fuddenly conform itself to fcholaftic Modes of Reafoning, or conceive the nice Diftinctions of a fubtile Philofophy, and may be properly initiated in fpeculative Studies by an Introduction like this, in which the Groffnefs of vulgar Conception is avoided, without the Obfervation of Metaphyfical Exactness. It is obferved, that in the Course of the natural World no Change is inftantaneous, but all its Viciffitudes are gradual and flow; the Motions of Intellect proceed in the like imperceptible Progreffion, and proper Degrees of Tranfition from one Study to another are therefore neceffary; but let it not be charged upon the Writers of this Book, that they intended to exhibit more than the Dawn of Knowledge, or pretended to raise in the Mind any. nobler Product than the Bloffoms of Science, which more powerful Institutions may ripen into Fruit.

For this Reafon it must not be expected, that in the following Pages fhould be found a complete Circle of the Sciences; or that any Authors, now defervedly efteemed, fhould be rejected to make way for what is here offered. It was intended by the Means of these Precepts, not to deck the Mind with Ornaments, but to protect it from Nakedness; not to enrich it with Affluence, but to fupply it with Neceffaries. The Enquiry therefore was not what Degrees of Knowledge are defirable, but what

are

are in moft Stations of Life indifpenfably require ed; and the Choice was determined not by the Splendor of any Part of Literature, but by the Extent of its Ufe, and the Inconvenience which its Neglect was likely to produce.

I. The Prevalence of this Confideration appears in the first Part, which is appropriated to the humble Purposes of teaching to Read, and Speak, and Write Letters; an Attempt of little Magnificence, but in which no Man needs to blush for having employed his Time, if Honour be estimated by Ufe. For Precepts of this Kind, however neglected, extend their Importance as far as Men are found who communicate their Thoughts one to another; they are equally useful to the higheft and the loweft they may often contribute to make Ignorance lefs inelegant; and may it not be obferved, that they are frequently wanted for the Embellishment even of Learning?

In order to fhew the proper ufe of this Part, which confifts of various Exemplifications of fuch Differences of Stile as require correfpondent Diverfities of Pronunciation, it will be proper to inform the Scholar, that there are in general three Forms of Stile, each of which demands its particular Mode of Elocution: the Familiar, the Solemn, and the Pathetic. That in the Familiar, he that reads is only to talk with a Paper in his Hand, and to indulge himfelf in all the lighter

Liberties

Liberties of Voice, as when he reads the common Articles of a News-Paper, or a curfory Letter of Intelligence or Bufinefs. That the Solemn Stile, fuch as that of a ferious Narrative, exacts an uniform Steadiness of Speech, equal, clear, and calm. That for the Pathetic, fuch as an animated Oration, it is neceffary the Voice be regulated by the Senfe, varying and rifing with the Paffions. Thefe Rules, which are the moft general, admit a great Number of fubordinate Obfervations, which must be particularly adapted to every Scholar; for it is obfervable, that though very few read well, yet every Man errs in a different Way. But let one Remark never be omitted: inculcate ftrongly to every Scholar the Danger of copying the Voice of another; an Attempt, which though it has been often repeated, is always unfuccessful.

The Importance of writing Letters with Propriety juftly claims to be confider'd with Care, fince next to the Power of pleafing with his Prefence, every Man would with to be able to give Delight at a Diftance. This great Art fhould be diligently taught, the rather, becaufe of thofe Letters which are most useful, and by which the general Bufinefs of Life is tranfacted, there are no Examples eafily to be found. It feems the general Fault of thofe who undertake this Part of Education, that they propofe for the Exercife of their Scholars, Occafions which rarely happen; fuch as Congratulations and Condolances, and neglect those without which Life cannot VOL. I. proceed,

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proceed. It is poffible to pass many Years without the Neceffity of writing Panegyrics or Epithalamiums; but every Man has frequent Occafion to state a Contract, or demand a Debt, or make a Narrative of fome minute Incidents of common Life. On these Subjects therefore young Perfons fhould be taught to think juftly, and write clearly, neatly, and fuccinctly, left they come from School into the World without any Acquaintance with common Affairs, and ftand idle Spectators of Mankind, in Expectation that fome great Event will give them an Opportunity to exert their Rhetoric.

II. The fecond Place is affigned to Geometry; on the Usefulness of which it is unneceffary to expatiate in an Age, when Mathematical Studies have fo much engaged the Attention of all Claffes of Men. This Treatife, is one of those which have been borrowed, being a Tranflation from the Work of Mr. Le Clerc; and is not intended as more than the firft Initiation. In delivering the fundamental Principles of Geometry, it is neceffary to proceed by flow Steps, that each Propofition may be fully understood before another is attempted. For which Purpose it is not fufficient, that when a Question is afked in the Words of the Book, the Scholar likewife can in the Words of the Book return the proper Anfwer; for this may be only an Act of Memory, not of Understanding; it is always proper to vary the Words of the Queftion, to place the Propofition in different Points of View, and to require of the Learner an Explanation in his

Own

own Terms, informing him however when they are improper. By this Method the Scholar will become cautious and attentive, and the Master will know with Certainty the Degree of his Proficiency. Yet, though this Rule is generally right, I cannot but recommend a Precept of Pardie's, that when the Student cannot be made to comprehend fome particular Part, it fhould be, for that Time, laid afide, till new Light fhall arife from fubfequent Obfervation.

When this Compendium is completely underftood, the Scholar may proceed to the Perufal of Tacquet, afterwards of Euclid himself, and then of the modern Improvers of Geometry, fuch as Barroio, Keil, and Sir Ifaac Newton.

III. The Neceffity of fome Acquaintance with Geography and Aftronomy will not be dif puted. If the Pupil is born to the Eafe of a large Fortune, no Part of Learning is more neceffary to him, than the Knowledge of the Situation of Nations, on which their Interests generally depend; if he is dedicated to any of the Learned Profeffions, it is fcarcely poffible that he will not be obliged to apply himself in fome Part of his Life to thefe Studies, as no other Branch of Literature can be fully comprehended without them; if he is defigned for the Arts of Commerce, or Agriculture, fome general Acquaintance with thefe Sciences will be found extremely useful to him; in a word, no Studies afford more extenfive, more wonderful, or more pleafing Scenes; and therefore b 2

there