of to explain it. But this is not a place for that argument, which is here only mentioned by the by, to show the necessity of having recourse to something beyond bare matter and its motion, in the explication of nature; to which the notions of spirits and their power, as delivered in the Bible, where so much is attributed to their operation, may be a fit preparative, reserving to a fitter opportunity, a fuller explication of this hypothesis, and the application of it to all the parts of the deluge, and any difficulties that can be supposed in the history of the flood, as recorded in the Scripture.

187. But to return to the study of natural philosophy, though the world be full of systems of it, yet I can not say, I know any one which can be taught a young man as a science, wherein he may be sure to find truth and certainty, which is, what all sciences give an expectation of. I do not hence conclude that none of them are to be read: it is necessary for a gentleman in this learned age to look into some of them, to fit himself for conversation. But whether that of Des Cartes be put into his hands, as that which is the most in fashion, or it be thought fit to give him a short view of that and several others also; I think the systems of natural philosophy, that have obtained in this part of the world, are to be read more to know the hypotheses, and to understand the terms and ways of talking of the several sects, than with hopes to gain thereby a comprehensive, scientifical, and satisfactory knowledge of the works of nature: only this may be said, that the modern corpuscularians talk, in most things more intelligibly than the peripatetics, who possessed the schools immediately before them. He that would look farther back, and acquaint himself with the several opinions of the ancients, may consult Dr. Cudworth's Intellectual System; wherein that very learned author hath with such accurateness and judgment collected and explained the opinions of the Greek philosophers, that what principles they built on, and what were the chief hypotheses that divided them, is better to be seen in him than any where else that I know. But I would not deter any one from the study of nature, because all the knowledge we have, or possibly can have of it, can not be brought into a science. There are very many things in it that are convenient and necessary to be known to a gentleman; and a great many other, that will abundantly reward the pains of the curious with delight and advantage. But these I think are rather to be found amongst such writers, as have employed themselves in making rational experiments and observations, than in starting barely speculative systems. Such writings, therefore, as many of Mr. Boyle's are, with others, that have writ of husbandry, planting, gardening, and the like, may be fit for a gentleman, when he has a little acquainted himself with some of the systems of natural philosophy in fashion.

188. Though the systems of physics, that I have met with, afford little encouragement to look for certainty or science in any treatise, which shall pretend to give us a body of natural philosophy from the first principles of bodies in general, yet the incomparable Mr. Newton, has shown how far mathematics, applied to some parts of nature, may, upon principles that matter of fact justify, carry us in the knowledge of some, as I may so call them, particular provinces of the incomprehensible universe. And if others could give us so good and clear an account of other parts of nature, as he has of this our planetary world, and the most considerable phenomena observable in it, in his admirable book, "Philosophiæ naturalis Principia mathematica," we might in time hope to be furnished with more true and certain knowledge in several parts of this stupen

dious macnine, than hitherto we could have expected. And though there are very few that have mathematics enough to understand his demonstrations, yet the most accurate mathematicians, who have examined them, allowing them to be such, his book will deserve to be read, and give no small light and pleasure to those, who, willing to understand the motions, properties, and operations of the great masses of matter, in this our solar system, will but carefully mind his conclusions, which may be depended on as propositions well proved.

GREEK.

189. This is, in short, what I have thought concerning a young gentleman's studies; wherein it will possibly be wondered, that I should omit Greek, since amongst the Grecians is to be found the original, as it were, and foundation of of all that learning, which we have in this part of the world. I grant it so; and will add, that no man can pass for a scholar, that is ignorant of the Greek tongue. But I am not here considering the education of a professed scholar, but of a gentleman, to whom Latin and French, as the world now goes, is by every one acknowledged to be necessary. When he comes to be a man, if he has a mind to carry his studies farther, and look into the Greek learning, he will then easily get that tongue himself: and if he has not that inclination, his learning of it under a tutor, will be but lost labor, and much of his time and pains spent in that which will be neglected and thrown away, as soon as he is at liberty. For how many are there of an hundred, even amongst scholars themselves, who retain the Greek they carried from school; or ever improve it to a familiar reading, and perfect understanding of Greek authors?

To conclude this part, which concerns a young gentleman's studies, his tutor should remember, that his business is not so much to teach him all that is knowable, as to raise in him a love and esteem of knowledge; and to put him in the right way of knowing and improving himself, when he has a mind to it. The thoughts of a judicious author on the subject of languages, I shall here give the reader, as near as I can, in his own way of expressing them. He says * "One can scarce burden children too much with the knowledge of languages. They are useful to men of all conditions, and they equally open them the entrance, either to the most profound, or the more easy and entertaining parts of learning. If this irksome study be put off to a little more advanced age, young men either have not resolution enough to apply to it out of choice, or steadiness to carry it on. And if any one has the gift of perseverance, it is not without the inconvenience of spending that time upon languages, which is destined to other uses: and he confines to the study of words that age of his life that is above it, and requires things; at least, it is the losing the best and beautifulest season of one's life. This large foundation of languages can not be well laid, but when every thing makes an easy and deep impression on the mind; when the memory is fresh, ready and tenacious; when the head and heart are as yet free from cares, passions, and designs; and those, on whom the child depends, have authority enough to keep him close to a long-continued application.` I am persuaded, that the small number of truly learned, and the multitude of superficial pretenders, is owing to the neglect of this."

I think every body will agree with this observing gentleman, that languages are the proper study of our first years. But this is to be considered by the

La Bruyere Mœurs de ce Siecle, p. 577, 662.

parents and tutors, what tongue it is fit the child should learn. For it must be confessed, that it is fruitless pains, and loss of time, to learn a language, which, in the course of life that he is designed to, he is never like to make use of; or which one may guess by his temper, he will wholly neglect and lose again, as soon as an approach to manhood, setting him free from a governor, shall put him into the hands of his own inclination; which is not likely to allot any of his time to the cultivating the learned tongues; or dispose him to mind any other language, but what daily use, or some particular necessity, shall force upon him.

But yet, for the sake of those who are designed to be scholars, I will add what the same author subjoins, to make good his foregoing remark. It will deserve to be considered by all who desire to be truly learned, and, therefore, may be a fit rule for tutors to inculcate, and leave with their pupils, to guide their future studies:

same.

"The study," says he, "of the original text can never be sufficiently recommended. It is the shortest, surest, and most agreeable way to all sorts of learning. Draw from the spring-head, and take not things at second-hand. Let the writings of the great masters be never laid aside; dwell upon them, settle them in your mind, and cite them upon occasion; make it your business thoroughly to understand them in their full extent, and all their circumstances: acquaint yourself fully with the principles of original authors; bring them to a consistency, and then do you yourself make your deductions. In this state were the first commentators, and do not you rest till you bring yourself to the Content not yourself with those borrowed lights, nor guide yourself by their views, but where your own fails you, and leaves you in the dark. Their explications are not yours, and will give you the slip. On the contrary, your own observations are the product of your own mind, where they will abide, and be ready at hand upon all occasions in converse, consultation, and dispute. Lose not the pleasure it is to see that you were not stopped in your reading, but by difficulties that are invincible; where the commentators and scholiasts themselves are at a stand, and have nothing to say; those copious expositors of other places, who, with a vain and pompous overflow of learning, poured out on passages plain and easy in themselves, are very free of their words and pains where there is no need. Convince yourself fully by thus ordering your studies, that it is nothing but men's laziness, which hath encouraged pedantry to cram rather than enrich libraries, and to bury good authors under heaps of notes and commentaries; and you will perceive, that sloth herein hath acted against itself, and its own interest, by multiplying reading and inquiries, and increasing the pains it endeavored to avoid."

This, though it may seem to concern none but direct scholars, is of so great moment for the right ordering of their education and studies, that I hope I shall not be blamed for inserting of it here, especially if it be considered, that it may be of use to gentlemen too, when at any time they have a mind to go deeper than the surface, and get to themselves a solid, satisfactory, and masterly insight in any part of learning.

METHOD.

Order and constancy are said to make the great difference between one man and another: This, I am sure, nothing so much clears a learner's way, helps him so much on in it, and makes him go so easy and so far in any inquiry, as a

good method. His governor should take pains to make him sensible of this, accustom him to order and teach him method in all the applications of his thoughts; show him wherein it lies, and the advantages of it; acquaint him with the several sorts of it, either from general to particulars, or from particulars to what is more general; exercise him in both of them; and make him see, in what case each different method is most proper, and to what ends it best serves.

In history the order of time should govern; in philosophical inquiries that of nature, which in all progression is to go from the place one is then in, to that which joins and lies next to it; and so it is in the mind, from the knowledge it stands possessed of already, to that which lies next, and is coherent to it, and so on to what it aims at, by the simplest and most uncompounded parts it can divide the matter into. To this purpose, it will be of great use to his pupil to accustom him to distinguish well, that is, to have distinct notions, where ever the mind can find any real difference, but as carefully to avoid distinction in terms, where he has not distinct and different clear ideas.

190. Besides what is to be had from study and books, there are other accomplishments necessary for a gentleman, to be got by exercise, and to which time is to be allowed, and for which masters must be had.

DANCING.

Dancing being that which gives graceful motions all the life, and above all things manliness, and a becoming confidence to young children, I think it can not be learned too early, after they are once of an age and strength capable of it. But you must be sure to have a good master, that knows, and can teach, what is graceful and becoming, and what gives a freedom and easiness to all the motions of the body. One that teaches not this, is worse than none at all, natural unfashionableness being much better than apish, affected postures; and I think it much more passable to put off the hat, and make a leg, like an honest country-gentleman, than like an ill-fashioned dancing-master. For, as for the jigging part, and the figures of dances, I count that little, or nothing, farther than as it tends to perfect graceful carriage.

MUSIC.

191. Music is thought to have some affinity with dancing, and a good hand, upon some instruments, is by many people mightily valued. But it wastes so much of a young man's time, to gain but a moderate skill in it, and engages often in such odd company, that many think it much better spared: and I have amongst men of parts and business, so seldom heard any one commended, or esteemed, for having an excellency in music, that amongst all those things, that ever came into the list of accomplishments, I think I may give it the last place. Our short lives will not serve us for the attainment of all things; nor can our minds be always intent on something to be learned. The weakness of our constitutions, both of mind and body, requires, that we should be often unbent: and he that will make a good use of any part of his life, must allow a large portion of it to recreation. At least this must not be denied to young people unless whilst you, with too much haste, make them old, you have the displeasure to set them in their graves, or a second childhood, sooner than you could wish. And therefore I think, that the time and pains allotted to serious improvements, should be employed about things of most use and consequence, and that too in

the methods the most easy and short, that could be at any rate obtained: and, perhaps, as I have above said, it would be none of the least secrets of education, to make the exercises in the body and the mind, the recreation one to another. I doubt not but that something might be done in it, by a prudent man, that would well consider the temper and inclination of his pupil. For he that is wearied either with study or dancing, does not desire presently to go to sleep; but to do something else, which may divert and delight him. But this must be always remembered, that nothing can come into the account of recreation, that is not done with delight.

192. Fencing and riding the great horse, are looked upon as so necessary to parts of breeding, that it would be thought a great omission to neglect them: the latter of the two being for the most part to be learned only in great towns, is one of the best exercises for health, which is to be had in those places of ease and luxury and upon that account, makes a fit part of a young gentleman's employment during his abode there. And as far as it conduces to give a man a firm and graceful seat on horseback, and to make him able to teach his horse to stop and turn quick, and to rest on his haunches, is of use to a gentleman both in peace and war. But whether it be of moment enough to be made a business of, and deserve to take up more of his time, than should barely for his health be employed at due intervals in some such vigorous exercise, I shall leave to the discretion of parents and tutors, who will do well to remember, in all the parts of education, that most time and application is to be bestowed on that which is like to be of greatest consequence, and frequentest use, in the ordinary course and occurrences of that life the young man is designed for.

FENCING.

193. As for fencing, it seems to me a good exercise for health, but dangerous to the life. The confidence of their skill being apt to engage in quarrels those that think they have learned to use their swords. This presumption makes them often more touchy than needs, on points of honor, and slight or no provocations. Young men in their warm blood are forward to think they have in vain learned to fence, if they never show their skill and courage in a duel: and they seem to have reason. But how many sad tragedies that reason has been the occasion of, the tears of many a mother can witness. A man that can not fence will be more careful to keep out of bullies' and gamesters' company, and will not be half so apt to stand upon punctilios, nor to give affronts, or fiercely justify them when given, which is that which usually makes the quarrel. And when a man is in the field, a moderate skill in fencing rather exposes him to the sword of his enemy, than secures him from it. And certainly a man of courage who can not fence at all, and therefore will put all upon one trust, and not stand parrying, has the odds against a moderate fencer, especially if he has skill in wrestling. And therefore, if any provision be to be made against such accidents, and a man be to prepare his son for duels, I had much rather mine should be a good wrestler than an ordinary fencer; which is the most a gentleman can attain to in it, unless he will be constantly in the fencing-school, and every day exercising. But since fencing and riding the great horse, are so generally looked upon as necessary qualifications in the breeding of a gentleman, it will be hard wholly to deny any one of that rank these marks of distinction. I shall leave it therefore to the father, to consider, how far the temper of his son and the station he is like to be in, will allow, or encourage him to comply with fashions,