THE

IMPROVEMENT OF THE MIND.

PART II.

INTRODUCTION.

THE chief design of the former part of this book is to lead us into proper methods for the improvement of our own knowledge. Let us now consider what are the best means of improving the minds of others, and of communicating to them the knowledge which we have acquired. If the treasures of the mind should be hoarded up and concealed, they would profit none besides the possessor; and even his advantage by the possession would be poor and narrow in comparison of what the same treasures would yield, both to himself and to the world, by a free communication and diffusion of them. Large quantities of knowledge acquired and reserved by one man, like heaps of gold and silver, would contract a sort of rust and disagreeable aspect by lying in everlasting secresy and silence; but they are bur nished and glitter by perpetual circulation through the tribes of mankind.

The two chief ways of conveying knowledge to

others, are that of verbal instruction to our disciples, or by writing and publishing our thoughts to the world.

Here therefore I shall propose some observations which relate to the conveyance of knowledge to others, by regular lectures of verbal instruction, or by conversation: I shall represent several of the chief prejudices of which learners are in danger, with directions to guard against them; and then mention some of the easiest and most effectual ways of convincing persons of their mistakes, and of dealing with their understanding when they labour under the power of prejudice. I shall afterwards add, by way of appendix, an essay written many years ago on the subject of Education, when I designed a more complete treatise of it.

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CHAP. I.

Methods of Teaching, and Reading Lectures.

HE that has learned any thing thoroughly, in a clear and methodical manner, and has attained a distinct perception, and an ample survey of the whole subject, is generally best prepared to teach the same subject in a clear and easy method: for having acquired a large and distinct idea of it himself, and made it familiar to him by frequent meditation, reading, and occasional discourse, he is supposed to see it on all sides, to grasp it, with all its appendices and relations, in one survey, and is better able to represent it to the learner in all its views, with all its properties, relations, and consequences. He knows which view or side of the subject to hold out first to his disciple, and how to propose to his understanding that part of it which is easiest to apprehend; and also knows how to set it in such a light as is most likely to allure and to assist his further enquiry.

But it is not every one who is a great scholar that always becomes the happiest teacher, even though he may have a clear conception, and a me. thodical as well as an extensive survey of the branches of any science. He must also be well ac. quainted with words, as well as ideas, in a proper variety, that when his disciple does not take in the ideas in one form of expression, he may change the phrase into several forms, till at last he hits the understanding of his scholar, and enlightens it in the just idea of truth.

Besides this, a tutor should be a person of a happy and condescending temper, who has patience to bear with a slowness of perception or want of sagacity in some learners. He should also have much candour

of soul, to pass a gentle censure on their imperti

nences, and to pity them in their mistakes, and use every mild and engaging method for insinuating knowledge into those who are willing and diligent in seeking truth, as well as reclaiming those who are wandering into error. But of this I have spoken somewhat already in a chapter of the former part, and shall have occasion to express something more of it shortly.

A very pretty and useful way to lead a person into any particular truth is, by questions and answers, which is the Socratical method of disputation, and therefore I refer the reader to that chapter or section which treats of it. On this account dialogues are used as a polite and pleasant mode of leading gentlemen and ladies into some of the sciences who seek not the most accurate and methodical measure of learning.

But the most useful, and perhaps the most excellent way of instructing students in any of the sciences, is by reading lectures, as tutors in the academy do to their pupils.

The first work is to choose a book well written, which contains a short scheme or abstract of that science, or at least it should not be a very copious and diffusive treatise. Or if the tutor knows not any such book already written, he should draw up an abstract of that science himself, containing the most substantial and important parts of it, disposed in such a method as he best approves.

Let a chapter or section of this be read daily by the learner, on which the tutor should paraphrase in this manner, namely,

He should explain both words and ideas more largely; and especially what is dark and difficult should be opened and illustrated, partly by various forms of speech, and partly by apt similitudes and examples. Where the sense of the author is dubious, it must also be fixed and determined.

Where the arguments are strong and cogent, they should be inforced by some further paraphrase,

and the truth of the inferences should be made plainly to appear. Where the arguments are weak and insufficient, they should be either confirmed or rejected as useless; and new arguments, if need be, should be added to support that doctrine.

What is treated very concisely in the author should be amplified; and where several things are laid closely together, they must be taken to pieces and opened by parts.

Where the tutor differs from the author which he reads, he should gently point out and confute his mistakes.

Where the method and order of the book is just and happy, it should be pursued and commended: where it is defective and irregular, it should be corrected.

The most necessary, the most remarkable and useful parts of that treatise, or of that science, should be peculiarly recommended to the learners, and pressed upon them that they would retain it in memory; and what is more unnecessary or superfluous should be distinguished, lest the learner should spend too much time in the more needless parts of a science.

The various ends, uses, and services of that science, or of any part of it, should be also declared and exemplified, as far as the tutor hath opportunity and furniture to do it; particularly in mathematics and natural philosophy.

And if there be any thing remarkably beautiful or defective in the style of the writer, it is proper for the tutor to make a just remark upon it.

While he is reading and explaining any particular treatise to his pupils, he may compare the different editions of the same book, or different writers upon the same subject: he should inform them where that subject is treated by other authors which they may peruse, and lead his disciples thereby to a further elucidation, confirmation, or improvement of that theme of discourse in which he is instructing them.