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INTRODUCTION.

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Mens rite nutrita fauftis fub penetralibus." Hor.

NE of the firft ideas which will occur to a reader of my Treatife will be, the multitude of books which has appeared on the sub. · ject of education. The multitude of books on the fubject evinces its importance, but fuperfedes not the neceffity of an addition to the number; for, however the most celebrated pieces on education have amufed the fpeculative reader in the retirement of his clofet, I will venture to affirm, that they have afforded but few valuable directions to the real ftudent and the practical inftructor.

For the names and abilities of Milton, Locke, Rouffeau, and of others who have written on the fubject, I entertain all the respect which is due to them. Their fyftems are plausible, and truly ingenious. The world has long placed them high in the ranks of Fame, and with refpect to their general merit as writers, they indifputably deferve their honours. But, when they have written on education, they have fallen into the common error of those who attend to speculation more than to practice. In the warmth of the innovating and reforming fpirit, they cenfure modes of treatment which are right, they recommend methods which really cannot be reduced to practice, and which, if they could, would be ufelefs or pernicious.

It is indeed easy to cenfure prefent establishments, and project new ones. The world is commonly tired of that to which it has been long accuftomed, and fondly attached to novelty. It is then no wonder, that vifionary writers on education are greatly admired, though their directions can feldom be purfued.

Innovation is indeed found to be fo agreeable to the human mind, and is received by the unexperienced and injudicious with fuch avidity, that it becomes expedient to ftand up in defence of thofe eftablifhed practices, which, befides that they were originally reafonable, have been countenanced and fupported by the uniform decifions of long experience.

I mean, then, in the following Treatife, to fpeak in favour of that antient * fyftem of education, which confifts in a claffical difcipline, and which has produced in our nation many or

*Mr. Harris, fpeaking of Ingulphus, an Englishman, who flourished as an Ecclefiaftic and Hiftorian fo long as the reign of Edward the Confeffor, makes the following remark, after having quoted a paflage from Ingulphus himfelf, in which it appears that he had been educated firft at Westminfter, and afterwards at Oxford. "We fhall only remark," fays Mr. Harris, "on this narrative, that Weftminter and Oxford feem to have been deftined to the fame purpose then as now; that the fcholar at Weftminster was to begin, and at Oxford was to finish, A PLAN OF FDUCATION WHICH STILL EXISTS; WHICH IS NOT EASY TO BE MENDED; AND WHICH CAN PLEAD SO ANTIENT AND SO UNINTERRUPTED A PRESCRIP

TION.

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naments of human nature. Its own excellence has hitherto fufficiently recommended it; but the obfervers of the times have remarked, that a plan more fuperficial, and more flattering to idlenefs and vice, has of late begun to prevail.

I am the rather induced to defend that difcipline which lays the foundation of improvement in antient learning, because I think, and am not fingular in the opinion, that not only the tafte, but the religion, the virtue, and I will add the liberties of our countrymen, greatly depend upon its continuance. True patriotism and true valour originate from that enlargement of mind, which the well-regulated study of philosophy, poetry, and hiftory, tends to produce; and if we can recal the antient difcipline, we may perhaps recal the generous fpirit of antient virtue. He who is converfant with the best Greek and Roman writers, with a Plato, a Xenophon, and a Cicero, muft imbibe, if he is not deficient in the powers of intellect, fentiments no lefs liberal and enlarged than elegant and ingenious.

Indeed this enlargement, refinement, and embellishment of the mind, is the best and nobleft effect of claffical difcipline. Claffical difcipline is not only defirable, as it qualifies the mind for this profeffion or for that occupation; but as it opens a fource of pure pleasure unknown to the vulgar. Even if it were not the best prepara

* Πλείονας παρὰ ̓Αρισοτέλους τοῦ καθηγητοῦ ἤ παρα φι λίππου τοῦ πατρὸς ἀφορμας ἔχων, διέβαινεν ἐπί Πέρσας, ALEXANDER made his expedition againft the Perans with better Supplies from his mafter Ariftotle, han from his father Philip. PLUTARCH.

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tion for every employment above the low and the mechanical, which it confeffedly is, yet it is in itself most valuable, as it tends to adorn and improve human nature, and to give the ideas a noble elevation.

The poffeffion of an elegant, enlightened, and philofophical mind is greatly fuperior to the poffeffion of a fortune *; and I do not confider his lot as unfortunate, who enjoys but a small income, but has received the benefits of a liberal and philofophical education. I will point out an inftance taken from a department in life where inftances abound. The country curate, tho' his pittance is fmall, yet if he adheres to his character, and affects not the sportsman, or the man of expenfive and vicious pleasure, but has formed a tafte for the claffics, for compofition, and for the contemplation of the works of nature, may be most respectable and happy +. The paffions will fometimes ruffle the ftream of happinefs in every man; but they are leaft likely to discompofe him, who spends his time in letters,: and who at the fame time ftudies virtue and in

* Ο'τον ἑαυ τοῦ ΠΑΙΔΑ ΠΟΛΛΟΥ ΑΞΙΟΝ αποδέιξας, καν ολίγα καταλιπη, πολλὰ ἔδωκε. He who hath rendered his for a A VERY VALUABLE MAN, though he Should bequeath but little, hath already bestowed a XENOPHON. great deal.

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+ Modicus voti, preffo lare, dulcis amicis. Contented in a fnug little house, beloved by his friends. PERSIUS.

Qui pauca requirunt, non multis excidunt. They who have few wants, cannot have many dif appointments.

PLAUTUS.

nocence,

nocence, which indeed have a natural connexion with true learning.

Yet whatever may be advanced in favour of claffical education, they who cenfure it will always find a numerous audience. The ignorant and illiberal, who are feldom deficient in cunning, will endeavour, like the crafty animal in the fable, to perfuade others, that the ornaments in which they are deficient, are of litrle value.

But I will venture to affert, that claffical learning tends moft directly to form the true gentleman; an effect of it, which men of the world will scarcely allow. The bufinefs of forming the gentleman they arrogate to themfelves, and are too apt to feparate that character from the idea of a fcholar. But it is not a fashionable dress, nor a few external decencies of behaviour, which conftitute the true gentleman. It is a liberal and an embellished mind. I will not indeed affert, that a man who underftands Virgil and Horace muft, from that circumftance, become a gentleman; because it is poffible that he may be able to conftrue and to explain the meaning of every word, without tafting a fingle beauty; but I cannot help thinking, that no man can taste their excellences without a polite and elegant mind; without acquiring fomething more pleafing than the mere graces of external accomplishments. Is it not reasonable to conclude, that he who has caught the spirit of the polite writers of the politeft ages. and cities, muft poffefs a peculiar degree of polifh and comprehenfion?

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