The importance of education is a point so generally understood and confessed, that it would be of little use to attempt any new proof or illustration of its necessity and advantages.

At a time when so many schemes of education have been projected, so many proposals offered to the publick, so many schools opened for general knowledge, and so many lectures in particular sciences attended; at a time when mankind seems intent rather upon familiarising than enlarging the several arts; and every age, sex, and profession is invited to an acquaintance with those studies, which were formerly supposed accessible only to such as had devoted themselves to literary leisure, and dedicated their powers to philosophical enquiries; it seems rather requisite that an apology should be made, for any furthera attempt to smooth a path so frequently beaten, to recommend attainments so ardently pursued, and so officiously1 directed.

That this generalb,2 desire may not be frustrated, our schools seem yet to want some book, which may excite curiosity by its variety, encourage diligence by its facility, and reward application by its usefulness. In examining the treatises hitherto offered to the youth of this nation, there appeared none that did not fail in one or other of these essential qualities; none that were not either unpleasing, or abstruse, or crouded with learning very rarely applicable to the purposes of common life.3

Every man, who has been engaged in teaching, knows with how much difficulty youthful minds are confined to close application, and how readily they deviate to any thing, rather than attend to that which is imposed as a task.4 That this disposition, when it becomes inconsistent with the forms of education, is to be checked, will readily be granted; but since, though it may be in some degree obviated,5 it cannot wholly be suppressed, it is surely rational to turn it to advantage, by taking care that the mind shall never want objects on which its faculties may be usefully employed. It is not impossible, that this restless desire of novelty,6 which gives so much trouble to the teacher, may be often the struggle of the understanding starting from that, to which it is not by nature adapted, and travelling in search of something on which it may fix with greater satisfaction. For without supposing each man, particularly marked out by his genius for particular performances,7 it may be easily conceived, that when a numerous class of boys is confined indiscriminately to the same forms of composition, the repetition of the same words, or the explication of the same sentiments, the employment must, either by nature or accident,c be less suitable to some than others;d that the ideas to be contemplated, may be too difficult for the apprehension of one, and too obvious for that of another:e they may be such as some understandings cannot reach, though others look down upon them as below their regard. Every mind in its progress through the different stages of scholastic learning, must be often in one of these conditions,f must either flag with the labour, or grow wanton with the facility of the work assigned; and in either state it naturally turns aside from the track before it. Weariness looks out for relief, and leisure for employment, and surely it is rational to indulge the wanderings of both. For the faculties which are too lightly burthen’d with the business of the day, may with great propriety add to it some other enquiry; and he that finds himself over-wearied by a task, which perhaps, with all his efforts, he is not able to perform, is undoubtedly to be justified in addicting himself rather to easier studies, and endeavouring to quit that which is above his attainment, for that which nature has not made him incapable of pursuing with advantage.

That therefore this roving curiosity may not be unsatisfied, it seems necessary to scatter in its way such allurements as may withhold it from an useless and unbounded dissipation; such as may regulate it without violence, and direct it without restraint; such as may suit every inclination, and fit every capacity; may employ the stronger genius, by operations of reason, and engage the less active or forcible mind, by supplying it with easy knowledge, and obviating that despondence, which quickly prevails, when nothing appears but a succession of difficulties, and one labour only ceases that another may be imposed.

A book intended thus to correspond with all dispositions, and afford entertainment for minds of different powers, is necessarily to contain treatises on different subjects. As it is designed for schools, though for the higher classes, it is confined wholly to such parts of knowledge as young minds may comprehend; and as it is drawn up for readers yet unexperienced in life, and unable to distinguish the useful from the ostentatious or unnecessary parts of science,8 it is requisite that a very nice distinction should be made, that nothing unprofitable should be admitted for the sake of pleasure, nor any arts of attraction neglected, that might fix the attention upon more important studies.

These considerations produced the book which is here offered to the publick,g as better adapted to the great design of pleasing by instruction, than any which has hitherto been admitted into our seminaries9 of literature.1 There are not indeed wanting in the world compendiums of science, but many were written at a time when philosophy was imperfect, as that of G. Valla;2 many contain only naked schemes, or synoptical tables, as that of Stierius;3 and others are too large and voluminous, as that of Alstedius;4 and, what is not to be considered as the least objection, they are generally in a language, which, to boys, is more difficult than the subject; and it is too hard a task to be condemned to learn a newh science in an unknown tongue. As in life, so in study, it is dangerous to do more things than one at a time; and the mind is not to be harrassed with unnecessary obstructions, in a way, of which the natural and unavoidable asperity5 is such as too frequently produces despair.

If the language however had been the only objection to any of the volumes already extant, the schools might have been supplied at a small expence by a translation; but none could be found that was not so defective, redundant, or erroneous, as to be of more danger than use. It was necessary then to examine, whether upon every single science there was not some treatise written for the use of scholars, which might be adapted to this design, so that a collection might be made from different authors, without the necessity of writing new systems. This search was not wholly without success; for two authors were found, whose performances might be admitted with little alteration.6 But so widely does this plan differ from all others, so much has the state of many kinds of learning been changed, or so unfortunately have they hitherto been cultivated, that none of the other subjects were explained in such a manner as was now required; and therefore neither care nor expence has been spared to obtain new lights, and procure to this book the merit of an original.7

With what judgment the design has been formed, and with what skill it has been executed, the learned world is now to determine. But before sentence shall pass, it is proper to explain more fully what has been intended, that censure may not be incurred by the omission of that which the original plan did not comprehend; to declare more particularly who they are to whose instruction these treatises pretend, that a charge of arrogance and presumption may be obviated; to lay down the reasons which directed the choice of the several subjects; and to explain more minutely the manner in which each particular part of these volumes is to be used.

The title has already declared, that these volumes are particularly intended for the use of schools, and therefore it has been the care of the authors to explain the several sciences, of which they have treated, in the most familiar manner; for the mind used only to common expressions, and inaccurate ideas, does not suddenly conform itself to scholastic modes of reasoning, or conceive the nice distinctions of a subtile philosophy, and may be properly initiated in speculative studies by an introduction like this, in which the grossness of vulgar conception is avoided, without the observation of metaphysical8 exactness. It is observed, that in the course of the natural world no change is instantaneous, but all its vicissitudes are gradual and slow; the motions of intellect proceed in the like imperceptible progression,i and proper degrees of transition from one study to another are therefore necessary; but let it not be chargedj 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 blossoms of science, which more powerful institutions9 may ripen into fruit.

For this reason it must not be expected, that in the following pages should be found a complete circle of the sciences;1 or that any authors, now deservedly esteemed, should 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 supply it with necessaries. The enquiry therefore was not whatk degrees of knowledge are desirable, but what are in most stations of lifel indispensably required; and the choice was determined not by the splendor of any part of literature, but by the extent of its use, and the inconvenience which its neglect was likely to produce.

I. The prevalence of this consideration 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 use. 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 highest and the lowest; they may often contribute to make ignorance less inelegant; and may it not be observed, that they are frequently wanted for the embellishment even of learning?

In order to shew the proper usem of this part, which consists of various exemplifications of such differences of stile as require correspondent diversities of pronunciation, it will be proper to inform the scholar, that there are in general three forms of stile, each of which demands itsn particular mode of elocution: the familiar, the solemn, and the pathetic.2 That in the familiar, he that reads is only to talk with a paper in his hand, and to indulge himself in all the lighter liberties of voice, as when he reads the common articles of a newspaper, or a cursory letter of intelligence3 or business. That the solemn stile, such as that of a serious narrative, exactso an uniform steddinessp of speech, equal, clear, and calm. That for the pathetic, such as an animated oration, it is necessary the voice be regulated by the sense, varying and rising with the passions. These rules, which are the most general, admit a great number of subordinate observations, which must be particularly adapted to every scholar; for it is observable, that though very few read well, yet every man errs in a different way. But let one remark never be omitted: inculcate strongly to every scholar the danger of copying the voice of another; an attempt, which though it has been often repeated, is always unsuccessful.

The importance of writing letters with propriety justly claims to be consider’d with care, since next to the power of pleasing with his presence, every man would wish to be able to give delight at a distance. Thisq great art should be diligently taught, the rather, becauser of those letters which are most useful, and by which the general business of life is transacted, there are no examples easily to be found.4 It seems the general fault of those who undertake this part of education, that they propose for the exercise of their scholars, occasions which rarely happen; such as congratulations and condolances, and neglect those without which life cannot proceed. It is possible to pass many years without the necessity of writing panegyrics or epithalamiums;5 but every man has frequent occasion to state a contract, or demand a debt, or make a narrative of some minute incidents of common life. On these subjects therefore young persons should be taught to think justly, and write clearly, neatly, and succinctly, lest they come from school into the world without any acquaintance with common affairs, and stand idle spectators of mankind, in expectation that some great event will give them an opportunity to exert their rhetoric.

II. The second place is assigned to geometry; on the usefulness of which it is unnecessary to expatiate6 in an age, when mathematical studies have so much engaged the attention of all classes of men. This treatise, is one of those which have been borrowed, being a translation from the work of Mr. Le Clerc;7 and is not intended as more than the first initiation. In delivering the fundamental principles of geometry, it is necessary to proceed by slow steps, that each proposition may be fully understood before another is attempted. For which purpose it is not sufficient, that when a question is asked in the words of the book, the scholar likewise can in the words of the book return the proper answer; for this may be only an act of memory, not of understanding; it is always proper to vary the words of the question, to place the proposition in different points of view, and to require of the learner an explanation in his 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 some particular part, it should be, for that time, laid aside, till new light shall arise from subsequent observation.8

When this compendium is completely understood, the scholar may proceed to the perusal of Tacquet,9 afterwards of Euclid himself, and then of the modern improvers of geometry, such as Barrow, Keil ands Sir Isaac Newton.1

III. The necessity of some acquaintance with geography and astronomy will not be disputed. If the pupil is born to the ease of a large fortune, no part of learning is more necessary 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 professions, it is scarcely possible that he will not be obliged to apply himself in some part of his life to these studies, as no other branch of literature can be fully comprehended without them; if he is designed for the arts of commerce, or agriculture, some general acquaintance with these sciences will be found extremely useful to him; in a word, no studies afford more extensive, more wonderful, or more pleasing scenes; and therefore there can be no ideas impressed upon the soul, which can more conduce to its future entertainment.

In the pursuit of these sciences it will be proper to proceed with the same gradation and caution as in geometry. And it is always of use to decorate the nakedness of science, by interspersing such observations and narratives, as may amuse the mind and excite curiosity.2 Thus, in explaining the state of the polar regions, it might be fit to read the narrative of the Englishmen that wintered in Greenland,3 which will make young minds sufficiently curious after the cause of such a length of night, and intenseness of cold; and many stratagems of the same kind might be practised to interest them in all parts of their studies, and call in their passions to animate their enquiries. When they have read this treatise, it will be proper to recommend to them Varenius’s geography, and Gregory’s astronomy.4

IV. The study of chronology and history seems to be one of the most natural delights of the human mind. It is not easy to live without enquiring by what means every thing was brought into the state in which we now behold it, or without finding in the mind some desire of being informed concerning the generations of mankind, that have been in possession of the world before us, whethert they were better or worse than ourselves; or what good or evil has been derived to us from their schemes, practices, and institutions. These are enquiries which history alone can satisfy; and history can only be made intelligible by some knowledge of chronology, the science by which events are ranged in their order, and the periods of computation are settled; and which therefore assist the memory by method, and enlighten the judgment, by shewing the dependence of one transaction on another. Accordingly it should be diligently inculcated to the scholar,5 that unless he fixes in his mind some idea of the time in which each man of eminence lived, and each action was performed, with some part of the contemporary history of the rest of the world, he will consume his life in useless reading, and darken his mind with a croud of unconnected events, his memory will be perplexed with distant transactions resembling one another, and his reflections be like a dream in a fever, busy and turbulent, but confused and indistinct.

The technical part of chronology, or the art of computing and adjusting time, as it is very difficult, so it is not of absolute necessity, but should however be taught, so far as it can be learned without the loss of those hours which are required for attainments of nearer concern. The student may join with this treatise Le Clerc’s Compendium of History,6 and afterwards may, for the historical part of chronology, procure Helvicus’s and Isaacson’s tables;7 and if he is desirous of attaining the technical part, may first peruse Holder’s Account of Time, Hearne’s Ductor Historicus, Strauchius, the first part of Petavius’s Rationarium Temporum; and at length Scaliger de Emendatione Temporum.8 And for instruction in the method of his historical studies, he may consult Hearne’s Ductor Historicus, Wheare’s lectures,9 Rawlinson’s Directions for the Study of History:1 and for ecclesiastical history, Cave and Dupin, Baronius and Fleury.u,2

V. Rhetoric and poetry supply life with its highest intellectual pleasures; and in the hands of virtue are of great use for the impression of just sentiments, and recommendation of illustrious examples.v In the practice of these great arts, so much more is the gift of nature than the effect of education, that nothing is attempted here but to teach the mind some general heads of observation, to which the beautiful passages of the best writers may commonly be reduced. In the use of this it is notw proper, that the teacher should confine himself to the examples before him, for by that method he will never enable his pupils to make just applicationx of the rules; but havingy inculcated the true meaning of each figure, he should require them to exemplify it by their own observations, pointing to them the poem, or, in longer works, the book or canto in which an example may be found, and leaving them to discover the particular passage by the light of the rules which they have lately learned.

For a farther progress in these studies they may consult Quintilian3 and Vossius’s rhetoric;4 the art of poetry will be best learned from Bossu and Bohours in French,5 together with Dryden’s essays and prefaces,6 the critical papers of Addison,7 Spence on Pope’s Odyssey,z,8 and Trapp’s Praelectiones Poeticae;9 but a more accurate and philosophical account is expected from a commentary upon Aristotle’s art of poetry, with which the literature of this nation will be in a short time augmented.1

VI.a With regard to the practice of drawing, it is not necessary to give any directions, the use of the treatise being only to teach the proper method of imitating the figures which are annex’d.b,2 It will be proper to incite the scholars to industry, by shewing in other books the use of the art, and informing them how much it assists the apprehension, and relieves the memory; and if they are oblig’dc sometimes to write descriptions of engines,3 utensils,4 or any complex pieces of workmanship, theyd will more fully apprehend the necessity of an expedient which so happily supplies the defects of language, and enables the eye to receive what cannot be conveyed to the mind any other way. When they have read this treatise, and practis’d upon these figures, their theory may be improved by the Jesuit’s Perspective,5 and their manual operations by other figures which may be easily procured.

VII. Logic, or the art of arranging and connecting ideas, of forming and examining arguments, is universally allow’d to be an attainment in the utmost degree worthy the ambition of that being, whose highest honour it is to be endued with reason; but it is doubted, whether that ambition has yet been gratified, and whether the powers of ratiocination have been much improved by any systems of art or methodical institutions. The logic which for so many ages kept possession of the schools,6 has at last been condemned as a meere art of wrangling, of very little use in the pursuit of truth; and later writers have contented themselves with giving an account of the operations of the mind, marking the various stages of her progress, and giving some general rules for the regulation of her conduct. The method of these writers is here followed; but without a servile adherence to any, and with endeavours to make improvements upon all. This work however laborious, has yet been fruitless, if there be truth in an observation very frequently made, that logicians out of the school do not reason better than men unassisted by those lights which their science is supposed to bestow. It is not to be doubted but that logicians may be sometimes overborn by their passions, or blinded by their prejudices; and that a man may reason ill, as he may act ill, not because he does not know what is right, but because he does not regard it; yet it is not more the fault of his art that it does not direct him when his attention is withdrawn from it, than it is the defect of his sight that he misses his way when he shuts his eyes. Against this cause of error there is no provision to be made, otherwise than by inculcating the value of truth, and the necessity of conquering the passions. But logic may likewise fail to produce its effects upon common occasions, for want of being frequently and familiarly applied, till its precepts may direct the mind imperceptibly as the fingers of a musician are regulated by his knowledge of the tune. This readiness of recollection is only to be procured by frequent impression; and therefore it will be proper when logic has been once learned, the teacher take frequent occasion, in the most easy and familiar conversation, to observe when its rules are preserved and when they are broken, and that afterwards he read no authors, without exacting of his pupil an account of every remarkable exemplification or breach of the laws of reasoning.

When this system has been digested, if it be thought necessary to proceed farther in the study of method, it will be proper to recommend Crousaz, Watts, Le Clerc, Wolfius, and Locke’s essay on human understanding;7 and if there be imagined any necessity of adding the peripatetic logic, which has been perhaps condemned without a candid trial, it will be convenient to proceed to Sanderson, Wallis, Crackanthorp and Aristotle.8

VIII. To excite a curiosity after the works of God, is the chief design of the small specimen of natural history inserted in this collection; which, however, may be sufficient to put the mind in motion, and in some measure to direct its steps; but its effects may easily be improved by a philosophic master, who will every day find a thousand opportunities of turning the attention of his scholars to the contemplation of the objects that surround them, of laying open the wonderful art with which every part of the universe is formed, and the providence which governs the vegetable and animal creation. He may lay before them the Religious Philosopher, Ray, Derham’s Physico-Theology, together with the Spectacle de la Nature; and in time recommend to their perusal, Rondoletius and Aldrovandus.9

IX. But how much soever the reason may be strengthened by logic, or the conceptions of the mind enlarged by the study of nature, it is necessary the man be not suffered to dwell upon them so long as to neglect the study of himself, the knowledge of his own station in the ranks of being, and his various relations to the innumerable multitudes which surround him, and with which his Maker has ordained him to be united for the reception and communication of happiness. To consider these aright is of the greatest importance, since from these arise duties which he cannot neglect.fEthics or morality, therefore, is one of the studies which ought to begin with the first glimpse of reason, and only end with life itself. Other acquisitions are merely temporary benefits, except as they contribute to illustrate the knowledge, and confirm the practice of morality and piety, which extend their influence beyond the grave, and increase our happiness through endless duration.

This great science therefore must be inculcated with care and assiduity, such as its importance ought to incite in reasonable minds; and for the prosecution of this design, fit opportunities are always at hand. As the importance of logic is to be shown,g by detecting false arguments, the excellence of morality is to be displayed, by proving the deformity, the reproach, and the misery of all deviations from it. Yet it is to be remembered, that the laws of mere morality are of no coercive power; and however they may by conviction of their fitness please the reasoner in the shade, when the passions stagnate without impulse, and the appetites are secluded from their objects, they will be of little force against the ardour of desire, or the vehemence of rage, amidst the pleasures and tumults of the world. To counteract the power of temptations, hope must be excited by the prospect of rewards, and fear by the expectation of punishment; and virtue may owe her panegyrics to morality, but must derive her authority from religion.

When therefore the obligations of morality are taught, let the sanctions of Christianity never be forgotten; by which it will be shown,h that they give strength and lustre to each other, religion will appear to be the voice of reason, and morality the will of God. Under this article must be recommendedi Tully’s Offices, Grotius, Puffendorff, Cumberland’s Laws of Nature, and the excellent Mr. Addison’s Moral and Religious Essays.1

X. Thus far the work is composed for the use of scholars, merely as they are men. But it was thought necessary to introduce something that might be particularly adapted to thatj country for which it is designed; and therefore a discourse has been added upon trade and commerce, of which it becomes every man of this nation to understand at least the general principles, as it is impossible that any should be high or low enough, not to be in some degree affected by their declension or prosperity. It is therefore necessary that it should be universally known among us, what changes of property are advantageous, or when the ballance of trade is on our side; what are the products or manufactures of other countries; and how far one nation may in any species of traffickk obtain or preserve superiority over another. The theory of trade is yet but little understood, and therefore the practice is often without real advantage to the publick:l but it might be carried on with more general success, if its principles were better considered; and to excite that attention, is our chief design. To the perusal of this book may succeed that of Mun upon foreign trade, Sir Josiah Child, Locke upon coin, Davenant’s treatises, the British Merchant, Dictionaire de Commerce, and for an abstract or compendium Gee, and an improvementm that may hereafter be made upon this plan.2

XI. The principles of laws and government, come next to be consider’d; by which men are taught to whom obedience is due, for what it is paid, and in what degree it may be justly required. This knowledge by peculiar necessity constitutes a part of the education of an Englishman, who professes to obey his prince according to the law, and who is himself a secondary legislator, as he gives his consent by his representative, to all the laws by which he is bound, and has a right to petition the great council of the nation, whenever he thinks they are deliberating upon an act detrimental to the interest of the community. This is therefore a subject to which the thoughts of a young man ought to be directed; and that he may obtain such knowledge as may qualify him to act and judge as one of a free people, let him be directed to add to this introduction, Fortescue’s Treatises,n,3 N. Bacon’s Historical Discourse on the Laws and Government of England,4 Temple’s Introduction,5 Locke on Government,6 Zouch’s Elementa Juris Civilis,o,7 Plato Redivivus,8 Gurdon’s History of Parliaments,9 and Hooker’s Ecclesiastical Polity.1

XII. Having thus supply’d the young student with knowledge, it remains now, that he learns its application; and that thus qualified to act his part, he be at last taught to chuse it. For this purpose a section is added upon human life and manners;2 in which he is cautioned against the danger of indulging his passions,3 of vitiating his habits, and depraving his sentiments. He is instructed in these points by three fables, two of which werep of the highest authority, in the ancient pagan world.4 But at this he is not to rest, for if he expects to be wise and happy, he must diligently study the Scriptures of God.

Such is the book now proposed, as the first initiation into the knowledge of things, which has been thought by many to be too long delayed in the present forms of education. Whether the complaints be not often ill-grounded, may perhaps be disputed; but it is at least reasonable to believe, that greater proficiency might sometimes be made; that real knowledge might be more early communicated; and that children might be allowed, without injury to health, to spend many of those hours upon useful employments, which are generally lost in idleness and play; therefore the public will surely encourage an experiment, by which, if it fails, nobody is hurt, and if it succeeds,q all the future ages of the world may find advantage; which may eradicate or prevent vice, by turning to a better use those moments in which it is learned or indulged; and in some sense lengthen life by teaching posterity to enjoy those years which have hitherto been lost. The success, and even the trial of this experiment, will depend upon those to whom the care of our youth is committed; and a due sense of the importance of their trust, will easily prevail upon them to encourage a work which pursues the design of improving education. Ifr any part of the following performance shall upon trial be found capable of amendment, if any thing can be added or alter’d, so as to render the attainment of knowledge more easy; the editor will be extremely oblig’d to any gentleman, particularly those who are engag’d in the business of teaching, for such hints or observations as may tend towards the improvement of this book,s and will spare neither expence nor trouble in making the best use of their informations.