tion. Take from them from time to time what they are fond of, if they have endeavoured to obtain it by any deceit, and tell them they shall have it, when they ask for it plainly and without artifice. It is upon this point especially they should be made sensible of their honour. Make them comprehend the difference there is between a child that loves, truth and sincerity, upon whose word one may rely, in whom one may fully confide, and who is looked upon as incapable, not only of lying and fraud, but of the least dissimulation; and another child, who is always suspected and distrusted, and [g] never believed, even though he speak truth. [h] We should carefully set before them what Cornelius Nepos observes of Epaminondas, (and Plutarch says the same of Aristides,) that he was so fond of truth that he never told a lie, not even in jest. Adeo veritatis diligens, ut ne joco quidem mentiretur. ARTICLE IX. TO ACCUSTOM THE BOYS TO BE POLITE, CLEANLY AND PUNCTUAL. GOOD breeding is one of the qualities which parents most desire in their children, and it usually affects them more than any other. The value they set upon it arises from their conversation with the world, where they find that almost every thing is judged by its outside. In short, the want of politeness takes off very much from the most solid merit, and makes virtue itself seem less estimable and lovely. A rough diamond can never serve as an ornament; it must be polished before it can be shewn to advantage. We cannot therefore take care too early to make children civil and well bred. In talking thus, I do not mean that we should exercise children, or bring them up by rule and inethod [g] Mendaci homini, nc verum quidem dicenti, credere solemus. Cic. lib. ii. de Divin. n. 146. to all the formal ceremonies which are fashionable in the world. Such narrow little discipline serves only. to give them false notions, and fill them with a foolish vanity. Besides, this methodical civility, which consists only in forms of insipid compliments, and the affectation of doing every thing by rule and measure, is often more offensive than a natural rusticity. We must not therefore teaze and wrangle much with them about such faults as they may commit in this point, An address not over graceful, a bow ill-made, a hat clumsily taken off, and a compliment ill-turned, may deserve some little notice to be taken of them in an easy and gentle manner, but do not deserve sharp chiding, or the being made ashamed before company, and much less to be punished with severity. The commerce with the world will soon correct these petty defects. But the point is, to go to the principle and root of the evil, and to conquer certain dispositions in the boys, which are directly opposite to the rules of society and conversation, such as a savage and clownish rudeness, which makes them heedless of what may please or displease those about them; self-love, attentive only to its own convenience and advantage; a haughtiness and pride, which tempt us to look upon every thing as our due, without our being under any obligation to others; a spirit of contradiction and raillery, which blames every thing, and takes pleasure only in giving pain. These are the faults against which we must declare open war. Such boys as have been accustomed to be complaisant towards their com panions, to oblige them to submit to them upon occasion, to say nothing that may offend them, and not be easily offended themselves at the discourse of others; boys of this character, when they come abroad into the world, will soon learn the rules of civility and good breeding. It is also to be wished, that children should be accustomed to neatness, order, and exactness; that they take care of their dress, especially on Sundays and ho lidays, lidays, and such days as they go abroad; that every thing should be set in order in their chambers and upon their tables, and every book put in its place. when they have done with it; that they should be ready to discharge their different duty precisely at the time appointed. This exactness is of great importance at all times, and in every station of life. All this is to be wished for, but must not in my opi nion be exacted with severity, nor under pain of correction. For we must always distinguish the faults, which arise from the levity of their age, from such as flow from indocility and perverseness. I beg the reader's pardon, if sometimes I take the liberty to quote my own practice, whilst engaged in the education of youth. I think I do not do it out of vanity, but only the better to shew the usefulness of the advice which I give. I brought the boys to be very civil to such strangers as entered into the quadrangle during their recreation, and almost scrupulously exact in repairing to every exercise at the first sound of the clock, but not by menaces or corrections. I used to commend them publicly for their civility to strangers, who complimented me upon it, and for the readiness with which they quitted their play, because they knew it would please me. I sometimes added, that though some of them were wanting in their little duties, I judged it must be through inadvertency, which was not sur prising in the heat of play. I desired them to be more careful for the future, and to follow the example of the greatest part of their companions; and I succeeded better by these civilities, than I could have done by all the chiding and menaces in the world. ARTICLE X. TO MAKE STUDY AGREEABLE. THIS is one of the most important points in education, and at the same time one of the most diffi cult; for amongst a great number of masters, who in other respects are very deserving, there are very few few to be found, who are happy enough to make their scholars fond of study. The success in this point depends very much on the first impressions, [i] and it should be the great care of masters, who teach children their letters, to do it in such a manner, that a child, who is not yet capable of being fond of his book, should not take an aversion to it, and the dislike continue when he grows up. For this reason, says Quintilian, his study must be made a diversion to him. The master must proceed by asking him little questions. He must be encouraged by commendation, and allowed to set some value upon himself, and be pleased with having learned any thing. Sometimes what he refuses to learn must be taught another, in order to raise his jealousy. We must enter into little disputes with him, and let him think that he has often the better. We must intice him likewise by little rewards, which children of that age are very fond of. But the great secret, says [k] Quintilian farther, to make children love their books, is to make them fond of their master. In this case they willingly give ear to him, become docile, strive to please him, and take a pleasure in his lessons. They readily receive his advice and correction, are much affected with his commendation, and strive to merit his friendship by a pro. per discharge of their duty. There is implanted in children, as in all mankind, a natural spirit of curiosity, or desire of knowledge and information, of which a good use may be made towards rendering their study agreeable. As every thing is new to them, they are continually asking questions, and enquiring the name. and use of every thing they see. And they should be answered without expressing any pain or uneasiness. Their curiosity should be commended and satisfied by [] Id imprimis cavere oportebit, ne studia qui amare nondum potest, oderit; & amaritudinem semel præceptam, etiam ultra rudes annos reformidet. Quintil. lib. i. cap. 1. [k] Discipulos id unum moneo, ut præceptores suos non minùs quàm ipsa studia ament... multùm hæc pietas confert studio. Ibid. lib. ii. cap. 9. z 2 clear clear and express answers, without any thing in them deceitful or illusory; for they will soon find it out and take offence at it. In every art and science the first elements and principles have something dry and disgusting in thein. For which reason it is of great service to abridge and facilitate the rudiments of the languages which are taught to children, and to take off from the bitterness of them as agreeably as we can. P Pueris dant crustula blandi For the same reason I think the method of beginning with the explication of authors preferable to that of making exercises, because the latter is more painful and tedious, and occasions the children more anger and correction. When they are privately brought up, a careful and skilful master omits nothing that may make study agreeable to them. He takes their time, studies their taste, consults their humour, mingles diversion with labour, seems to leave the choice to them, does not make their study regular, excites to it sometimes by refusing it, and by the cessation, or rather interruption of it. In a word, be puts on a thousand shapes, and invents a thousand artifices to compass what he aims at. This way in college is not practicable. In a common chamber and a numerous class, discipline and good order require an uniform rule, and that all should follow it exactly; and herein lies the great difficulty of managing them. A master must have a good capacity, a great deal of skill to guide and direct the reins of so many different characters, of which some are brisk and impetuous, others slow and phlegmatic, some want the spur, and others the bridle; to manage I say, all these dispositions at the same time, and yet so as to make them all move by concert, and lead all to the same point, notwithstanding this difference of genius; it must be owned, that in the business of edu |