jealous of each other's claim to countries which neither had yet seen; and the Pope, to whom they appealed, divided the new world between them by a line drawn from north to south, a hundred leagues westward from Cape Verd and the Azores, giving all that lies west from that

slighted him as a fanciful and rash projector, | The Portuguese and Spaniards became now that promised what he had not reasonable hopes to perform. Columbus had solicited other princes, and had been repulsed with the same indignity; at last Isabella of Arragon furnished him with ships, and having found America, he entered the mouth of the Tagus in his return, and showed the natives of the new country.-line to the Spaniards, and all that lies cast to the When he was admitted to the king's presence, he acted and talked with so much haughtiness, and reflected on the neglect which he had undergone with so much acrimony, that the courtiers who saw their prince insulted, offered to destroy him; but the king, who knew that he deserved the reproaches that had been used, and who now sincerely regretted his incredulity, would suffer no violence to be offered him, but dismissed him with presents and with honours.

Portuguese. This was no satisfactory division, for the east and west must meet at last, but that time was then at a great distance.

According to this grant, the Portuguese continued their discoveries eastward, and became masters of much of the coast both of Africa and the Indies; but they seized much more than they could occupy, and while they were under the dominion of Spain, lost the greater part of their Indian territories.

THE

PREFACE TO THE PRECEPTOR;

CONTAINING A GENERAL PLAN OF EDUCATION.

PUBLISHED IN 1748, BY DODSLEY.

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 public, 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 inquiries; it seems rather requisite that an apology should be made for any further attempt to smooth a path so frequently beaten, or to recommend attainments so ardently pursued, and so officiously directed. That this general 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 crowded with learning very rarely applicable to the purposes of common life.

with the forms of education, is to be checked, will be readily granted; but since, though it may be in some degree obviated, 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 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, 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, be less suitable to some than others; that the ideas to be contemplated may be too difficult for the apprehension of one, and too obvious for that of another: 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, must either flag with the labour, or grow wanton with the facility, of the work assigned; and in either state it naturally Every man who has been engaged in teaching, turns aside from the track before it. Weariness knows with how much difficulty youthful minds looks out for relief, and leisure for employment, are confined to close application, and how rea- and surely it is rational to indulge the wanderdily they deviate to any thing, rather than at-ings of both. For the faculties which are too tend to that which is imposed as a task. That lightly burdened with the business of the day, this disposition. when it becomes inconsistent may with great propriety add to it some other

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 expense has been spared to obtain new lights, and procure to this book the merit of an original.

inquiry; and he that finds himself overwearied | mitted with little alteration. But so widely does 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 made him capable 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 a 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, 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.

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 instructions 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 subtle 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 metaphysical exactness. These considerations produced the book which It is observed that in the course of the natural is here offered to the public, as better adapted world no change is instantaneous, but all its to the great design of pleasing by instruction, vicissitudes are gradual and slow; the motions than any which has hitherto been admitted into of intellect proceed in the like imperceptible proour seminaries of literature. There are not in-gression, and proper degrees of transition from deed wanting in the world compendiums of science, but many were written at a time when philosophy was imperfect, as that of G. Valla; many contain only naked schemes, or synoptical tables, as that of Stierius; and others are too large and voluminous, as that of Alstedius; 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 new 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 harassed with unnecessary obstructions, in a way, of which the natural and unavoidable asperity is such as too frequently produces despair.

one study to another are therefore necessary; but let it not be charged 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 institutions 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; 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 inquiry, therefore, was not what degrees of knowledge If the language however had been the only are desirable, but what are in most stations of objection to any of the volumes already extant, life indispensably required; and the choice was the schools might have been supplied at a small determined not by the splendour of any part of expense by a translation; but none could be literature, but by the extent of its use, and the found that was not defective, redundant, or er-inconvenience which its neglect was likely to roneous, as to be of more danger than use. It produce. 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 ad

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 | proposition may be fully understood before thoughts one to another; they are equally useful another is attempted. For which purpose it is to the highest and the lowest; they may often not sufficient, that when a question is asked in contribute to make ignorance less inelegant; the words of the book, the scholar likewise can, and may it not be observed, that they are fre- in the words of the book, return the proper anquently wanted for the embellishment even of swer; for this may be only an act of memory learning? 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.

In order to show the proper use of this part, which consists of various exemplifications of such differences of style as require correspondent diversities of pronunciation, it will be proper to inform the scholar, that there are in general three forms of style, each of which demands its particular mode of elocution: the familiar, the olemn, and the pathetic. That in the familiar, ..e that reads is only to talk with a paper in his nand, 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 intelligence or business. That the solemn style, such as that of a serious narrative, exacts a uniform steadiness 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.

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

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.

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 liteThe importance of writing letters with pro-rature can be fully comprehended without them; priety, justly claims to be considered 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. This great art should be diligently taught, the rather, because 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. 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 condolences, and neglect those without which life cannot proceed. It is possible to pass many years without the necessity of writing panegyrics or epithalamiums; 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 expatiate 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 M. Le Clerc; and is not intended as more than the first initiation. In delivering the fundamental principles of geometry, it is accessary to proceed by slow steps, that each

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. Thus, in explaining the state of the polar regions, it might be fit to read the narrative of the Englishmen that wintered in Greenland, 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 inquiries. When they have read this treatise, it will be proper to recommend to them Varenius's Geography, and Gregory's Astronomy.

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 inquiring 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, whether they were better or worse than ourselves; or what good or evil has been

derived to us from their schemes, practices, and | which the literature of this nation will be in a institutions. These are inquiries which history short time augmented. 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 assists the memory by method, and enlightens the judgment by showing the dependence of one transaction on another. Accordingly it should be diligently inculcated to the scholar, 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 his-apprehend the necessity of an expedient which tory of the rest of the world, he will consume his life in useless reading, and darken his mind with a crowd 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.

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; 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.

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 opportunites 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.

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. Ethics, 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.

When therefore the obligations of morality are taught, let the sanctions of Christianity never be forgotten; by which it will be shown, 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 recommended Tully's Offices, Grotius, Puffen dorf, Cumberland's Laws of Nature, and the excellent Mr. Addison's Moral and Religious Essays.

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 that 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 balance 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 traffic 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 public; 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, Dictionnaire de Commerce, and, for an abstract or compendium, Gee, and an improvement that may hereafter be made upon his plan.

XI. The principles of laws and government come next to be considered; 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 This great science, therefore, must be incul- upon an act detrimental to the interest of the cated with care and assiduity, such as its impor- community. This is therefore a subject to which tance ought to incite in reasonable minds: and the thoughts of a young man ought to be directfor the prosecution of this design, fit opportuni-ed; and that he may obtain such knowledge as ties are always at hand. As the importance of logic is to be shown 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 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.

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. Bacon's Historical Discourse on the Laws and Government of England, Temple's Introduction, Locke on Government, Zouch's Elementa Juris Civilis, Plato Redivivus, Gurdon's History of Parlia ments, and Hooker's Ecclesiastical Polity.

For this

XII. Having thus supplied 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 choose it. purpose a section is added upon human life and manners; in which he is cautioned against the danger of indulging his passions, of vitiating his habits, and depraving his sentiments. He is instructed in these points by three fables, two of which were of the highest authority in the an