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It is in vain for the Learner to object, Surely we are not School-Boys, to say our Lessons again ; we came to be taught, and not to be catechised and examined. But, alas, how is it poflible for a Teacher to proceed in his Instructions, if he knows not how far the Learner takes in and remembers what he has been taught?

Besides, I must generally believe, it is Sloth or Idleness, it is real Ignorance, Incapacity, or unreasonable Pride, that makes a Learner refuse to give his Teacher an Account how far he has profited by his last Instructions. For want of this constant Examinaiion, young Gentlemen have spent some idle and useless Years, even under the daily Labors and Inspection of a learned Teacher; and they have returned from the Academy without the Gain of any one Science, and even with the shameful Loss of their Classical Learning, i. e. the Knowledge of Greek and Latin, which they had learnt in the Grammar-School,

Let the Teacher always accommodate himself to the Genius, Temper and Capacity of his Disciples, and practise various Methods of Prudence to allure, persuade and affist, every one of them in their Pursuit of Knowledge.

Where the Scholar has less Sugacity, let the Teacher enlarge his lluita ions ; let him search and find out where the Learner sticks, what is the Difficulty; and thus let him help the tabouring Intellect.

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Where the Learner manifests a forward Genius, and a sprightly Curiosity by frequent Enquiries ; let the Teacher oblige such an inquisitive Soul, by satisfying those Questions as far as may be done with Decency and Conveniency; and where these Enquiries are unfeasonable, let him not silence the young Enquirer with a magisterial Rebuff, but with much Candor and Gentleness postpone those Questions, and refer them to a proper Hour.

CURIOSITY is a useful Spring of Knowledge: It should be encouraged in Children, and awakened by frequent and familiar Methods of talking with them. It should be indulged in Youth, but not without a prudent Moderation. In those who have too much, it should be limitted by a wise and gentle Restraint or Delay, lest by wandering after every thing, they learn nothing to Perfection. In those who have too little, it Thould be excited, left they grow stupid, narrow fpirited, self-satisfied, and never attain a Treasure of Ideas, or an Amptitude of Understanding

Let not the Teacher demand or expect Things too sublime and difficult from the bumble, modest and fearful Discipline : And where such a one gives a just and happy Answer even to plain and easy Questions, let

him have Words of Commendation and Love ready for him. Let him encourage every Spark of kindling Light, till it grow up to bright Evidence and confirmed Knowledge.

Where he finds a Lad pert, positive and presuming, let the Tutor take every just Occasion to shew him his Error: let him fet the Absurdity in compleat Light before him, and convince him by a full Demonstration of his Mistake, till he sees and feels it, and learns to be modest and humble.

A Teacher should not only observe the different Spirit and Humor among his Scholars, but he should watch the various Efforts of their Reason and Growth of their Understanding. He should practise in his young Nursery of Learning, as a skilful Gardener does in his vegetable Dominions, and apply prudent Methods of Cultivation to every Plant. Let him with a discrete and gentle hand, nip or prune the irregular Shoots, let him guard and encourage the tender Buddings of the Understanding, till they be raised to a Blossom, and let him kindly cherish the

younger Fruits.

The Tutor should take every Occasion to instil Knowledge into his Disciples, and make use of every Occurrence of Life, to raise some profitable Conversation upon it ; he could frequently enquire something of his Disciples, set their young Runson to work,

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and teach them how to form Inferences, and to draw one Proposition out of another.

REASON being that Faculty of the Mind which he has to deal with in his Pupils, let him endeavour by all proper and familiar Methods to call it into exercise, and to enlarge the Powers of it. He înould take frequent Opportunities to shew them when an Idea is clear or confused, when the Propohtion is evident or doubtful, and when an Argument is feeble or strong. And by this means their Minds will be so formed, that whatsoever he proposes with Evidence and Strength of Reason, they will readily receive,

When any uncommon Appearances arise in the Natural, Moral, or Political World, he thould invite and instruct them to make their Remarks on it, and give them the best Reflections of his own, for the Improvement of their Minds.

He should by all means make it appear that be loves his Pupils, and that he seeks nothing so much as their Encrease of Knowledge, and their Growth in all valuable Acquirements : This will engage their Affection to his Person, and procure a just Attention to his Lectures.

And indeed there is but little Hope, that a Teacher should obtain any Success in his Instructions, unless those that hear him have some good Degree of Esteem and Respect for his Person and Character. And

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here I cannot but take Notice by the Way, that it is a Matter of infinite and unspeakable Injury, to the People of any Town or Parith, where the Minister lies under Contempt. If he has procured it by his own Conduct, he is doubly criminal, because of the Injury he does to the Souls of them that hear him: but if this Contempt and Reproach be cast upon him by the wicked, malicious, and unjust Censures of Men, they must bear all the ill Consequences of recieving no Good by his Labours, and will be accountable hereafter to the Great and Divine Judge of all.

It would be very necessary to add in this Place (if Tutors were not well apprizid of it before) that since Learners are obliged to seek a divine Blessing on their Studies, by fervent Prayer to the God of all Wisdom, their Tutors should go before them in this pious Practice, and make daily Addresses to Heaven for the Success of their in structions.

CH A P.

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