of men—All the different consequences of actions—All the various relations of human life, and all the duties belonging to them—All the corruptions of mankind, and all the snares and temptations of the world—All the rules of private conduct—And all the rules of conduct in public life—The laws of nature and nations relative to public affairs and independent sovereignties—The progress and connexion of human affairs from the beginning of the world—All the truths which the Bishop of Meaux, Mr. Rollin, and others, have shewn us to be the lessons of history, p. 329.
When it is proper to read Justinian’s institutes with young people, and practise them in examining a body of particular laws by the principles of equity—And when to read with them Grotius, Puffendorf, or other writers on the laws of nations—History will prepare for this kind of reading, by giving opportunity of discoursing upon every subject in morals—And ’tis better to take occasion to discourse on moral truths from examples, than to give formal lessons upon morals, to confirm which examples will seem to be haul’d in and warped to particular purposes—The advantages of this education in retirement as well as in active life, p. 336.
’Tis impossible, in a discourse of this kind, to point out all the important truths history read in order will furnish occasions of illustrating and enforcing—It will give occasion to explain all the various kinds of civil government, and the best ends of civil laws and policies—And to shew the fatal consequences of luxury to states—The reflexion of Scipio upon the fall of Carthage—His education, and its happy effects, p. 339.
It is such education only that can qualify youth for public service—Every science requires previous acquaintance with the history of mankind—Moral philosophy requires it—The primary philosophy requires it—The most useful part of logic, which is, the nature of moral evidence, may be best taught in reading history, by examining into the evidence of particular facts—Logic, considered as a review of the connexion and unity of the sciences, supposes acquaintance with history, and with all the particular sciences, p. 345.
In fine, without such instruction in natural and moral knowledge as qualifies youth for a proper prosecution of these studies by themselves, education, whatever it does, neglects its most useful purpose—We have not left out religion, because we have considered it, as the principal end of instruction in the order, harmony, and wisdom of nature, to lead youth to the love of the Creator, and to a sense of his will concerning our conduct—Now a just notion of God, and of human duties, will prepare and dispose for the reception of the Christian doctrine—Several observations on this head, p. 350.
History will afford to teachers frequent opportunities of shewing the necessity of a public religion, and the mischiefs of superstition, and of evincing the excellency of the Christian religion considered with regard to the ends of a public religion, above every other that hath ever appeared in the world—Benevolence is the perfection of man, and it is in a particular sense the law, the new law of Christ, p. 354.
In short, there is no moral or political truth which a judicious reader of history will not find frequent opportunity of explaining and confirming to young people—And both in natural and moral philosophy, facts ought to go before reasonings or conclusions, which can only be inferred from facts—Besides, it is fit youth should see mankind as they really are, in the worst colours they have ever appeared—But notwithstanding all the wickedness that hath ever abounded in the world, men are made for society, and have a social disposition deeply inlaid into their frame—What it is to be made for society, and men are so made, p. 355.
In reading history, youth ought to be taught to attend to the rise and progress of empire, the generative principle of dominion, and the natural cause of changes in it—To observe how men are made for civil coalitions—And to the advantages of good civil orders and constitutions—Several reflexions on this subject, p. 359.
History-lessons ought not to stop short till youth are brought home to modern times, and their own country, and are instructed in its history, government, laws and interest—But it is best to begin with ancient history, and descend regularly and gradually to modern times, that youth may see the connexion and suite of human affairs, p. 360.
But after all, the chief lesson is to teach them wherein true merit consists, viz. in wisdom and virtue—In what sense virtue is its own reward explained, p. 362.
All the arts ought to be called on, in their proper places, to recommend virtue—Great use might be made of poetical fictions— Great use might be made of fables, parables and allegories—Their antiquity—Whence their aptitude to instruct or insinuate moral truths agreeably, proceeds, p. 365.
Of the Socratic method of teaching—Of the fitness of instructing youth by the familiar way of conference—The admirable success of Socrates in that way of teaching—The invention of youth ought to be improved by practising them in finding out truths by themselves—In resolving questions—about morals in particular, p. 370.
History gives proper opportunities of explaining ancient customs, religious or civil—When these occur in history, then is the proper place for medals, basso-relievo’s, and other ancient monuments or prints of them—Any other way of teaching antiquity is dry and insipid, p. 372.
It will likewise afford the best occasions of explaining the chief rules of oratory; for then is it the proper time to discourse of them when youth are agreeably affected by the beautiful speeches that occur in historians—How preposterous it would be to speak of rules till the effects they are designed to produce, and which the observance of them produces, have been felt—Reading history will give occasion to point out the invention, rise and improvements of all arts, and consequently, of trying different genius’s, and inviting them to discover and exert themselves—Modern education too stinted—Observations on this subject—How schools ought to be furnished to serve this important business—The instituto at Bologna how adorned, p. 372.
Education ought to be large, whatever particular profession one may afterwards betake himself to—The advantages the Grecian youth had in this respect—The practice of their great men in laying themselves out to be useful to youth of promising parts recommended, p. 376.
Chapter V
Of instruction in poetry and her sister arts, painting, sculpture, music, and architecture; and the place which these arts ought to have in liberal education, in order to form elegant taste, which is one of the best preservatives against luxury, being naturally assistant to and corroborative of virtue.
The author hath hitherto been labouring to prove a very plain truth, That science, or real knowledge, and not mere words, ought to be the principal scope of education—What is meant by real knowledge—All the objects of human enquiry may be divided into these two, science and languages—What science comprehends—What is meant by languages—The didactic stile, oratory, poetry, painting, sculpture, fall under the idea of languages—This illustrated, by shewing painting to be a language, the truth and propriety of which it is well worth while to understand, p. 381.
Previous to instruction, care ought to be taken to form good habits—To form the deliberative habit—What this means—It is freedom of mind—It is mastership of one’s self, and the foundation of virtue, p. 382.
In instruction what rules ought to be observed—Youth ought to be taught to reason from facts alone, and not from imaginary theories and feigned hypotheses—And to reason first and chiefly about things relating to life and practice—And they ought to be taught to keep a just view of human nature before them, and to consider man neither as a merely sensitive nor a purely moral being, but as he really is a compound of moral and sensitive powers nicely blended together—Errors arising from not considering man in this view—Hence vague, loose, unmeaning raillery against luxury, in which several useful, as well as ornamental arts, are confounded with it, p. 384.
But
