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GENERAL PLAN OF EDUCATION.
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;
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 further attempt to smooth
a path so frequently beaten, or to recommend at: tainments 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.
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. T'hat this disposition, when it becomes inconsistent with the forms of education, is to be checked, will be readily granted ; but since, though it
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 senti. ments, 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 scholastick 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 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 burthened 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 despoudence, 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.
These considerations produced the book which is here offered to the publick, as better adapted to the great design of pleasing by instruction, than any which has hitherto been admitted into our seminaries of literature. There are not indeed wanting in the world compendiums of science, 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 Alstediùs; 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.
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 inore 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. 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 expense has been spared to obtain new lights, and procure to this book the merit of an original.
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