Greek and Roman Antiquity? Any, that give an higher Idea of the Dignity of human Nature or any, that contribute more to ftrengthen and elevate the Mind, to raise and unfold all its Talents? Where are there offered to us more beautiful Models of true masculine Eloquence, finer Sentiments, exhibited in all the Grace of pure and unaffected Ornament?

Do not they place us amid the busiest, the moft fplendid Scenes; lay before us the greatest Characters; acquaint us with the most private Tranfactions, and bring us into the Converfation and Intimacy as it were of the most extraordinary Perfons; who joined to the Advantages of Letters confummate Experience of the World; fome of whom moved in the most exalted Sphere, and gave Law to the whole Earth?

AND can it be imagined, that fuch Ideas, fuch Scenes, fuch Patterns and Companions must not be highly beneficial to Youth?

ESPECIALLY, what can equal our Surprize when we enquire into the End propofed from that Form of Education, to which this hath been condemned to give Place; "A Knowlege

lege of modern Languages and of the “World?”—For surely the best Foundation of the former is an Acquaintance with the Antients; Excellence of Stile even in one's native Tongue is beft learned from their admirable Models; fince what is effential in Eloquence is common to all Languages. And the latter, to a Mind rude, unlettered, unprincipled, is ufually the greatest of Misfortunes; it becometh Knowlege of Vice and Folly.

BUT it is not my Defign at prefent to enter into fo large a Field: The Branch of this Prejudice I fet out with, which hath led me infenfibly into these Reflexions, in my Opinion deferveth our careful Attention; especially in this Place, bearing, as it doth, a particular Relation to your Lordships TRUST.

Ir was allowed, that the Objection beforementioned hath fome Force; but the Inference doth not seem juft. We ought not to condemn from a View of one Side. The Queftion is, are there not Advantages which greatly leffen, which do more than counterballance the Evils objected? And may not Methods be found of procuring still farther Advantages?

"THE Continued Discourse of a Profeffor "cannot convey fufficient Knowledge of a Science."-True: Yet that hinders not, but that may do a great deal, and profit much.

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THE more diligent Hearers, who join with their Attendance upon fuch regular Course a Perufal of the beft Authors on each Article, may receive from it great Benefit; because a Man of Genius and good Capacity may comprehend in those, however short, Compositions the principal Points; may open more general Views; and by abridging, fupplying, explaining, fet Things in a new and fuller Light. On the other Hand, the Careless, who do not read, may yet derive from thence fome Knowlege, likely to prove ufeful afterwards, at least ornamental; certainly preferable to total Ignorance.

AGAIN, Difcourfes coming from the Mouth of an esteemed Perfon naturally make an Impreffion upon the Minds of the Audience, turn their Thoughts to the Matters treated of, are made the Subjects of Converfation, probably of Debate; which cannot fail of engaging them in Difquifitions and Enquiries concerning the Things talked of: And among many Perfons it must happen, that fome will perfift in thefe Searches,

Searches, and be led infenfibly from a fimple Defire of knowing fome one Point into an Acquaintance with, it may be a masterly Comprehenfion of the whole Science: For the Seeds of Curiofity are ftrong in every young Mind, however frequently kept dormant by the Love of Pleasure or Force of Fafhion; but if ftirred up by an apt Occafion, they become quickly full of Life and Motion, fhoot out, and foon produce fair and valuable Fruit; efpecially, when warmed by the animating Ray of Emulation, the Principle, which above all in human Nature contributes to the Growth and Flourifhing of every useful Art.

ANOTHER Confideration of no fmall Moment is, That among very numerous Performances of this Kind fome there will be of a better Stamp and Frame than the reft, which fhall draw publick Notice and Applause, which fpreading beyond the narrow Sphere of academic Inftruction, fhall bring Honour to the Society abroad, it may be to the Country, and enrich with new Treasures the Commonwealth of Letters. Experience confirms this Hope; and it would be easy to cite many celebrated Productions, which owe their Birth to Occafions of this Sort.

THUS

THUS it seems to me, that the Objection mentioned in the Beginning hath been fully anfwered: And perhaps we may add fomewhat, and answer yet more fully; a Method perhaps may be found of improving the usual Form, and of opening thereby new Benefits.

In this Manner of lecturing by perpetual Difcourfe there is a manifeft Difadvantage, that the Stream of Words paffing away in a rapid Flow makes a flight Impreffion; they glide fwiftly by with unbroken Current, and little remains in the Hearer's Mind.

UPON other Occafions of Inftruction there is a different Form employed; wherein the young Perfons are directed to ftudy with Exactness fome approved Book; a certain Portion of which they are to give an Account of in the Way of Examination. Here, the regular alternative of Queftion and Anfwer, the gradual Opening of the Understanding by the clearing

up of Doubts, and rectifying of Mistakes, the Traces engraved in the Memory by frequent Repetition, by Conjectures, Meditation, past Errors, Endeavours of Recollection, must beftow a diftinct and lafting Comprehenfion of what is learned. Eut this Manner is laborious,

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