Having been long engaged in the important business of Education, as it was my duty, so it hath ever been my chief employment to collect all the instructions relating to this art I could, from ancients and moderns.—And whatever I have been able to learn from the experience of others, or my own, concerning this matter, is now offered to the publick, because the subject is of publick, of universal concern.—I say from experience, because, as with regard to the culture of plants or flowers, sure rules can only be drawn from experiment; so, for the same reason, there can be no sure rules concerning education but those which are founded on the experimental knowledge of human nature.—And here every conclusion is deduced from internal principles and dispositions of the human mind, and their operations, which are well known to all who have carefully studied mankind; and is therefore confirmed by experience, in the same manner that natural philosophers establish their physical doctrines, upon observations evincing certain properties of bodies and laws of motion.

      Every question of any moment relating to liberal education is here treated of at due length, as may be seen by casting an eye over the contents. But tho’ this essay be divided, for method and order’s sake, into chapters, yet all the questions belonging to this subject are in their nature so closely connected, so interwoven, that to judge how any one of them is handled, the whole must be read. In every article, brevity and conciseness have been studied, as much as was consistent with the perspicuity, distinctness, amplification, and variety of illustrations, an argument of so complex a nature, and such vast importance, required.

      The design of this Treatise, to give a general idea of it in the fewest words I can, is to shew, “How greatly private and publick happiness depend upon the right education of youth: And that human nature is so far from being incapable of arriving very timeously at a considerable degree of perfection in wisdom and virtue, that young minds, by suitable methods of education, may indeed be very early formed to the sincere love of virtue; and may make great improvements in the more useful arts and sciences, as well as in languages, with much less difficulty, and in much less time, than is commonly imagined: And to delineate and recommend these methods of instructing and forming youth.”

      This is the shortest account I can give of the intention of these discourses on education.—But because a fuller view of our scope may be necessary to engage severals whom it greatly concerns, to read so large a treatise upon a subject every one is too apt to think himself sufficiently master of:—Or rather, because the true end of education, and the properest methods of pursuing that end cannot be better described, or more warmly and strongly enforced in so narrow a compass, I shall here insert a Letter from a Person of eminent learning, taste and virtue, (in answer to one wherein I had desired to know his sentiments concerning education, and but barely hinted my design of revising some observations I had been led to on that subject by experience, joined with reading, in order to publish them) that briefly chalks out the same manner of liberal education which it is the design of these discourses to illustrate and recommend. In reality ’twas the exact agreement of this Gentleman’s sentiments with those I had long entertained concerning this momentuous affair, that fully emboldened me to submit them to the publick judgment.—And there are few living names that would more forcibly, or more universally call up attention, or give greater weight and authority to any performance, were it not better to avoid all appearance of endeavouring to prepossess readers, and to give up every opinion delivered here to the freest, the severest trial.—But ’tis reason alone, and not authorities, that ought to determine a reader’s judgment and assent in matters of science.—And therefore, let it be just suggested here in general, that no author of the most established fame is quoted in these discourses, to overawe by his venerable name, but merely because his reasonings appear to us solid and conclusive; and we think it highly criminal in an Author, to purloin to himself the honour that belongs to another. The ancient fable of the Jay strutting in borrowed feathers, elegantly points out both the guilt and the danger of that sort of pilfering.

      A LETTER, &c.

       Dear Sir,

      When I received your obliging letter, I was confined to my chamber by a fever, and had not spirits, or an opportunity to thank you for it. Nothing certainly can be of more service to mankind than a right method of educating the youth; and I should be glad to hear —— —— to give an example of the great advantage it would be to the rising age and to our nation.

      When the publick schools were established, the knowledge of Latin was thought learning; and he that had a tolerable skill in two or three languages, tho’ his mind was not enlightened by any real knowledge, was a profound scholar. But it is not so at present; and people confess, that men may have obtained a perfection in these, and yet continue deeply ignorant. The Greek education was of another kind. Their children at first were initiated into some parts of mathematicks, to learn in their years of docility and attention, an habit of reasoning; and open their views by some of those practical arts which depended on that science. They then advanced to their graphicks, writing and designing: They accustomed their eye to the truths of proportion, and led it into a taste of sculpture and architecture, by pointing out to its admiration the noble performances which they saw all around them. Next they learn’d musick; which did not then poorly mean the doctrine of inarticulate sounds, but all the powers of harmony in their language, all the magic of numbers and of rythm, the simplicity and force of composition in their various kinds of writing, as well as how to assist verses by instruments and notes, or by the mimickry of action and dancing, or the melody of singing, in a manner that heightned the force of sentiments and poetry, and did not bury and stifle the sense under sweet