1 1751. A fevere SATIRE on the Romish Clergy. 357 Why do you not reform a life, which will find many cenfors among the courtiers, the minifters, and even the people. He maintains, that there cannot be a defpotical fovereign, because the fovereignty having been established for the good of the fubjects, they cannot hope to attain that end by arbitrary power. Befides, if it be true, that there have been subjects fenfelefs enough to make, as the Danes have done, a king mafter of their eftates, of their lives, of their own and their childrens blood, fuch a contract is null in itself, because it is unjust, and because it is not in any one's power to bind himfelf in fuch a manner. Every fovereign therefore, who exercises an arbitrary power, and who makes use of it to opprefs his fubjects, is a tyCrant, &c. &c. What the author fays of the Roman church and of its clergy, will have many approvers amongst the French laity, who very often divert themselves with this fubject; but perhaps it will not be the fame with his opinion of the power of fovereigns, and the ftate of dependence of the fubjects in refpect to them. It But does arbitrary power take place in France? The Anonymous affirms it; and it is against this affertion that the French will not fail to exclaim. He has foreseen it: And indeed he excepts against them for Djudges. Thofe, fays he, who by birth, education, example, interest, have been formed to the yoke, cannot well judge of the nature and of the prerogatives of liberty." G The author then endeavours to As the author's reafonings might make him pafs for a disturber and a feditious, he endeavours to obviate this reproach in concluding this fub • Ignatins Loyola, ject. 358 Advantages of a LIBERAL EDUCATION. ject. "Let it not be believed, fays he, B Abstract of the late celebrated Mr. A LL fkilful and induftrious tutors, who make the inftruction of their pupils both their duty and delight, have three principal objects in their view, in the due difcharge D of their important truft. Their first concern is, to cultivate their minds with all thofe aids of learning, whereof their years are capable. From thence they proceed to rectify and form their hearts by the principles of honour and honefty. And for the E completion of their work, they use their utmost endeavours to establish them in the principles of their most holy religion. In order to entertain an adequate idea of the great advantages, which arife from the habituating of youth F to the study of such arts and sciences as are fuitable to their years, we need only reflect on the vaft diftinction which learning makes, not only between one man and another, but between two different kingdoms. Tho' the Athenians poffeffed but a fmall territory in Greece; yet, by carrying the liberal arts and fciences to perfection, they compleated their own glory. Rome, which had made herself G Aug: miftrefs of the world by her conquefts, became the object of its wonder and imitation, by the improvements that fhe made in almost every art. Africk, on the other hand, thro' her neglect of literature, is grown altogether unfruitful, and even fallen into that barbarity, of which it bears the name. The reverfe has happened amongst the northern nations: They were long looked upon as rude and barbarous : As foon, however, as learning was introduced amongst them, they fent abroad proficients in all arts and fciences, who have equalled at least, if not furpaffed, what other nations have ever produced. As the arts and sciences gain ground in any nation whatsoever, the inhabitants thereof are in proportion transformed into new creatures : From whence it may be juftly concluded, that the minds of men are near upon a level in all parts of the world; that all the difference between one and another, is principally, if not altogether, owing to a liberal education; that according to the neglect, or cultivation of the sciences, whole nations rife or fall; and that their future profperity or declenfion, in a great meafure, depends upon them. However, without having farther recourse to hiftory, let us take a tranfient view of what, for the generality, occurs in the course of nature. From thence we may difcern, what a wide difference a little art and industry will make between two tracts of land of equal value. The one, if uncultivated, remains wild, and is over run with weeds; the other under the care of a fkilful gardener, is richly laden with fruits of all kinds, and of the moft delicious flavour; is embellished with a vaft variety of particoloured flowers; contracts within a few acres whatever is moft curious, moft proper for the nourishment and fup. port of the owner, and moft enter taining .1751. The MIND improv'd by STUDY. A taining to his eye; becomes, in 359 corrected. It gives rectitude and exactness to our thoughts, and ftrength and vigour to our reafon. It aids and affifts us in the regular and juft arrangement of whatever we propofe to write or fpeak, and prefents the brighteft fages of antiquity to our view, as the nobleft patterns for our imitation. By fetting their judgment before us in a fair and advantageous light, we walk with fafety under their friendly guidance and direction. Was this ftudy of no other use, than that of acquiring a habit of labour, the attaining of a fleadiness of mind, and fubduing our averfions to fuch things as feem to give a check to the natural bent of our inclinations, it would, notwithstanding, prove a concern of the last importance. In effect, it draws us off from indolence and inactivity, from a corrupt taste for gaming, from a too violent purfuit of the diversions in fashion, and in fhort, from a too partial indulgence of our inordinate appetites and affecDtions: It fills up, to advantage, all our vacant hours, and renders that leifure highly agreeable, which, without the aid of study, is a kind of death, and the grave, if I may be indulged the expreffion, of a man alive. The mind is actually refreshed and invigorated by thofe fublime truths, with which he is fupplied by the help of ftudy. It gradually increafes C and grows up, as it were, with those great men, whofe operations are the objects of its attention. It ftrives, by a laudable emulation, to attain to their honour and fame, and has juft grounds to expect it from that fuccefs which they have met with. Unmindful of its own frailty, it makes glorious attempts to rife with them above its ufual pitch. Being but poorly provided of itself, and contracted within a narrow compafs, it has too often but fmall fcope of invention, and its powers are with E eafe exhaufted. Study, however, compenfates for all its imperfections, and fupplies its various neceffities from abroad. It opens the under ftanding by foreign aid, extends its views, enlarges its ideas, and renders them more lively and diftinct. By ftudy, we are taught to confider truth in a variety of lights, to difcern the copioufnefs of principles, and draw the remoteft conclusions from them. F At our first entrance into the world, we are overwhelmed with a G cloud of ignorance, which is very much augmented by the falfe prejudices and prepoffellions of a bad education. By ftudy, however, the former is difperfed, and the latter The next grand article in the inftruction of youth, is the forming of their manners. -Were there no nobler views in inftruction, than the improvement of youth in learning, were it to aim only at the enlargement of their ideas, without a due regard to the forming of their hearts; it would not answer what might juftly be expected from it, nor conduct us to one of the principal ends for which we were created. Pro Man is a fociable creature, and not made for himself alone. vidence has allotted him a proper fphere to move in; he is the member of a community, the advantages whereof he ought, as much as is in his power, to promote. However, 360 Neceffity and Amiableness of VIRTUE. Aug. ry name of leffons, are on their guard, and turn a deaf ear to all fuch admonitions. In order, therefore, to preferve them from the contagion of the prefent degenerate age, they must be carried back into diftant countries, as well as times, and the opinions and examples of the great imen of antiquity must be opposed to the false maxims, and bad examples, by which the greater part of mankind are led aftray. Youth will attend with pleasure to fuch lectures, as are recommended to them by a Scipio, or a Cyrus; and fuch inftructions, concealed under the pleafing mask of stories, will make a deeper impreffion on their minds, as they appear artless, and feem to Cbe laid before them without defign. The end of all ftudy, therefore, is to make men virtuous. The end of inftruction, in the opinion of Pla-D to, was to reform the manners of youth: And whoever departed from that great principle, did by no means deferve the approbation of the publick. We may with ease apply this principle to the ftudy of literature, E and all the liberal arts. The use that ought to be made of them is, to infpire young perfons, by a proper application of the maxims, examples, and remarkable events, which are tranfmitted to us in the writings of the most approved authors, with the love of virtue, and an abhorrence of vice. F Youth stand in need of a faithful and conftant monitor, and an advocate to plead with them in the caufe of truth, integrity, and right reason. But who muit this moni. G tor be? Shall their tutors form fet leffons for their improvement in this particular? By no means. Children take the alarm at the ve By the great examples, and amiable characters, which are to be met with in history, our youth are taught to have an early fenfe of what is excellent, to have a taste for virtue, and to fix their attention on real merit. From hence they learn to form a judgment on mankind, to conquer popular prejudices, and to look upon a real fervice done to a friend in diftrefs, preferable to the conqueft of an enemy in the field of battle. Nothing is more apt to infpire fentiments of virtue, and create a deteftation of vice, than the converfation of men of merit. And this advantage is principally to be drawn from the perufal of the best authors. It forms a kind of relation betwixt us and the greatest men among the antients. We converfe with them; we live with them; we hear their difcourfe; and are witneffes of their actions. When a tutor has gone thus far, and has infilled the principles of honour and honefty into the hearts of his pupils, he is to take one step farther, and to use his utmost endeavours to confirm them in the principles of their most holy religion. #751. Pleafant Stories of DIOGENES at Athens. This is the most important and ef fential point, and fhould be the chief end of all their inftructions. Tho' religion fhould not be always in their mouths, yet it should be ever in their minds, and never out of fight. There are a thoufand paffages to A be met with in the writings of the Pagans themselves, which furnish a judicious tutor with fuch reflections, as are proper to give youth an adequate idea of the fanctity, and the fuperior excellence of the chriftian religion to any other. And fuch paf- B fages qught frequently to be thrown in childrens way; as inftruction, by examples, is more effectual and perfuafive than by precepts, In fhort, reafon, after having grac'd the understanding of a fcholar with the knowledge of all hu- C man fciences, and frengthen'd his heart with all the moral virtues, muft at length refign him into the hands of religion, that he may learn from thence how to make a right ufe of all that has been taught him, and be confecrated for eternity. D Reafon fhould inform him, that without the inftructions of this new mafter, all his labour would prove but a vain amufement. Reafon, in fine, fhould fuggeft to him, that it is his greatest happiness, and most indifpenfable duty, to make all his E other acquifitions and talents fubfervient to his religion. Having, in our laft, prefented our Readers with two remarkable Letrs of DIOGENES, the famous Cynick Philofopher, we shall here infert another from the fame, to Monemus; telling him fome plea fant Adventures of his at Athens. W Olympia, expecting every HILST you continue in F day the games fhould be celebrated, I am come to Athens, where IG país my time in another manner. Walking the other day about the Forum, with my cup in my hand, after my ufual cuftom, and viewing Auguft, 1751. 361 both the fellers and talkers of all forts, I at length happened to light upon a philofopher, who was dif courfing concerning the quality and efficacy of the fun. Coming up to him, and crowding in among his auditors, I asked him, Pray, Sir, how long is it fince you dropt from heaven? The poor orator, not a little furprized at my queftion, antwered not a word; which his audience obferving, and thinking I had confounded his arguments, departed. leaving him to contemplate the rest upon the ground, and me to purfue my frolick. Quitting this numbfkul, I accofted another, a poet, who fitting, crowned with laurel, in the midst of a throng, and pretending not a little to divination, I demanded of him, Whether he was a good, or a bad prophet? Perceiving me to hold up my flick, he answered, He was a good one. Guefs then, quoth I, whether I intend to ftrike thee or not. I believe you dare not, replied he. Taking that for an argument of his ignorance, I ftruck him. The mob immediately made a great clamour; whereupon turning to them, I asked, what they micant by all that noife? Is it, quoth I, because I have beaten a falfe prophet? Hereupon the people, being convinced of their error, forfook him, and followed me. I began to difcourfe to them upon feveral fubjects, all which they relished fo well, that fome offered me gold and filver; others, things of equal value, and most of them invited me to fupper. Keeping, nevertheless, to my profeffion of poverty, I refufed all but a few neceffaries. Supper, it is true, I accepted, but that only from one, a rich young citizen. When I came into his dining-room, I found it nicely adorned in every part: Even the pavement fhone with riches, and the walls and cieling likewise reflected theirs upon it. After I had been there for fome time, having occafion to fpit, I looked round 21 about |