or writes, is below the dignity of one bred up amongst Greek and Latin, though he have but little of them himself. These are the learned languages, fit only for learned men to meddle with and teach; English is the language of the illiterate vulgar; though yet we see the policy of some of our neighbors hath not thought it beneath the public care to promote and reward the improvement of their own language.

16. This is, in short, what I have thought concerning a young gentleman's studies; wherein it will possibly be wondered, that I should omit Greek, since amongst the Grecians is to be found the original, as it were, and foundation of all that learning which we have in this part of the world. I grant it so; and will add, that no man can pass for a scholar that is ignorant of the Greek tongue. But I am not here considering the education of a professed scholar, but of a gentleman, to whom Latin and French, as the world now goes, is by every one acknowledged to be necessary. When he comes to be a man, if he has a mind to carry his studies further, and look into the Greek learning, he will then easily get that tongue himself; and if he has not that inclination, his learning of it under a tutor, will be but lost labor, and much of his time and pains spent in that, which will be neglected and thrown away, as soon as he is at liberty. For how many are there of an hundred, even amongst scholars themselves, who retain the Greek they carried from school; or ever improve it to a familiar reading, and perfect understanding of Greek authors?

17. Order and constancy are said to make the great difference between one man and another; of this I am sure, nothing so much clears a learner's way, helps him so much on in it, and makes him go so easy and so far in any inquiry, as a good method. His governor should take pains to make him sensible of this, accustom him to order, and teach him

PAINTER PED. Ess.-19

method in all the applications of his thought; show him wherein it lies, and the advantages of it; acquaint him with the several sorts of it, either from general to particulars, or from particulars to what is more general; exercise him in both of them; and make him see in what cases each different method is most proper, and to what ends it best

serves.

In history the order of time should govern; in philosophical inquiries, that of nature, which in all progression is to go from the place one is then in, to that which joins and lies next to it; and so it is in the mind, from the knowledge it stands possessed of already, to that which lies next, and is coherent to it; and so on to what it aims at, by the simplest and most uncompounded parts it can divide the matter into. To this purpose, it will be of great use to his pupil to accustom him to distinguish well, that is, to have distinct notions, wherever the mind can find any real difference; but as carefully to avoid distinctions in terms, where he has not distinct and different clear ideas.

XIX. FÉNELON.

BIOGRAPHICAL SKETCH.

This celebrated ecclesiastic and teacher was born in the province of Périgord, August 6, 1651. From an early age he was remarkable for his industry, his amiable disposition, and his thirst for knowledge. Up to the age of twelve his education was conducted at home; he was then sent to Cahors, and two years later to Paris, where his course of instruction was completed. Destined to the clerical office by his family, and inclined toward it by natural gifts and disposition, he entered the theological seminary of SaintSulpice, and won general esteem by his application, ability, and exemplary character. He was ordained priest at the age of twenty-four, and four years later he was placed over an institution in Paris designed for the instruction of young women who had renounced the Protestant faith. He spent ten years of his life as director of this institution, and it was while in charge of it that he wrote his excellent and famous treatise on the " Education of Girls."

After the revocation of the Edict of Nantes, Fénelon was placed at the head of a mission that was sent to Poitou to labor among the Protestant portion of the population. He fulfilled the trying duties of this office with gentleness and toleration; and such was the affability of his manners and the charm of his discourse that his labors were not unattended with success. In the words of Antonin Roche, "No person was more capable than he of rendering virtue attractive by that touching and effective language which ad

dresses itself to the heart and inspires confidence. To this precious gift he joined the merit of giving his instructions that simple, clear, and agreeable form that placed them within reach of all minds."

In 1689 he was appointed tutor to the young Duke of Burgundy, grandson of Louis XIV. This young prince was endowed with fine natural abilities, but possessed of an inordinate pride and a furious temper. This rendered Fénelon's task exceedingly difficult, but he discharged its duties with rare wisdom and surprising success. Under his skilful and affectionate instruction, the young prince developed the virtues of patience, self-control, and kindly consideration. As aids to his instruction Fénelon composed fables, compiled histories, and wrote fiction, particularly "Telemachus," which holds a permanent place in the classic literature of France. A brilliant future was predicted for this young duke, but unfortunately death intervened to prevent its realization.

In 1695 Fénelon was elevated to the archbishopric of Cambray in recognition of his distinguished ability and service. He devoted himself conscientiously to the duties of his diocese. He led a life of great simplicity, and divided his time between the administration of affairs and the personal instruction of his flock. Though he had delighted the French court by his eloquence, and had embarrassed Bossuet by his learning and force of argument, yet he found pleasure in going through the villages of his diocese to teach the simple peasantry the catechism in language suited to their uncultured condition.

The later years of his life were rendered unhappy by theological controversies, by the displeasure of the king, and by the loss of his dearest friends. His disappointments and sorrows were grievous, but he bore them with touching resignation. "He died," says Lamartine, "like a saint and

poet, listening to the sweetest and sublimest hymns, which carried at the same time his imagination and his soul to heaven." His death occurred January 7, 1715.

Fénelon's "Education of Girls," which was published in 1681, has the distinction of being the first systematic and comprehensive treatise ever written on the subject. It consists of thirteen chapters, the first two of which here follow without abridgment. From the remaining chapters such passages are given as will present Fénelon's views in tolerable completeness. As will be seen, he may be regarded as an advocate of the higher education of woman, "fully recognizing the influence she exerts in the home and in society." In this he belongs to the list of modern educational reformers. But his views are somewhat limited by his belief that woman is intellectually inferior to man, and by his fundamental principle that her education should be restricted to the practical needs of domestic life. In addition to specific recommendations as to study and methods, the treatise is rich in general pedagogical principles of great insight and wisdom.

"We have today," says Paroz in his Histoire Universelle de la Pédagogie, "educational works that are more complete and systematic, but this one will live because of its excellent spirit and beautiful style. In all ages and in every land it will be read with pleasure and profit. Of all the Catholic clergy who have engaged in educational work, Fénelon has perhaps approached nearest to the rational principles which form the basis of modern pedagogy. The order of nature has a place in his theology, and he knows how to reconcile the needs of temporal life with the spirit of Christianity. This characteristic will always assign him a high rank among educators."