CHAPTER 1. `173 an ample survey of' the whole subject, is generally best pre- pared to teach the same subject in a clear and easy method ; for having acquired a large and distinct idea of it, and made it familiar to himself by frequent meditation, reading and oc- casional discourse ; he is supposed to see it on all sides, to grasp it with all its appendices and relations in one survey, and is better able to represent it to the learner in all its views, with all its properties, relations and consequences. He knows which view or side of the subject to hold eut first to his dis- ciple, and how to propose to his understanding that part of it which is easiest to apprehend ; and also knows how to set it in such a light, as is most likely to allure and to assist his further enquiry. But it is not every one who is a great scholar that always becomes the happiest teacher, even though he may have a clear conception, and a methodical as well as an extensive survey of the branches of any science. He must also be well acquainted with words, as well as ideas, in a proper variety; that when his disciple does not take in the ideas in one form or expression, he may change the phrase into several forms, till at last he hits the understanding of his scholar, and enlightens it in the just idea of truth. Besides this, a tutor should be a person of a happy and condescending temper, who has patience to bear with a slowness of perception, or want of sagacity in some learners. He should also have much candour of soul, to pass a gentle censureon their impertinencies, and to pity them in their mistakes, and use every mild and engaging method for insinuating knowledge into those who are willing and diligent in seeking truth, as well as reclaiming thosewho are wandering into error. But of this I have spoken somewhat already, in a chapter of the former part, and shall have occasion to express something more of it shortly. A very pretty and useful way to lead a person into the knowledge of any particular truth is, by question and answer, which is the Socratical method of disputation, and therefore I refer the reader to that chapter or section which treats of it. On this account, dialoguesare used as a polite and pleasant me- thod of leading gentlemen and ladies into some of the sciences, who seek not the most accurate and methodical treasure of learn- ing. But the most usual, and perhaps the most excellent way of instructing students in any of the sciences, is by reading lectures, as tutors in the academy do to theirpupils. The first work is to choose a book well written, which con- tains a short scheme or abstract of that science ; or at least, it should not be a very copious and diffusive treatise. Or, if the tutor knows not any such book already written, he should draw up an abstract of that science himself, containing the most sub-
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