174 THE IMPROVEMENT OF THE MIND. stantîal and important parts of it, disposed in such a method as he best approves. Let a chapter or a section of this be read daily by the learner, on which the tutor should paraphrase in this man- ner, namely, He should explain both words and ideas more largely, and especially what is dark and difficult should be opened and illustrated, partly by various forms of speech, and partly by apt similitudes and examples. Where the sense of the author is dubious, it must also be fixed and determined. Where the arguments are strong and cogent, they should be enforced by some further paraphrase, and the truth of the inferences should be made plainly to appear. Where the argu- ments are weak and insufficient, they should be either confirmed or rejected as useless; and new arguments, if need be, should be added to support that doctrine. What is treated very concisely in the author should be amplified, and where several things are laid closely together they must be taken to pieces and opened by parts. Where the tutor differs from the author which he reads, be should gently point out and confute his mistakes. Where the method and order of the book is just and happy, it should be pursued and commended; where it is defective and irregular, it should be corrected. The most necessary, the most remarkable and useful parts of that treatise, or of that science, should be peculiarly recom- mended to the learners, and pressed upon them, that they would retain it in memory ; and what is more unnecessary or superflu- ous should be distinguished, lest the learner should spend too much time in the more needless parts of a science. The various ends, uses, and services of that science, or of any part of it, should be also declared and exemplified, as far as the tutor bath opportunity and furniture to do it ; particu- larly in mathematics and natural philosophy. And if there be any thing remarkably beautiful or defective in the style of the writer, it is proper for the tutor to make a just remark upon it. While he is reading and explaining anyparticular treatise to his pupils, he may compare the different editions of the same hook, or different writers upon the same subject, he should in- form them where that subject is treated by other authors; which they may peruse, and lead his disciples thereby to a further elm cida:ion, confirmation or improvement of that theme of discourse in which he is instructing them. It is alluring and agreeable to the learner also, now and then tobe entertained with some historical remarks, or any occur- rences or useful stories which the tutor has met with, relating to the several parts of such a science, provided he does not put off his pupils merely with such stories, and neglect to give them a solid and rational information of the theme in band. Teachers should
RkJQdWJsaXNoZXIy OTcyMjk=