276 THE IMPROVEMENT OF THE MIND. of prudence to allure, persuade and assist every one of them in their pursuit of knowledge. Where the scholar has less sagacity let the teacher enlarge his illustrations ; let him search and find out where the learner sticks, what is the difficulty; and thus let him help the labouring intellect. Where the learner manifests a forwardgenius, and a sprightly curiosity, by frequent enquiries ; let the teacher oblige such an inquisitive soul by satisfying these questions, as far as may be done by decency and convenieney and where these enquiries are unseasonable, let him not silence the young enquirer with a magisterial rebuf, but with much can- dour and gentleness postpone those questions and refer them to a proper hour. Curiosity is a useful spring of knowledge; it should be en- couraged in children, and awakened by frequent and familiar methods of talking with them. It should be indulged in youth, but not without a prudent moderation. In those who have too much, it should be limitedby a wise and gentle restraint or delay, lest by wandering after every thing, they learn nothing to per- fection. In those who have too little, it should be excited, lest they grow stupid, narrow-spirited, self-satisfied, and never attain °+treasure of ideas, or an aptitude of understanding. Let not the teacher demand or expect things too sublime and difficult from the humble, modest, andfearful disciple : And where such a one gives a just and happy answer, even to plain and easy questions, let him have words of commendation and love ready for him. Let himencourage every spark of kindling light, till it grow up to bright evidence and confirmed knowledge. Where he finds a ladpert, positive and presuming, let the tutor take every just occasion to strew him his error : let him set the absurdity in complete light before him, and convince him by a full demonstration of his mistake, till he sees and feels it, and learns to be modest and humble. A teacher should not only observe the different spirit and humour among his scholars, but he should watch the various efforts of their reason and growth of their understanding. He should practice in his young nursery of learning, as a skilful gar- dener does in his vegetable dominions, and apply prudent methods of cultivation to every plant. Let him with a discreet and gentle hand, nip or prune the irregular shoots, let him guard and encourage the tender buildings of the understanding, till they be raised to a blossom, and let him kindly cherish the younger fruits. The tutor should take every occasion to instil knowledge into his disciples, and make use of every occurrence in life, to raise some profitable conversation upon it ; he should frequently en- quire something of his disciples, that may set their young reason to work, and teach them how to form inferences, and to draw one proposition out of another.
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