50. THE IMPROVEMENT OF THE MIND. or else they skim over a science in a very slight and superficial survey, and never lead their disciples into the depths of it. IV. A good tutor should have characters and qualifications very different from all these. He is such a one as both can and . will apply himself with diligence and concern, and indefatigable patience to effect what he undertakes ; to teach his disciples, and see that they learn to adapt his wayand method as near as may be to the various dispositions, as well as to thecapacities of those whom he instructs, and to enquire often into their progress and improvement. And he should take particular 'care of his own temper and conduct, that there be nothing in him or about him which may be of ill example; nothingthat may savour of a haughty temper, a, mean and sordidspirit; nothing that may expose him to the aver- sion or to the contempt of his scholars, or create a prejudice in their minds against him and his. instructions : but, if possible, he should have so much of a natural candour and sweetness rpixt with all the improvements of learning, as might convey knowledge into the minds of his disciples with a sort of genteel insinuation and sovereign delight, and may tempt them into the highest im- próvements of their reason by a resistless and insensible force. But I shall have occasion to say more on this subject,' when I come to speak more directly of the methods of the communication of knowledge. V. The learner should attend with constancy and care on all the instructions of his tutor ; and if he happens to be at any time unavoidably hindered, he must endeavour to retrieve the lossby double industry for time to coma. He should always re- collect and review his lectures, read over some other author or authors upon the same subject, confer upon it with his instructor or with his associates, and write down the clearest result of his present thoughts,, reasonings, and enquiries, which he may have recourse to hereafter, either to re-examine them, and to apply them to proper use, or to improve thein further to his own ad- vantage. VI. Astudent should never satisfy himself withbare attend- ance on the lectures of his tutor, unless he clearly takes up his sense and meaning, and understands the things which he teaches. Ayoung disciple should behave himself so well as to gain the affection and the ear of his instructor, that upon every occasion. lie may with the utmost freedom ask questions, and talk over his own sentiments, his doubts and difficulties with him, and in an humbleand modest manner desire the solution of them. VII. Let the learner endeavour to maintain an honourable opinion of. Ids instructor, and heedfully listen to his instructions, as one willing tnbe led by a more experiencedguide and though he is not hound to fall in with every sentiment of his tutor, yet he
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