editors in the sense or the words, to reconcile the controversies of the learned, and by this means to spread a juster knowledge of these things among the inquisitive part of mankind.

Every man who pretends to the learned professions, if he doth not arise to be critic himself in philological matters, he should be frequently conversing with those books, whether dictionaries, paraphrasts, commentators, or other critics which may relieve any difficulties he meets with, and give him a more exact acquaintance with those studies which he pursues.

And whensoever any person is arrived to such a degree of knowledge in these things, as to furnish him well for the practice of criticism, let him take great care that pride and vanity, contempt of others, with inward wrath and insolence, do not mingle themselves with his remarks and censures. Let him remember the common frailties of human nature, and the mistakes to which the wisest man is sometimes liable, that he may practise this art with due modesty and candour.

THE

IMPROVEMENT

OF THE

MIND,

PART II.,

CONTAINING

VARIOUS REMARKS AND RULES

ABOUT THE

Communication of Useful Knowledge.

THE author's name which is prefixed to this book, renders it altogether needless for us to say any thing in order to recommend it; and we need not assure any judicious reader, who has been conversant with Dr Watts' writings, that this is the genuine work of that excellent author; for he cannot fail of discerning the doctor's easy stile, and beautiful manner of expression in every page. We esteem it an honour done us by that truly great man, that he was pleased, by his last will, to entrust us with his manuscripts which he designed for the press; however he, lived to publish several of those himself, after his will was made, so that not many remain to be published by us. Some indeed there are remaining, which he did originally intend for the press, but his broken state of health did not permit him to finish them, and they are left too imperfect to be ever published. Of this sort among others, is the larger Discourse on Psalmody, which he gave notice of his intention to publish in the preface to the second edition of his Hymns, when he withdrew the shorter Essay on that subject, which was annexed to the first edition. There are also among his manuscripts, some tracts relating to a doctrinal controversy, which the doctor had been engaged in, but which the world seems to be tired of: so that, most probably, this second part of the Improvement of the Mind, with the Discourse on Education, and some additions to the Reliquiae Juveniles, are all the posthumous works of Dr Watts that will ever be printed.

As to this work in particular, a considerable part of it was corrected for the press by the doctor's own hand; and as to the rest of it, he did not leave it so far unfinished as should, in his own judgment, discourage the publishing it; for he has left this note in a paper along with it. " Though this book, or the second volume of the Improvement of the Mind, is not so far finished as I could wish, yet I leave it among the number of books corrected for the press; for it is very easy for any person of genius and science to finish it, and publish it in a form sufficiently useful to the world." The corrections we have presumed to make are comparatively but few and trivial: and when, now and then, it was thought needful to add a line or two, for the illustration of any passage, it is generally put in the form of a note at the foot of the page. It may perhaps be expected we should make some apology, for delaying the publishing of thisbook so long after the author's death; a book that has been so much expected and so earnestly desired, as appears by several letters found in the doctor's study, from eminent persons and from learned societies. There are various causes that have contributed tothe delay, which the world need not be informed of; but the remote distance of our habitations, and the muluplicity of business in which each of us is statedly engaged, are circumstances pretty generally known and which we hope will be admitted in excuse for some part of the delay, and some part the booksellers must answer for. However, we are the less solicitous to apologize for not publishing this book sooner, as we are satisfied it will be welcome now it comes; and that those who, upon reading the first volume, have so earnestly desired the second, will not be disappointed when they read it,

We have only to add, our most sincere wishes and prayers, that a book so admirably suited to improve the minds of men, especially of the rising generation, and to promote universal goodness, as this appears to be, may be attended with a blessing from on high.

June 26th, 1755.

D. JENNINGS.

P. Doddridge,

THE

IMPROVEMENT

OF THE

MIND.

THE SECOND PART.

COMMUNICATION OF USEFUL KNOWLEDGE.

INTRODUCTION.

HE chief design of the former part of this book, is to lead us into

THE

proper methods for the improvement of our knowledge; let us now consider what are the best means of improving the minds of others, and of communicating to them the knowledge which we have acquired. If the treasures of the mind should be hoarded up and concealed, they would profit none besides the possessor, and even his advantage by the pos session would be poor and narrow, in comparison of what the same treasures would yield both to himself and to the world, by a free communication and diffusion of them. Large quantities of knowledge acquired and reserved by one man, like heaps of gold and silver, would contract a sort of rust and disagreeable aspect, by lying in everlasting secresy and silence; but they are burnished and glitter by perpetual circulation through the tribes of mankind.

The two chief ways of conveying knowledge to others, are, that of verbal instruction to our disciples, or by writing and publishing our thoughts to the world.

Here therefore I shall first propose some observations which relate to the conveyance of knowledge to others by, regular lectures of verbal instruction or by conversation; I shall represent several of the chief prejudices of which learners are in danger, with directions to guard against them, and then mention some of the easiest and most effectual ways of convincing persons of their mistakes, and of dealing with their understandings, when they labour under the power of prejudice. I shall afterwards add, by way of appendix, an essay written many years ago, on the subject of education, when I designed a more complete treatise of it.

СНАР. 1.

METHODS OF TEACHING AND READING LECTURES.

HE that has learned any thing thoroughly, in a clear and methodica manner, and has attained a distinct perception, and an ample sur vey of the whole subject, is generally best prepared 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 occasional 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 out first to his disciple, 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 inquiry.

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 i deas, in a proper variety; that when his disciple does not take in the ideas in one form of 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, er want of sagacity in some learners. He should also have much candour of soul, to pass a gentle censure on their impertinences, 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 those who 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, dialogues are used as a polite and pleasant method of leading gentlemen and la-.