CfiAfc IV. J fKOPfifc CHOICE OP STUDIES. 205 



to steal time for other tilings whereto he is more inclined. 

 It must also be carefully noted, though it has, perhaps, 

 hitherto escaped observation, that there are two correspond 

 ent ways of enuring, exercising, and preparing the genius ; 

 the one beginning with the easier, leads gradually on to inoro 

 difficult things ; and the other, commanding and imposing 

 such as are the harder at first ; so that when these arc 

 obtained, the easier may be more agreeably despatched. For 

 it is one method to begin swimming with bladders, and 

 another to begin dancing with loaded shoes. Nor is it easy 

 to see how much a prudent intermixture of these two ways 

 contributes to improve the faculties both of body and mind. 

 Again, the suiting of studies to the genius is oi singular use ; 

 which masters should duly attend to, that the parent may 

 thence consider what kind of life the child is fittest for. 

 And further, it must be carefully observed, not only that 

 every one makes much greater progress in those things 

 whereto he is naturally inclined, but also, that there are cer 

 tain remedies in a proper choice of studies for particular 

 indispositions of mind. For example, inattention and a 

 volatility of genius may be remedied by mathematics, where 

 in, if the mind wander ever so little, the whole demonstration 

 must be begun anew. Exercises, also, are of great efficacy 

 in teaching, but few have observed that these should not only 

 be prudently appointed, but prudently changed. For, as 

 Cicero well remarks, &quot;faults as well as faculties are generally 

 exercised in exercises ;&quot; whence a bad habit is sometimes 

 acquired and insinuated together with a good one. It is 

 therefore safer that exercises should be intermitted, and now 

 and then repeated, than always continued and followed. 

 These things, indeed, may at first sight appear light and 

 trivial, yet they are highly effectual and advantageous. For 

 as the great increase of the Roman empire has been justly 

 attributed to the virtue and prudence of those six rulers, 

 who had, as it were, the tuition of it in its youth, so proper 

 discipline, in tender years, has such a power, though latent 

 and unobserved, as neither time nor future labour can any 

 way subdue in our riper age. It also deserves to be remarked, 

 that e_ven ordinary talents in great men, used on great occa- 

 , may sometimes produce remarkable effects. And of 

 this we will give an eminent instance, the rather because the 



