denly drinking the poifon of difguft before 
you are provided with an antidote. 
In the univerfity of Cambridge, though 
claffical learning be not neglected, yet ma- 
thematical ftudtes are particularly enforced. 
A young gentleman intended for no profef- 
fion, who fpends a few years at the univer- 
fity only becaufe he is yet too young to 
make the tour of Europe, cannot eafily be 
perfuaded that the moft perfedl knowledge 
of Euclid's Elements can ever be of any ufe 
to him: he therefore applies reluctantly, or 
not at all, to the ftudy of a fcience from 
which he can receive no advantage. Thofe 
who are defigned for Law, Phyfic or Divi- 
nity, are equally at a lofs to apply mathe- 
matics to their feveral profeffions. Very 
true: mathematical knowledge is not im- 
mediately applicable to Law, Phyfic or Di- 
vinity; neverthelefs it is indirectly connect- 
ed with, and fundamental to, all fcience. It 
neceflarily induces a habit of reafoning juft- 
ly; it accuftoms the mind to rational inve- 
tigation and intenfe thinking. Now, in- 
tenfe thinking, without which you mult 
always remain on the furface of knowledge, 
is, to common minds, an occafional and 
irkfome exertion > but, to a mathematician 
it 
