that there could be anything greater than a Duke of Savoy. And, in truth, we are all of us, insensibly, in this error, an error of a very great weight and very pernicious consequence. But whoever shall represent to his fancy, as in a picture, that great image of our mother nature, in her full majesty and lustre, whoever in her face shall read so general and so constant a variety, whoever shall observe himself in that figure, and not himself but a whole kingdom, no bigger than the least touch or prick of a pencil in comparison of the whole, that man alone is able to value things according to their true estimate and grandeur.

This great world which some do yet multiply as several species under one genus, is the mirror wherein we are to behold ourselves, to be able to know ourselves as we ought to do in the true bias. In short, I would have this to be the book my young gentleman should study with the most attention. So many humours, so many sects, so many judgments, opinions, laws, and customs, teach us to judge aright of our own, and inform our understanding to discover its imperfection and natural infirmity, which is no trivial speculation. So many mutations of states and kingdoms, and so many turns and revolutions of public fortune, will make us wise enough to make no great wonder of our own. So many great names, so many famous victories and conquests drowned and swallowed in oblivion, render our hopes ridiculous of eternising our names by the taking of half-a-score of light horse, or a henroost, which only derives its memory from its ruin. The pride and arrogance of so many foreign pomps, the inflated majesty of so many courts and grandeurs, accustom and fortify our sight without closing our eyes to behold the lustre of our own; so many trillions of men, buried before us, encourage us not to fear to go seek such good company in the other world: and so of the rest Pythagoras was want to say,—[Cicero, Tusc. Quaes., v. 3.]—that our life resembles the great and populous assembly of the Olympic games, wherein some exercise the body, that they may carry away the glory of the prize: others bring merchandise to sell for profit: there are also some (and those none of the worst sort) who pursue no other advantage than only to look on, and consider how and why everything is done, and to be spectators of the lives of other men, thereby the better to judge of and regulate their own.

To examples may fitly be applied all the profitable discourses of philosophy, to which all human actions, as to their best rule, ought to be especially directed: a scholar shall be taught to know—

                    "Quid fas optare: quid asper
          Utile nummus habet: patrix carisque propinquis
          Quantum elargiri deceat: quern te Deus esse
          Jussit, et humana qua parte locatus es in re;
          Quid sumus, et quidnam victuri gignimur."

     ["Learn what it is right to wish; what is the true use of coined
     money; how much it becomes us to give in liberality to our country
     and our dear relations; whom and what the Deity commanded thee to
     be; and in what part of the human system thou art placed; what we
     are ant to what purpose engendered."—Persius, iii. 69]

what it is to know, and what to be ignorant; what ought to be the end and design of study; what valour, temperance, and justice are; the difference betwixt ambition and avarice, servitude and subjection, licence and liberty; by what token a man may know true and solid contentment; how far death, affliction, and disgrace are to be apprehended;

"Et quo quemque modo fugiatque feratque laborem."

          ["And how you may shun or sustain every hardship."
          —Virgil, AEneid, iii. 459.]

by what secret springs we move, and the reason of our various agitations and irresolutions: for, methinks the first doctrine with which one should season his understanding, ought to be that which regulates his manners and his sense; that teaches him to know himself, and how both well to dig and well to live. Amongst the liberal sciences, let us begin with that which makes us free; not that they do not all serve in some measure to the instruction and use of life, as all other things in some sort also do; but let us make choice of that which directly and professedly serves to that end. If we are once able to restrain the offices of human life within their just and natural limits, we shall find that most of the sciences in use are of no great use to us, and even in those that are, that there are many very unnecessary cavities and dilatations which we had better let alone, and, following Socrates' direction, limit the course of our studies to those things only where is a true and real utility:

                              "Sapere aude;
               Incipe; Qui recte vivendi prorogat horam,
               Rusticus exspectat, dum defluat amnis; at ille
               Labitur, et labetur in omne volubilis oevum."

["Dare to be wise; begin! he who defers the hour of living well is like the clown, waiting till the river shall have flowed out: but the river still flows, and will run on, with constant course, to ages without end."—Horace, Ep., i. 2.]

'Tis a great foolery to teach our children:

              "Quid moveant Pisces, animosaque signa Leonis,
               Lotus et Hesperia quid Capricornus aqua,"

     ["What influence Pisces have, or the sign of angry Leo, or
     Capricorn, washed by the Hesperian wave."—Propertius, iv. I, 89.]

the knowledge of the stars and the motion of the eighth sphere before their own:

     ["What care I about the Pleiades or the stars of Taurus?"
     —Anacreon, Ode, xvii. 10.]

Anaximenes writing to Pythagoras, "To what purpose," said he, "should I trouble myself in searching out the secrets of the stars, having death or slavery continually before my eyes?" for the kings of Persia were at that time preparing to invade his country. Every one ought to say thus, "Being assaulted, as I am by ambition, avarice, temerity, superstition, and having within so many other enemies of life, shall I go ponder over the world's changes?"

After having taught him what will make him more wise and good, you may then entertain him with the elements of logic, physics, geometry, rhetoric, and the science which he shall then himself most incline to, his judgment being beforehand formed and fit to choose, he will quickly make his own. The way of instructing him ought to be sometimes by discourse, and sometimes by reading; sometimes his governor shall put the author himself, which he shall think most proper for him, into his hands, and sometimes only the marrow and substance of it; and if himself be not conversant enough in books to turn to all the fine discourses the books contain for his purpose, there may some man of learning be joined to him, that upon every occasion shall supply him with what he stands in need of, to furnish it to his pupil. And who can doubt but that this way of teaching is much more easy and natural than that of Gaza,—[Theodore Gaza, rector of the Academy of Ferrara.]—in which the precepts are so intricate, and so harsh, and the words so vain, lean; and insignificant, that there is no hold to be taken of them, nothing that quickens and elevates the wit and fancy, whereas here the mind has what to feed upon and to digest. This fruit, therefore, is not only