he loses a good part of his time, which he might have for his diversion: but be sure to talk calmly and kindly, and not much at first, but only these plain reasons in short. If this prevails, you have gained the point in the most desirable way, which is that of reason and kindness. If this softer application prevails not, try to shame him out of it, by laughing at him for it, asking every day, when he comes to table, if there be no strangers there, "how long he was that day about his business ?" And if he has not done it, in the time he might be well supposed to have despatched it, expose and turn him into ridicule for it; but mix no chiding, only put on a pretty cold brow towards him, and keep it till he reform; and let his mother, tutor, and all about him, do so too. If this work not the effect you desire, then tell him, "he shall be no longer troubled with a tutor to take care of his education : you will not be at the charge to have him spend his time idly with him: but since he prefers this or that [whatever play he delights in] to his book, that only he shall do ;" and so in earnest set him to work on his beloved play, and keep him steadily, and in earnest to it, morning and afternoon, till he be fully surfeited, and would, at any rate, change it for some hours at his book again but when you thus set him his task of play, you must be sure to look after him yourself, or set somebody else to do it, that may constantly see him employed in it, and that he be not permitted to be idle at that too. I say, yourself look after him; for it is worth the father's while, whatever business he has, to bestow two or three days upon his son, to cure so great a mischief as his sauntering at his business.

§ 125. This is what I propose, if it be idleness, not from his general temper, but a peculiar or acquired aversion to learning, which you must be careful to examine and distinguish. But, though you have your eyes upon him, to watch what he does with the time which he has at his own disposal, yet you must not let him perceive that you, or any body else do so; for that may hinder him from following his own inclination, which he being full of, and not daring, for fear of you,

to prosecute what his head and heart are set upon, he may neglect all other things, which then he relishes not, and so may seem to be idle and listless; when, in truth, it is nothing but being intent on that, which the fear of your eye or knowledge keeps him from executing. To be clear in this point, the observation must be made when you are out of the way, and he not so much as under the restraint of a suspicion that any body has an eye upon him. In those seasons of perfect freedom, let somebody you can trust mark how he spends his time, whether he inactively loiters it away, when, without any check, he check, he is left to his own inclination. Thus, by his employing of such times of liberty, you will easily discern whether it be listlessness in his temper, or aversion to his book, that makes him saunter away his time of study.

$126. If some defect in his constitution has cast a damp on his mind, and he be naturally listless and dreaming, this unpromising disposition is none of the easiest to be dealt with; because, generally carrying with it an unconcernedness for the future, it wants the two great springs of action, foresight and desire; which, how to plant and increase, where nature has given a cold and contrary temper, will be the question. As soon as you are satisfied that this is the case, you must carefully inquire whether there be nothing he delights in; inform yourself what it is he is most pleased with; and if you can find any particular tendency his mind hath, increase it all you can, and make use of that to set him on work, and to excite his industry. If he loves praise, or play, or fine clothes, &c. or, on the other side, dreads pain, disgrace, or your displeasure, &c. whatever it be that he loves most, except it be sloth, (for that will never set him on work) let that be made use of to quicken him, and make him bestir himself: for in this listless temper you are not to fear an excess of appetite (as in all other cases) by cherishing it. It is that which you want, and therefore must labour to raise and increase; for, where there is no desire, there will be no industry.

§ 127. If you have not hold enough upon him this way, to stir up vigour and activity in him, you must employ him in some constant bodily labour, whereby he may get an habit of doing something: the keeping him hard to some study were the better way to get him an habit of exercising and applying his mind. But because this is an invisible attention, and nobody can tell when he is, or is not idle at it, you must find bodily employments for him, which he must be constantly busied in, and kept to; and, if they have some little hardship and shame in them, it may not be the worse, that they may the sooner weary him, and make him desire to return to his book: but be sure, when you exchange his book for his other labour, set him such a task, to be done in such a time, as may allow him no opportunity to be idle. Only, after you have by this way brought him to be attentive and industrious at his book, you may, upon his despatching his study within the time set him, give him, as a reward, some respite from his other labour; which you may diminish, as you find him grow more and more steady in his application; and, at last, wholly take off, when his sauntering at his book is cured.

Compulsion.

§128. We formerly observed, that variety and freedom was that which delighted children, and recommended their plays to them; and that therefore their book, or any thing we would have them learn, should not be enjoined them as business. This their parents, tutors, and teachers, are apt to forget; and their impatience to have them busied in what is fit for them to do, suffers them not to deceive them into it but, by the repeated injunctions they meet with, children quickly distinguish between what is required of them and what not. When this mistake has once made his book uneasy to him, the cure is to be applied at the other end. And since it will be then too late to endeavour to make it a play to him, you must take the contrary course; observe what play he is most delighted with; enjoin that, and make him play so many hours every day, not as a punishment for playing, but as if it

were the business required of him. This, if I mistake not, will, in a few days, make him so weary of his most beloved sport, that he will prefer his book, or any thing, to it, especially if it may redeem him from any part of the task of play is set him; and he may be suffered to employ some part of the time destined to his task of play in his book, or such other exercise as is really useful to him. This I at least think a better cure than that forbidding (which usually increases the desire) or any other punishment should be made use of to remedy it; for, when you have once glutted his appetite, (which may safely be done in all things but eating and drinking) and made him surfeit of what you would have him avoid, you have put into him a principle of aversion, and you need not so much fear afterwards his longing for the same thing again.

$ 129. This, I think, is sufficiently evident, that children generally hate to be idle all the care then is that their busy humour should be constantly employed in something of use to them; which if you will attain, you must make what you would have them do, a recreation to them, and not a business. The way to do this, so that they may not perceive you have any hand in it, is this proposed here, viz. to make them weary of that which you would not have them do, by enjoining and making them, under some pretence or other, do it till they are surfeited. For example; Does your son play at top and scourge too much? Enjoin him to play so many hours every day, and look that he do it and you shall see he will quickly be sick of it, and willing to leave it. By this means, making the recreations you dislike a business to him, he will of himself, with delight, betake himself to those things you would have him do, especially if they be proposed as rewards for having performed his task in that play which is commanded him. For, if he be ordered every day to whip his top, so long as to make him sufficiently weary, do you not think he will apply himself with eagerness to his book, and wish for it, if you promise it him as a reward of having whipped his top lustily, quite out all the time that is set him? Children, in the things

they do, if they comport with their age, find little difference, so they may be doing: the esteem they have for one thing above another, they borrow from others; so that what those about them make to be a reward to them, will really be so. By this art, it is in their governor's choice, whether scotch-hoppers shall reward their dancing, or dancing their scotch-hoppers; whether peg-top, or reading, playing at trap, or studying the globes, shall be more acceptable and pleasing to them; all that they desire being to be busy, and busy, as they imagine, in things of their own choice, and which they receive as favours from their parents, or others for whom they have a respect, and with whom they would be in credit. A set of children thus ordered, and kept from the ill example of others, would, all of them, I suppose, with as much earnestness and delight learn to read, write, and what else one would have them, as others do their ordinary plays: and the eldest being thus entered, and this made the fashion of the place, it would be as impossible to hinder them from learning the one, as it is ordinarily to keep them from the other.

Play-Games.

$130. Play-things, I think, children should have, and of divers sorts; but still to be in the custody of their tutors, or somebody else, whereof the child should have in his power but one at once, and should not be suffered to have another, but when he restored that: this teaches them, betimes, to be careful of not losing or spoiling the things they have; whereas plenty and variety, in their own keeping, makes them wanton and careless, and teaches them from the beginning to be squanderers and wasters. These, I confess, are little things, and such as will seem beneath the care of a governor; but nothing that may form children's minds is to be overlooked and neglected; and whatsoever introduces habits, and settles customs in them, deserves the care and attention of their governors, and is not a small thing in its consequences.

One thing more about children's play-things may be worth their parents' care: though it be agreed they