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4. them and they are called to something more important, this discipline which attaches them to the least important, becomes impertinent.

At the age of thirteen or fourteen they begin to converse with Mankind in wider scenes of life, and must soon begin, Princes especially, to act in the highest. Nothing can be more ridiculous, than to see those who are to govern kingdoms, and to form the manners, and to decide the fortunes of millions, employed as if they were to pass their days in the narrow limits and the pedantick applications of Colleges and Schools. It is time surely that they should be prepared for their future destination.

Much more might be said concerning this first Period of Education, but I hasten to the second, which leads directly to the immediate object I have in view, and for the sake of which alone these notes are thrown upon paper.

Plutarch has preserved among the remarkable sayings of the Lacedomonians, this of Agesilaüs, underline that we ought to learn whilst we are Children, what we are to do when we are Men /underline. a truth obvious to common sense, and which can be in no case more properly applied, than in that of a Prince.

There are several other things besides those that have been mentioned, not only ornamental but useful to be learned by children and even by such Children as we speak of here. A knowledge of Chronology for instance, and much more of Geography. But as to the first of these, a very little degree of knowledge is sufficient. The great Epochas in our received system, are easily observed and retained, and the several great Events that have happened in the course of human affairs, are easily classed within these boundaries; whilst entering into those disquisitions