Page:The Works of the Rev. Jonathan Swift, Volume 5.djvu/139

This page has been proofread, but needs to be validated.
MODERN EDUCATION.
131

may stray sometimes, out of infirmity or compliance; but they will soon return to the right road, and keep it always in view. I speak only of those excesses, which are too much the attendants of youth and warmer blood; for as to the points of honour, truth, justice, and other noble gifts of the mind, wherein the temperature of the body has no concern, they are seldom or ever known to be wild.

I have engaged myself very unwarily in too topious a subject for so short a paper. The present scope I would aim at, is, to prove that some proportion of human knowledge appears requisite to those, who by their birth or fortune are called to the making of laws, and in a subordinate way to the execution of them; and that such knowledge is not to be obtained, without a miracle, under the frequent, corrupt, and sottish methods of educating those, who are born to wealth or titles. For I would have it remembered, that I do by no means confine these remarks to young persons of noble birth; the same errours running through all families, where there is wealth enough to afford, that their sons (at least the eldest) may be good for nothing. Why should my son be a scholar, when it is not intended that he should live by his learning? By this rule, if what is commonly said be true, that "money answers all things," why should my son be honest, temperate, just, or charitable, since he has no intention to depend upon any of these qualities for a maintenance?

When all is done, perhaps, upon the whole, the matter is not so bad as I would make it; and God, who works good out of evil, acting only by the ordinary course and rule of nature, permits this continual circulation of human things, for his own un-

K 2
searchable