into this old debateable ground of the schools, and begins to apply it to that element in the human life in which the scientific innovation appears to be chiefly demanded, 'most of the controversies,' as he tells us very simply--'most of the controversies, wherein moral philosophy is conversant, are judged and determined by it.' But here is the bold and startling criticism with which he commences his approach to this subject; here is the ground which he makes at the first step; this is the ground of his scientific innovation; not less important than this, is the field which he finds unoccupied. In the handling of this science he says, (the science of 'the Appetite and Will of Man'), 'those which have written seem to me to have done as if a man that _professed to teach to write_ did only exhibit _fair copies_ of alphabets _and_ letters joined, without giving any precepts or directions for the carriage of the hand, or the framing of the letters; so have they made good and fair _exemplars_ and _copies_, carrying the _draughts_ and _portraitures_ of _good, virtue, duty, felicity_; propounding them, well described, as the true _objects_ and _scopes_ of man's will and designs; _but how to attain these excellent marks_, and _how_ to _frame_ and _subdue_ the _will_ of _man_ to become _true_ and _conformable_ to _these pursuits_, they _pass it over altogether_, or slightly and _unprofitably_; for it is not,' he says, 'certain scattered glances and touches that can excuse the _absence_ of this _part_ of--SCIENCE. 'The reason of this omission,' he supposes, 'to be that hidden rock, whereupon both this and many other barks of knowledge have been cast away, which is, that men have despised to be conversant in _ordinary and common matters_, the _judicious direction whereof, nevertheless_, is the wisest doctrine; for life consisteth not in novelties nor _subtleties_, but, _contrariwise_, they have compounded sciences _chiefly_ of _a certain_ resplendent or lustrous mass of matter, _chosen to give glory_ either to the _subtlety_ of _disputations_, or to the _eloquence_ of _discourses_.' But his theory of teaching is, that 'Doctrine should be such as should make men in love with the _lesson_, and not with the teacher; being directed to the auditor's benefit, and not to the author's commendation.' _Neither_ needed men of so excellent parts to have despaired of a fortune which the poet Virgil promised himself, and, indeed, obtained, who got as much glory of eloquence, wit, and learning, in the expressing of the observations of husbandry _as of the heroical acts of Æneas_. 'Nec sum animi dubius, verbis ea vincere magnum Quam sit, et angustis hunc addere rebus honorum.' _Georg_. iii. 289.