Were but a tithe of the time and the thought usually spent in learning the commonest accomplishments bestowed upon regulating our lives, how many evils would be avoided or lessened; how many pleasures would be created or increased! In one of Steele’s papers, No. 173 of the _Tatler_, are some admirable remarks upon the time lost by boys in learning that which, in after-life, is of little service to them. “The truth of it is,” says Steele, “the first rudiments of education are given very indiscreetly by most parents. Whatever children are designed for, and whatever prospects the fortune or interest of their parents may give them in their future lives, they are all promiscuously instructed in the same way; and Horace and Virgil must be thumbed by a boy as well before he goes to an apprenticeship as to the university.... This is the natural effect of a certain vanity in the minds of parents, who are wonderfully delighted with the thought of breeding their children to accomplishments, which they believe nothing but the want of the same care in their own fathers prevented them being masters of. Thus it is that the part of life most fit for improvement is generally employed against the bent of nature; and a lad of such parts as are fit for an occupation where there can be no calls out of the beaten path, is two or three years of his time wholly taken up in knowing how well Ovid’s mistress became such a dress, &c.... However, still the humour goes on from one generation to another; and the pastrycook here in the lane, the other night, told me ‘he would not take away his son from his learning; but has resolved, as soon as he has had a little smattering in the Greek, to put him apprentice to a soap-boiler.’ These wrong beginnings determine our success in the world; and when our thoughts are originally falsely biassed, their agility and force do but carry us the farther out of our way, in proportion to our speed. But we are half-way on our journey when we have got into the right road. If all our ways were usefully employed, and we did not set out impertinently, we should not have so many grotesque professors in all the arts of life; but every man would be in a proper and becoming method of distinguishing or entertaining himself, suitably to what nature designed him. As they go on now, our parents do not only force upon us what is against our talents, but our teachers are also as injudicious in what they put us to learn.” The practice of the irresolute in deliberating without deciding is another parlous error. “What I cannot resolve upon in half an hour,” said the Duc de Guise, “I cannot resolve upon at all.” Bacon has well described this irresolution in his complaint, “that some men object too much, consult too long, adventure too little, repent too soon, and seldom drive business home.” The strongest incentive to decision is self-dependence. Mr. Sharp writes to a young friend at college: