According to this grant, the Portuguese continued their discoveries eastward, and became masters of much of the coast both of Africa and the Indies; but they seized much more than they could occupy, and while they were under the dominion of Spain, lost the greater part of their Indian territories.

FOOTNOTES: 

[1] A collection of Voyages and Travels, selected from the writers of
    all nations, in twenty small pocket volumes, and published by
    Newbery; to oblige whom, it is conjectured that Johnson drew up this
    curious and learned paper, which appeared in the first volume,
    1759.

[2] Read Mickle’s very excellent introduction to his translation of
    Camoens’ Lusiad.—­Ed.

THE PREFACE
TO THE PRECEPTOR,
CONTAINING
A GENERAL PLAN OF EDUCATION[1]

The importance of education is a point so generally understood and confessed, that it would be of little use to attempt any new proof or illustration of its necessity and advantages.

At a time, when so many schemes of education have been projected, so many proposals offered to the publick, so many schools opened for general knowledge, and so many lectures in particular sciences attended; at a time when mankind seems intent rather upon familiarizing than enlarging the several arts; and every age, sex, and profession, is invited to an acquaintance with those studies, which were formerly supposed accessible only to such as had devoted themselves to literary leisure, and dedicated their powers to philosophical inquiries; it seems rather requisite that an apology should be made for any further attempt to smooth a path so frequently beaten, or to recommend attainments so ardently pursued, and so officiously directed.

That this general desire may not be frustrated, our schools seem yet to want some book, which may excite curiosity by its variety, encourage diligence by its facility, and reward application by its usefulness.  In examining the treatises, hitherto offered to the youth of this nation, there appeared none that did not fail in one or other of these essential qualities; none that were not either unpleasing, or abstruse, or crowded with learning very rarely applicable to the purposes of common life.

Every man, who has been engaged in teaching, knows with how much difficulty youthful minds are confined to close application, and how readily they deviate to any thing, rather than attend to that which is imposed as a task.  That this disposition, when it becomes inconsistent with the forms of education, is to be checked, will readily be granted; but since, though it may be in some degree obviated, it cannot wholly be suppressed, it is surely rational to turn it to advantage, by taking care that the mind shall never want objects on which its faculties may be usefully employed.  It is not impossible, that this restless desire of novelty, which gives so much trouble to