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Now he that says that the art of physic may be proper for a tetter or a whitlow, but not to be made use of for a pleurisy, a fever, or a frenzy, in what does he differ from him that should say that it is fit there should be schools, and discourses, and precepts, to teach trifling and childish things, but that all skill in greater and more manly things comes from use without art and from accidental opportunity? For as he would be ridiculous who should say, that one who never learned to row ought not to lay hand on the oar, but that he might guide the helm who was never taught it; so is he that gives leave for men to be instructed in other arts, but not in virtue. He seems to be quite contrary to the practice of the Scythians, who, as Herodotus1 tells us, put out their servants' eyes, to prevent them from running away; but he puts the eye of reason into these base and slavish arts, and plucks it from virtue. But the general Iphicrates—when Callias, the son of Chabrias, asked him, What art thou? Art thou an archer or a targeteer, a trooper or a foot-soldier?—answered well, I am none of all these, but one that commands them all. He therefore would be ridiculous that should say that the skill of drawing [p. 81] a bow, of handling arms, of throwing with a sling, and of good horsemanship, might indeed be taught, but the skill of commanding and leading an army came as it happened, one knew not how. And would not he be still more ridiculous who should say that prudence only could not be taught, without which all those arts are useless and unprofitable? When she is the governess, ranking all things in due place and order, every thing is assigned to become useful; for instance, how ungraceful would a feast be, though all concerned were skilful and enough practised in cookery, in dressing and serving up the meat, and in filling the wine as they ought, if all things were not well disposed and ordered among those that waited at the table?...

1 See Herod. IV. 2.

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