2 36
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even ofhisbody.and.stil] morefromthe powers and affections of hismind. The mind indeed seems to have but few ideas at first, andeven to be indebted for these to external objects. But the nobleand extensive powers, with which it is endued, discover them-selves by degrees, and render it highly susceptible of improve-ment. This improvement is closely connected with the perfec-tion and happiness of mankind : if the mind be darkened by error,and corrupted by vice, we shall be miserable, as well as mean; itit be enlightened by knowledge, and formed to virtue, we shallmore easily support the natural evils of lite, and we shall open toourselves the truest and the largest sources of happiness, lieneeit appears, that of all the objects which can attract our attention,there is none so interesting as the mind itself. And hence it is,that those who have the charge of youth ought, in a particularmamur, to study tne nature of the human mind. They shouldtrace it in all its different appearances, and observe it, with a stillmore curious and attentive eye, in the first and most incorruptedseason of lire. They should ; tlend to its gradual openings ; theyshould assist it in its exertions, and supply it with proper materialsof knowledge. Beginning with the natural objects with which achild is surrounded, they should teach him how to discover theirmore obvious and useful dualities; then they should point out thechanges made upon them by human industry, and the purposesfor which such changes are made. Discoveries of this kind, andexplanations as the children advance in age, and as the objects pre-sent themselves to their notice, will excite their curiosity, and in-> struct as well as employ their minds. This w ill be a proper foun-dation for the languages, the arts, the sciences. Tile acquisitionof know ledge should be made, as much as possible, tire fruit oftheir ow n inquiries, and of the unconstrained exertions of theirmental, powers. Thus they will learn to exercise their own un-derstanding in the pursuit of knowledge, rather than trust, uponall occasions, in a lazy and implicit manner, to the opinions oftheir parents and teachers. Parents and teachers are surely in -titled to the highest respect, as w ell as obedience, from children ;but they should take the most effectual measures to secure thisrespect; they should take the simplest and most probable me-thods of cherishing those seeds of know ledge which seem more orless to be lodged in the minds of children, and require only pro-per culture to rear them. Far from pushing children forward in aprecipitate manner, by loading their memories with unexplainedwords, or by requiring from them tasks above their comprehen-sion, or of little utility in life, they should keep pace with theirVising genius, by adapting their "instructions to their confinedideas, and respective capacities, by explaining every word till itbe fully: understood, and by teaching with greater- care those tilingswhich are afterwards to be most useful to them. Further, as edu-cation is known to have a powerful influence in forming the tem-pers and characters of men, parents and teachers should endeavour,as soon as children are capable of comprehending the social ties,to cherish, with the utmost vigilance, that benevolence which isthe bond of society, to strengthen that sense of right and wrongwhich makes a distinguished part of the human constitution, andto prevent those false associations of ideas which are destructive ofhappiness, and which, children inexperienced in life, and deludedby appearances, are apt to form. Above all, they should study toInspire them with sentiments of duty and gratitude to the SupremeBeing, considered as their parent, benefactor, and judge; and toenforce, by a prudent discipline, all those principles which havea tendenc v to make them happy in themselves, and useful to others.“ While they are thus employed in cultivating the mind, the bodyis by no means to be neglected. Its influence over the mind jsas great as its union witn it is surprising. The body, when sof-tened by indolence, or by mistaken tenderness, enfeebles themind, relaxes its vigour, and unfits it for every great or difficultundertaking; when pampered and weakened by luxury, or the gra-tification of irregular appetite, it subjects the mind to wants not itsawn, and excites those passions which are the enemies of happi-ness and of f ife; but when it is nourished by temperance, and har-dened by exercise, it enables the mind to exert its native strength,inspires it with cliecrfulnefs, kindles up tire benevolent affections,sets virtue in the must amiable light; and shews it to be the truesthappiness of man. If we consider the simplicity of children,’ and.tudy carefully to preserve them from prejudice, we shall find themopen totuobtst impressions, and delighted with every step they6
advance in the road to knowledge ami to virtue. This encou-rages parents and tutors to cultivate the minds of children withthe utmost attention; and renders them inexcusable, if they suf-fer the noxious weeds of folly and vice to spring up in aso.l so va-luable, and so capable of improvement. This attention, as liasbeen already observed, should begin with the earliest period oflife. Weak and flexible, while destitute of experience, and un-improved by reflection, children arc ready to adept the sentimentsand copy the manners of those on whom they depend. Tins pro-pensity to imitation, together with the contagion of example,may hurry them into a blind compliance with tne vices and folliesof others, and thereby expose them to all the inoonleniencies oferror in judgement and in practice. At the same time, this verypropensity, if properly directed, will act like a powerful engine infavour of virtue. From such reflections as these, we may see thediginty of the human mind, the importance of education, the mannerin winch we ought to conduct it at first, the great objects we oughtalways to have in view, the necessity of taking care of the bodyas well as the soul, and the encouragement we leave to turn ourattention to this subject from the innocence and the docility ofchildren. Hence too parents may learn, that if they neglect theeducation of their children, the riches which they may accumu-late, and the splendid or lucrative employments, which they mayprocure for them, will but increase their miser}-. And henceteachers may see the principles which they ought to inculcate, aniltile nature of the duties incumbent on them, or rather of the highprivilege conferred upon them. What occupation is there on earth more useful to mankind, or more delightful in itself, than to im-prove the mind of man? And what more probable means ofsucceeding in so noble an attempt, than te superintend it in thefirst exertions of its faculties, and preserve it, through the criticalseason of youth, in that healthful state in which its happiness con-sists. The foregoing observations are sufficiently confirmed bythe experience of the ancients as well as the moderns. History,that mirror of human life, exhibits to our view the fortune of man-kind ever varying in proportion to their care or negligence inthe education of youth. Where this was attended’to, and pro-perly conducted, we see, that not only individuals, but even so-cieties, were virtuous and happy: where this was neglected, orthe method of conducting it mistaken, we see likewise, that theyplunged themselves into vice ; and felt, at length, its direful andunavoidable effects. The errors which are frequently committedin education by parents, and tlio.se to whom they transfer the careof their children, may be reckoned one great source of human mi-sery. A few instances will confirm the truth of this observation.The manifold accidents to which we are continually exposed, theopposite views and different tempers of mankind, and the precari-ous hold we have of whatever is external, require that the mindshould be formed, by an early and prudent culture, to bear withfortitude and self-command, the various troubles and misfortunesto which we may be subjected. Notwithstanding this, it is nouncommon thing, to see those children whose tempers are warm,and who are susceptible of the finest feelings, frequently neglectedin this important point. Instead of teaching them patient!) toendure pain and disappointment, and the other evils of life, whichcannot be altogether avoided; instead of teaching them togovern their passions, and direct them to proper objects, theirparents are often blind enough to allow them to contiact an im-patience under misfortune, and an impetuosity of spirit whenthwarted, both which, gathering strength from indulgence, are of-ten productive of trouble to others, and of misery to themselves,.To sources of this kind may lie traced many ot those outrageswhich disturb the peace of society, and blast the enjoyment °*life. Instead ofbeing taught candidly to acknowledge his faults,the child is suffered to make excuses for them ; and sometimes,by a direct lie, to disown them. Thusliie sacred regard which isdue to truth is gradually diminished, and (hat fence being brokendown, dissimulation, tlie bane ot virtue, establishes an early and 3powerful empire in the human heart. Is the child sluggish 01 ‘refractory? it is thought nroper to engage him to iris duty by abribe. Tims, instead of disinterestedness, and the love of virtue,lie contracts a sordid and mercenary turn, and a strong attachmentto money, which he considers as the gr>„t object that interests thepassions of men, and the spring by which they oughtlo be moved:and the high encomiums op it which he so frequently hears, the