felf. The degree of reflection and obfervation, indeed, which is neceffary for this purpose, cannot be expected from any one at a very early period of life, as thefe are the laft powers of the mind which unfold themselves; but it is never too late to think of the improvement of our faculties; and much progrefs may be made, in the art of applying them fuccessfully to their proper objects, or in obviating the inconveniences refulting from their imperfection, not only in manhood, but in old age.

It is not, however, to the mistakes of our early inftructors, that all our intellectual defects are to be afcribed. There is no profeffion or purfuit which has not habits peculiar to itself; and which does not leave fome powers of the mind dormant, while it exercises and improves the reft. If we wish, therefore, to cultivate the mind to the extent of its capacity, we must not reft fatisfied with that employment which its faculties receive from our particular fituation in life. It is not in the awkward and profeffional form of a mechanic, who has ftrengthened particular mufcles of his body by the habits of his trade, that we are to look for the perfection of our animal nature: neither is it among men of confined pursuits, whether fpeculative or active, that we are to expect to find the human mind in its highest state of cultivation. A variety of exercises is neceffary to preferve the animal frame in vigour and beauty; and a variety of thofe occupations which literature and fcience afford, added to a promifcuous intercourse with the world, in the habits of conversation and business, is no lefs neceffary for the improve

ment of the understanding. I acknowledge, that there are fome profeffions, in which a man of very confined acquifitions may arrive at the first eminence; and in which he will perhaps be the more likely to excel, the more he has concentrated the whole force of his mind to one particular object. But fuch a perfon, however diftinguished in his own fphere, is educated merely to be a literary artifan; and neither attains the perfection, nor the happiness, of his nature. "That "education only can be confidered as complete and

generous, which" (in the language of Milton)" fits a "man to perform juftly, fkilfully, and magnanimoufly, "all the offices, both private and public, of peace, and ❝ of war *.”

I hope it will not be fuppofed, from the foregoing obfervations, that they are meant to recommend an indifcriminate attention to all the objects of fpeculation and of action. Nothing can be more evident, than the neceflity of limiting the field of our exertion, if we wish to benefit fociety by our labours. But it is perfectly confiftent with the most intenfe application to our favourite purfuit, to cultivate that general acquaintance with letters and with the world, which may be fufficient to enlarge the mind, and to preferve it from any danger of contracting the pedantry of a particular profeffion. In many cafes, (as was already remarked,) the fciences reflect light on each other; and the general acquifitions which we have made in other purfuits, may furnish us with ufeful helps for the farther profecution of our own. But even in those instances in which the cafe is otherwife, and in which thefe liberal accomplishments must be purchafed by the facrifice of a part

* Tractate of Education.

of our profeffional eminence, the acquifition of them will amply repay any lofs we may fuftain. It ought not to be the leading object of any one, to become an eminent metaphyfician, mathematician, or poet; but to render himself happy as an individual, and an agreeable, a respectable, and an useful member of society. A man who lofes his fight, improves the fenfibility of his touch; but who would confent, for such a recompence, to part with the pleasures which he receives from the eye?

It is almost unneceffary for me to remark, how much individuals would be affifted in the proper and liberal culture of the mind, if they were previously led to take a comprehenfive furvey of human nature in all its parts; of its various faculties, and powers, and fources of enjoyment; and of the effects which are produced on these principles by particular fituations. It is fuch a knowledge alone of the capacities of the mind, that can enable a perfon to judge of his own acquifitions; and to employ the most effectual means for fupplying his defects, and removing his inconvenient habits. Without fome degree of it, every man is in danger of contracting bad habits, before he is aware; and of suffering some of his powers to go to decay, for want of proper exercife.

If the business of early education were more thoroughly, and more generally, understood, it would be lefs neceffary for individuals, when they arrive at maturity, to form plans of improvement for themselves. But education never can be fyftematically directed to its proper objects, till we have obtained, not only an accurate analysis of the general principles of our nature,

and an account of the most important laws which regulate their operation; but an explanation of the various modifications and combinations of these principles, which produce that diverfity of talents, genius, and character, we obferve among men. To inftruct youth in the languages, and in the fciences, is comparatively of little importance, if we are inattentive to the habits they acquire; and are not careful in giving, to all their different faculties, and all their different principles of action, a proper degree of employment. Abftracting entirely from the culture of their moral powers, how extenfive and difficult is the business of conducting their intellectual improvement! To watch over the affociations which they form in their tender years; to give them early habits of mental activity; to rouze their curiofity, and to direct it to proper objects; to exercise their ingenuity and invention; to cultivate in their minds a turn for fpeculation, and at the fame time preserve their attention alive to the objects around them; to awaken their fenfibilities to the beauties of nature, and to infpire them with a relifh for intellectual enjoyment;-thefe form but a part of the business of education; and yet the execution even of this part requires an acquaintance with the general principles of our nature, which feldom falls to the fhare of those to whom the inftruction of youth is commonly intrufted. Nor will fuch a theoretical knowledge of the human mind, as I have now defcribed, be always fufficient in practice. An uncommon degree of fagacity is frequently requifite, in order to accommodate general rules to particular tempers, and characters. In whatever way we chufe to account for it,

whether

whether by original organifation, or by the operation of moral causes, in very early infancy; no fact can be more undeniable, than that there are important differences difcernible in the minds of children, previous to that period at whish, in general, their intellectual edu. cation commences. There is, too, a certain hereditary character (whether refulting from phyfical constitution, or caught from imitation and the influence of fituation), which appears remarkably in particular families. One race, for a fucceffion of generations, is diftinguished by a genius for the abstract sciences, while it is deficient in vivacity, in imagination, and in tafte: another is no less distinguished for wit, and gaiety, and fancy; while it appears incapable of patient attention, or of profound research. The fyftem of education which is proper to be adopted in particular cafes, ought, undoubtedly, to have fome reference to thefe circumftances; and to be calculated, as much as poffible, to develope and to cherish thofe intellectual and active principles, in which a natural deficiency is most to be apprehended. Montefquieu, and other fpeculative politicians, have infifted much on the reference which education and laws fhould have to climate. I fhall not take upon me to fay, how far their conclufions on this fubject are juft; but I am fully perfuaded, that there is a foundation in philofophy, and good fenfe, for accommodating, at a very early period of life, the education of individuals to thofe particular turns of mind, to which, from hereditary propenfities, or from moral fituation, they may be prefumed to have a natural tendency.

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