and made to act with sufficient force upon the mind, when we hereafter speak of judgment and of imagination.

:

It has been observed, that persons of wit and judgment have perhaps originally the same powers, and that the difference in their characters arises from their habits of attention, and the different class of objects to which they have turned their thoughts. The manner in which we are first taught to observe, and to reason, must in the first years of life decide these habits. There are two methods of teaching one which ascends from particular facts to general principles; the other which descends from the general principles to particular facts; one which builds up, another which takes to pieces; the synthetic and the analytic method. The words analysis and synthesis are frequently misapplied, and it is diffi cult to write or to speak long about these methods without confounding them: in learning or in teaching we often use them alternately. We first observe particulars; then form some general idea of classification; then descend again to new particulars, to observe whether they correspond with our principle.

Children acquire knowledge, and their attention alternates from particular to general ideas, exactly in the same manner. It has been remarked, that men who have begun by forming suppositions, are inclined to adapt and to compress their consequent observations to the measure of their theories; they have been negligent in collecting facts, and have not condescended to try experiments. This disposition of mind, during a long period of time, retarded improvement, and knowledge was confined to a few peremptory maxims and exclusive principles. The necessity of collecting facts, and of trying experiments, was at length perceived; and in all the sciences this mode has lately prevailed; consequently, we have now on many subjects a treasure of accumulated facts. We are, in educating children, to put them in possession of all this knowledge; and a judicious preceptor will wish to know, not only how these facts can be crammed speedily into his pupil's memory, but what order of presenting them will be most advantageous to the understanding; he will desire to cultivate his pupil's faculties, that he may acquire new facts, and make new observations after all the old facts have been arranged in his mind.

By a judicious arrangement of past experiments, and by the rejection of what are useless, an able instructer can show, in a small compass, what it has cost the labour of ages to accumulate; he may teach in a few hours what the most ingenious pupil, left to his own random efforts, could not have learned in many years. It would take up as much time to go over all the steps which have been made in any science, as it originally cost the first discoverers. Simply to repeat all the fruitless experiments which have been made in chymistry, for instance, would probably employ the longest life that ever was devoted to science; nor would the individual have got one step forwarder; he would die, and with him his recapitulated knowledge; neither he nor the world would be the better for it. It is our business to save children all this useless labour, and all this waste of the power of attention. A pupil who is properly instructed, with the same quantity of attention, learns, perhaps, a hundred times as much in the same time, as he could acquire under the tuition of a learned preceptor ignorant in the art of teaching.

The analytic and synthetic methods of instruction will both be found useful when judiciously employed. Where the enumeration of particulars fatigues the attention, we should, in teaching any science, begin by stating the general principles, and afterward produce only the facts essential to their illustration and proof. But wherever we have not accumulated a sufficient number of facts to be accurately certain of any general principle, we must, however tedious the task, enumerate all the facts that are known, and warn the pupil of the imperfect state of the science. All the facts must, in this case, be stored up with scrupulous accuracy; we cannot determine which are unimportant, and which may prove essentially useful; this can be decided only by future experiments. By thus stating honestly to our pupils the extent of our ignorance, as well as the extent of our knowledge; by thus directing attention to the imperfections of science, rather than to the study of theories, we shall avoid the just reproaches which have been thrown upon the dogmatic vanity of learned preceptors.

"For as knowledges are now," says Bacon, "there is a kind of contract of error between the deliverer and receiver; for he that delivereth knowledge, desireth to deliver it in such a form as may be best believed, and

not as may be best examined; and he that receiveth knowledge, desireth rather present satisfaction than expectant inquiry; and so rather not to doubt than not to err; glory making the author not to lay open his weakness, and sloth making the disciple not to know his strength."

CHAPTER IV.

SERVANTS.

Now, master," said a fond nurse to her favourite boy, after having given him sugared bread and butter for supper, "now, master, kiss me; wipe your mouth, dear, and go up to the drawing-room to mamma; and when mistress asks you what you have had for supper, you'll say, bread and butter, for you have had bread and butter, you know, master."-" And sugar," said the boy; "I must say bread and butter, and sugar, you know."

How few children would have had the courage to have added," and sugar!" How dangerous it is to expose them to such temptations! The boy must have immediately perceived the object of the nurse's casuistry. He must guess that she would be blamed for the addition of the sugar, else why should she wish to suppress the word? His gratitude is engaged to his nurse for running this risk to indulge him; his mother, by the force of contrast, appears a severe person, who, for no reason that he can comprehend, would deprive him of the innocent pleasure of eating sugar. As to its making him sick, he has eaten it, and he is not sick; as to its spoiling his teeth, he does not care about his teeth, and he sees no immediate change in them: therefore he concludes that his mother's orders are capricious, and that his nurse loves him better because she gives him the most pleasure. His honour and affection towards his nurse are immediately set in opposition to his duty to his mother. What a hopeful beginning in education! What a number of dangerous ideas may be given by a single word!

* Bacon, vol. i. p. 84.

+ Verbatim from what has been really said to a boy

The taste for sugared bread and butter is soon over; but servants have it in their power to excite other tastes with premature and factitious enthusiasm. The waitingmaid, a taste for dress; the footman, a taste for gaming;' the coachman and groom, for horses and equipage; and the butler, for wine. The simplicity of children is not a defence to them; and though they are totally ignorant of vice, they are exposed to adopt the principles of those with whom they live, even before they can apply them to their own conduct.

The young son of a lady of quality, a boy of six or seven years old, addressed, with great simplicity, the following speech to a lady who visited his mother.

Boy. Miss N, I wish you could find somebody, when you go to London, who would keep you. It's a very good thing to be kept.

Lady. What do you mean, my dear?

Boy. Why it's when-you know, when a person's kept, they have every thing found for them; their friend saves them all trouble, you know. They have a carriage and diamonds, and every thing they want. I wish somebody would keep you.

Lady. (laughing.) But I'm afraid nobody would. Do you think anybody would?

Boy. (after a pause.) Why yes, I think Sir

naming a gentleman whose name had, at this time, been much talked of in a public trial, would be as likely as anybody.

The same boy talked familiarly of phaetons and gigs, and wished that he was grown up, that he might drive four horses in hand. It is obvious that these ideas were put into the boy's head by the servants with whom he associated.

Without supposing them to be profligate, servants, from their situation, from all that they see of the society of their superiors, and from the early prejudices of their own education, learn to admire that wealth and rank to which they are bound to pay homage. The luxuries and follies of fashionable life they mistake for happiness; they measure the respect they pay to strangers by their external appearance; they value their own masters and mistresses by the same standard; and in their attachment there is a necessary mixture of that sympathy which is sacred to prosperity. Setting aside all interested motives, servants love show and prodigality in

E

their masters; they feel that they partake the triumph, and they wish it to be as magnificent as possible. These dispositions break out naturally in the conversation of servants with one another; if children are suffered to hear them, they will quickly catch the same tastes. But if these ideas break out in their unpremeditated gossiping with one another, how much more strongly will they be expressed when servants wish to ingratiate themselves into a child's affections by flattery! Their method of showing their attachment to a family, is usually to exaggerate in their expressions of admiration of its consequence and grandeur; they deprecate all whom they imagine to be competitors in any respect with their masters, and feed and foster the little jealousies which exist between neighbouring families. The children of these families are thus early set at variance; the children in the same family are often taught, by the imprudence or malice of servants, to dislike and envy each other. In houses where each child has an attendant, the attendants regularly quarrel, and out of a show of zeal, make their young masters and mistresses parties in their animosity. Three or four maids sometimes produce their little dressed pupils for a few minutes to the company in the drawing-room, for the express purpose of seeing which shall obtain the greatest share of admiration. This competition, which begins in their nurses' arms, is continued by daily artifices through the whole course of their nursery education. Thus the emulation of children is rendered a torment to them, their ambition is directed to absurd and vile purposes, the understanding is perverted, their temper is spoiled, their simplicity of mind, and their capability of enjoying happiness, materially injured.

The language and manners, the awkward and vulgar tricks which children learn in the society of servants, are immediately perceived, and disgust and shock wellbred parents. This is an evil which is striking and disgraceful; it is more likely to be remedied than those which are more secret and slow in their operation: the habits of cunning, falsehood, envy, which lurk in the temper, are not instantly visible to strangers; they do not appear the moment children are reviewed by their parents; they may remain for years without notice or without cure.

All these things have been said a hundred times; and