writing the following Essay than in any of those
which precede, how far I am treating of human nature generally, or to a
certain degree merely recording my own feelings as an individual. I
am guided however in composing it, by the principle laid down in my
Preface, that the purpose of my book in each instance should be to
expand some new and interesting truth, or some old truth viewed under a
new aspect, which had never by any preceding writer been laid before the
public.

Education, in the conception of those whose office it is to direct it,
has various engines by means of which it is to be made effective, and
among these are reprehension and chastisement.

The philosophy of the wisest man that ever existed, is mainly derived
from the act of introspection. We look into our own bosoms, observe
attentively every thing that passes there, anatomise our motives,
trace step by step the operations of thought, and diligently remark
the effects of external impulses upon our feelings and conduct.
Philosophers, ever since the time in which Socrates flourished, to carry
back our recollections no further, have found that the minds of men in
the most essential particulars are framed so far upon the same model,
that the analysis of the individual may stand in general consideration
for the analysis of the species. Where this principle fails, it is not
easy to suggest a proceeding that shall supply the deficiency. I look
into my own breast; I observe steadily and with diligence what passes
there; and with all the parade of the philosophy of the human mind I can
do little more than this.

In treating therefore of education in the point of view in which it has
just been proposed, I turn my observation upon myself, and I proceed
thus.--If I do not stand as a competent representative for the whole of
my species, I suppose I may at least assume to be the representative of
no inconsiderable number of them.

I find then in myself, for as long a time as I can trace backward
the records of memory, a prominent vein of docility. Whatever it
was proposed to teach me, that was in any degree accordant with my
constitution and capacity, I was willing to learn. And this limit is
sufficient for the topic I am proposing to treat. I do not intend to
consider education of any other sort, than that which has something
in it of a liberal and ingenuous nature. I am not here discussing the
education of a peasant, an artisan, or a slave.

In addition to