r the stag that has haunted Hartley-wood
and its environs for so long a time. Many hundreds of people,
horse and foot, attended the dogs to see the deer unharboured;
but though the huntsman drew Hartley-wood, and Long-coppice, and
Shrub-wood, and Temple-hangers, and in their way back, Hartley, and
Wardleham-hangers, yet no stag could be found.

"The royal pack, _accustomed to have the deer turned out before them,
never drew the coverts with any address and spirit_," &c.

Children, who are accustomed to have the game started and turned out
before them by their preceptors, may, perhaps, like the royal pack,
lose their wonted address and spirit, and may be disgracefully _at a
fault_ in the public chase. Preceptors should not help their pupils
out in argument, they should excite them to explain and support their
own observations.

Many ladies show in general conversation the powers of easy raillery
joined to reasoning, unincumbered with pedantry. If they would employ
these talents in the education of their children, they would probably
be as well repaid for their exertions, as they can possibly be by the
polite, but transient applause of the visiters to whom they usually
devote their powers of entertaining. A little praise or blame, a smile
from a mother, or a frown, a moments attention, or a look of cold
neglect, have the happy, or the fatal power of repressing or of
exciting the energy of a child, of directing his understanding to
useful or pernicious purposes. Scarcely a day passes in which children
do not make some attempt to reason about the little events which
interest them, and, upon these occasions, a mother, who joins in
conversation with her children, may instruct them in the art of
reasoning without the parade of logical disquisitions.

Mr. Locke has done mankind an essential service, by the candid manner
in which he has spoken of some of the learned forms of argumentation.
A great proportion of society, he observes, are unacquainted with
these forms, and have not heard the name of Aristotle; yet, without
the aid of syllogisms, they can reason sufficiently well for all the
useful purposes of life, often much better than those who have been
disciplined in the schools. It would indeed "be putting one man sadly
over the head of another," to confine the reasoning faculty to the
disciples of Aristotle, to any sect or system, or to any forms of
disputation. Mr. Locke has very clearly shown, that syllogisms do not