actually comprehend what they admire.

Sometimes a question that appears simple, involves the consideration
of others which are difficult. Whenever a preceptor cannot go to the
bottom of the business, he will do wisely to say so at once to his
pupil, instead of attempting a superficial or evasive reply. For
instance, if a child was to hear that the Dutch burn and destroy
quantities of spice, the produce of their India islands, he would
probably express some surprise, and perhaps some indignation. If a
preceptor were to say, "The Dutch have a right to do what they please
with what is their own, and the spice is their own," his pupil would
not yet be satisfied; he would probably say, "Yes, they have a right
to do what they please with what is their own; but why should they
destroy what is useful?" The preceptor might answer, if he chose to
make a foolish answer, "The Dutch follow their own interest in
burning the spice; they sell what remains at a higher price; the
market would be overstocked if they did not burn some of their spice."
Even supposing the child to understand the terms, this would not be a
satisfactory answer; nor could a satisfactory answer be given, without
discussing the nature of commerce, and the _justice_ of monopolies.
Where one question in this manner involves another, we should postpone
the discussion, if it cannot be completely made; the road may be just
pointed out, and the pupil's curiosity may be excited to future
inquiry. It is even better to be ignorant, than to have superficial
knowledge.

A philosopher, who himself excelled in accuracy of reasoning,
recommends the study of mathematics, to improve the acuteness and
precision of the reasoning faculty.[95] To study any thing accurately,
will have an excellent effect upon the mind; and we may afterwards
direct the judgment to whatever purposes we please. It has often been
remarked, as a reproach upon men of science and literature, that those
who judge extremely well of books, and of abstract philosophical
questions, do not show the same judgment in the active business of
life: a man, undoubtedly, may be a good mathematician, a good critic,
an excellent writer, and may yet not show, or rather not employ, much
judgment in his conduct: his powers of reasoning cannot be deficient;
the habit of employing those powers in conducting himself, he should
have been taught by early education. Moral reasoning, and the habit of
acting in consequence of the