dren, and it must be done
_early_: but we must not be too severe in our exacting it; for a duty
too rigidly insisted upon, will make it odious. This Mr. Locke, too,
observes in another place, on the head of too great severity; which he
illustrates by a familiar comparison: "Offensive circumstances," says
he, "ordinarily infect innocent things which they are joined with. And
the very sight of a cup, wherein any one uses to take nauseous physic,
turns his stomach; so that nothing will relish well out of it,
though the cup be never so clean and well-shaped, and of the richest
materials."

Permit me to add, that Mr. Locke writes still more rigorously on the
subject of rewards; which I quote, to shew I have not misunderstood
him: "But these enjoyments," says he, "should _never_ be offered
or bestowed on children, as the rewards of this or that particular
performance that they shew an aversion to, or to which they would not
have applied themselves without that temptation." If, dear Sir,
the minds of children can be led on by innocent inducements to the
performance of a duty, of which they are capable, what I have humbly
offered, is enough, I presume, to convince one, that it _may_ be done.
But if ever a particular study be proposed to be mastered, or a bias
to be overcome (that is not an _indispensable_ requisite to his future
life of morals) to which the child shews an aversion, I would not,
methinks, have him be too much tempted or compelled to conquer or
subdue it, especially if it appear to be a _natural_ or rivetted
aversion. For, permit me to observe, that the education and studies of
children ought, as much as possible, to be suited to their capacities
and inclination, and, by these means, we may expect to have always
_useful_ and often _great_ men, in different professions; for that
genius which does not prompt to the prosecution of one study, may
shine in another no less necessary part of science. But, if the
promise of innocent rewards _would_ conquer this aversion, yet they
should not be applied with this view; for the best consequences that
can be hoped for, will be tolerable skill in one thing, instead of
most excellent in another.

Nevertheless, I must repeat, that if, as the child grows up, and is
capable of so much reason, that, from the love of the _inducement_,
one can raise his mind to the love of the _duty_, it should be done
by all means. But, my dear Mr. B., I am afraid that _that_ parent
or tutor wil