tary choice, under every disadvantage, and with no more than
two hours teaching in the week; what may we not expect, when the
principles here developed, are wielded and applied by those who
thoroughly understand them, not for two hours, with an interval of six
busy days, but every day of the week?--The prospect is cheering.

FOOTNOTES:

[22] At this part, the Report of the Experiment contains the following
Note:--"The reader will perceive that some of the lessons diverge at
times from the announcement; but it is of great importance, in an
experiment of this kind, neither to omit nor amend what is wrong, but to
give exactly the words that were spoken. Not the least remarkable
circumstance elicited by this experiment is the fact, that these
children, who know nothing of the rules of grammar, have obviously, by
the mental exercise induced by the system, become pretty correct
practical grammarians. The variations made in many of the passages of
Scripture quoted by them show this."

CHAP. IX.

_On the Imitation of Nature in Teaching the Practical Use of Knowledge
by means of the Moral Sense, or Conscience._

In a former chapter we endeavoured to collect a few facts specially
connected with the moral sense, as exhibited in the young, and the
methods which Nature employs, when conscience is made use of for the
application of their knowledge.[23] We shall in this chapter offer a few
additional remarks on the imitation of Nature in this important
department; but before doing so, it will be proper to clear our way by
making a few preliminary observations.

No one disputes the general principle, that education is proper for
man;--and if so, then education must be beneficial in all circumstances,
and at every period of his life. In particular, were we to ask whether
education were necessary in early childhood, and infancy, universal
experience would at once answer the question, and would demonstrate,
that it is much more necessary and more valuable at that season, than at
any future period of the individual's life. In proof of this, we find,
that enlightened restraint upon the temper, and a regulating care with
regard to the conduct, are productive of the most beneficial results;
while, on the contrary, when this discipline is neglected, the violence
of self-will generally becomes so strong, and the checks upon the temper
so weak, that the character of the child formed at this period may be
such as to make him for li