elings,
in youth, produce all the virtuous enthusiasm characteristic of great
minds; even childhood is capable of it in some degree, as those
parents well know, who have never enjoyed the attachment of a grateful
affectionate child. Those, who neglect to cultivate the affections of
their pupils, will never be able to excite them to "noble ends," by
"noble means." Theirs will be the dominion of fear, from which reason
will emancipate herself, and from which pride will yet more certainly
revolt.

If Henry the Fourth of France had been reduced, like Dionysius the
tyrant of Syracuse, to earn his bread as a schoolmaster, what a
different preceptor he would probably have made! Dionysius must have
been hated by his scholars as much as by his subjects, for it is said,
that "he[20] practised upon children that tyranny which he could no
longer exercise over men."

The ambassador, who found Henry the Fourth playing upon the carpet
with his children, would probably have trusted his own children, if he
had any, to the care of such an affectionate tutor.

Henry the Fourth would have attached his pupils whilst he instructed
them; they would have exerted themselves because they could not have
been happy without his esteem. Henry's courtiers, or rather his
friends, for though he was a king he had friends, sometimes expressed
surprise at their own disinterestedness: "This king pays us with
words," said they, "and yet we are satisfied!" Sully, when he was only
Baron de Rosny, and before he had any hopes of being a duke, was once
in a passion with the king his master, and half resolved to leave him:
"But I don't know how it was," says the honest minister, "with all his
faults, there is something about Henry which I found I could not
leave; and when I met him again, a few words made me forget all my
causes of discontent."

Children are more easily attached than courtiers, and full as easily
rewarded. When once this generous desire of affection and esteem is
raised in the mind, their exertions seem to be universal and
spontaneous: children are then no longer like machines, which require
to be wound up regularly to perform certain revolutions; they are
animated with a living principle, which directs all that it inspires.

We have endeavoured to point out the general excitements, and the
general precautions, to be used in cultivating the power of attention;
it may be expected, that we should more particularly apply these to
the characte