rs of different pupils. We shall not here examine whether
there be any original difference of character or intellect, because
this would lead into a wide theoretical discussion; a difference in
the temper and talents of children early appears, and some practical
remarks may be of service to correct defects, or to improve abilities,
whether we suppose them to be natural or acquired. The first
differences which a preceptor observes between his pupils, when he
begins to teach them, are perhaps scarcely marked so strongly as to
strike the careless spectator; but in a few years these varieties are
apparent to every eye. This seems to prove, that during the interval
the power of education has operated strongly to increase the original
propensities. The quick and slow, the timid and presumptuous, should
be early instructed so as to correct as much as possible their several
defects.

The manner in which children are first instructed must tend either to
increase or diminish their timidity, or their confidence in
themselves, to encourage them to undertake great things, or to rest
content with limited acquirements. Young people, who have found from
experience, that they cannot remember or understand one half of what
is forced upon their attention, become extremely diffident of their
own capacity, and they will not undertake as much even as they are
able to perform. With timid tempers, we should therefore begin, by
expecting but little from each effort, but whatever is attempted,
should be certainly within their attainment; success will encourage
the most stupid humility. It should be carefully pointed out to
diffident children, that attentive patience can do as much as
quickness of intellect. If they perceive that time makes all the
difference between the quick and the slow, they will be induced to
persevere. The transition of attention from one subject to another is
difficult to some children, to others it is easy. If all be expected
to do the same things in an equal period of time, the slow will
absolutely give up the competition; but, on the contrary, if they are
allowed time, they will accomplish their purposes. We have been
confirmed in our belief of this doctrine by experiments. The same
problems have been frequently given to children of different degrees
of quickness, and though some succeeded much more quickly than others,
all the individuals in the family have persevered till they have
solved the questions; and the timid