r to the English, and is
seconded by a strength of arm that few other people can exert? _This_
gives their soldiers an infinite superiority in all battles that are
to be decided by the bayonet screwed upon the musket."[112] Why should
children be told, that the Italians are _naturally_ revengeful; the
French _naturally_ vain and perfidious, excessively credulous and
litigious; that the Spaniards are _naturally_ jealous and
haughty?[113] The patriotism of an enlarged and generous mind cannot,
surely, depend upon the early contempt inspired for foreign
nations.--We do not speak of the education necessary for naval and
military men--with this we have nothing to do; but surely it cannot be
necessary to teach national prejudices to any other class of young
men. If these prejudices are ridiculed by sensible parents, children
will not be misled by partial authors; general assertions will be of
little consequence to those who are taught to reason; they will not be
overawed by nonsense wherever they may meet with it.

The words whig and tory, occur frequently in English history, and
liberty and tyranny are talked of--the influence of the crown--the
rights of the people. What are children of eight or nine years old to
understand by these expressions? and how can a tutor explain them,
without inspiring political prejudices? We do not mean here to enter
into any political discussion; we think, that children should not be
taught the principles of their preceptors, whatever they may be; they
should judge for themselves, and, until they are able to judge, all
discussion, all explanations, should be scrupulously avoided. Whilst
they are children, the plainest chronicles are for them the best
histories, because they express no political tenets and dogmas. When
our pupils grow up, at whatever age they may be capable of
understanding them, the best authors who have written on each side of
the question, the best works, without any party considerations, should
be put into their hands; and let them form their own opinions from
facts and arguments, uninfluenced by passion, and uncontrolled by
authority.

As young people increase their collection of historic facts, some
arrangement will be necessary to preserve these in proper order in the
memory. Priestley's Biographical Chart, is an extremely ingenious
contrivance for this purpose; it should hang up in the room where
children read, or rather where they live, for we hope no room will
ever