148 ON THE EDUCATION OF 
discovery, he will learn somewhat more particularly the nature 
of the advantages which the sense of sight confers. This is to 
a blind man an interesting article in the natural history of his 
species. 
If he could be brought thus far, much additional improve- 
ment would soon follow. If, on the contrary, his want of ap- 
plication, or habits already too deeply fixed, should render him 
incapable of learning so much, it is evident that a degree of 
communication cinonighgasle short of this would be to bite au 
most valuable acquisition. The probability is, that, after a little 
time, he will take the same delight in prosecuting his educa- 
tion which a child does in learning to understand what is said, 
and to make use of language. 
It is by giving an sags to his ardour, and thus Sitios 
his will, that any person will be able to give to his mind, which 
is apparently desultory, a regular direction to a valuable object. 
His present unwillingness to submit to the dictates of other 
persons is a feature of mind which he possesses in common 
with a great proportion of mankind. Many individuals who 
had disdained the discipline of a school in early life, and ap- 
peared inferior to all their cotemporaries, have afterwards, to 
the great surprise of those whose views of human nature were 
superficial, acquired the highest proficiency in a branch of know- 
ledge which had accidentally attracted their interest, or have be- 
gun to prosecute literature and science in an order suggested by 
their own thoughts, and rendered themselves illustrious as uni- 
versal scholars. Some of these singular features of character, as 
well as that degree of indifference which is much more com- 
mon, have been produced by the injudiciousness and forma- 
lity of the prevalent methods of education. It is by the appli- 
cation of a more considerate policy to the developement of the 
human powers that we are to expect to communicate most ef- 
fectually 
