FURTHER THOUGHTS ON EDUCATION. 99 
» is allowed to be a most important agent in stimulating, or controul- 
ing, or modifying these powers, it may be justly inferred that its 
application is regulated to each faculty as it is brought into action 
by the perfecting of the mental economy. 
Knowledge is only gained by littles; and it is by aggregating 
these littles that great wisdom is ultimately attained. At that pe- 
riod of life when the mind is chiefly occupied by the animal appe- 
tites and instincts, namely, in early childhood, constant care should 
be taken to restrain their exuberance and regulate their exercise. 
Education should commence as soon as consciousness is apparent, 
and the earliest emotions tenderly nurtured and directed ; for if, by 
early indulgence or neglect, the natural activity of the passions is 
stimulated, it will produce such an effect on the character in after 
life, however its violence may be modified by circumstances, as will 
sully the brightest intellect, and bring bitter disappointment and 
misery on the most exalted genius. A bias may be given to the 
disposition and character at a far earlier age than is frequently sup- 
posed, and the future happiness or misery of the man through life 
may greatly depend on the vigilant care of the mother in studying 
the infant manifestations of mental action. The young branch may 
be bent at the will of the trainer, and will grow obedient to his 
hand ; but the fully matured stem, when the restraining band is 
removed from it, quickly resumes its native position. So it is with 
the human mind, as far as the animal propensities and moral senti- 
ments are concerned. In childhood these faculties may be directed 
in channels where they will afterwards continue to flow ; but in age 
they must be coerced by the force of circumstances, to make them 
deviate from their established course, and, that coercion removed, 
they at once obey their original impulse. As perception and reflec- 
tion are developed, food should be provided them with a judicious 
and at the same time a most liberal hand ; the powers of the mind 
are best called forth by constantly employing the instrument through 
which their workings are made palpable. Much has been fre- 
quently urged against the absurdity or impolicy, as it is termed, of 
endeavouring to teach children a mass of knowledge which their 
comprehension cannot grasp; and it must be allowed that this 
crowding on the mind mere mechanical learning may be carried too 
far : at the same time, however ingeniously they may point out the 
propriety of waiting until the intellectual faculties are developed 
by age, before attempting to call them into action, universal prac. 
tice declares that early and regular study are the means best calcu. 
lated to call forth these faculties, and to promote their most power- 
