308 HISTORY or 



iiig a butterfly ; it is all this time storing its mind with objects, 

 upon tlie nature, the properties, and the relations of which, fu- 

 ture curiosity may speculate. 



I have ever found it a vain task to try to make a cliild's learn- 

 ing its amusement; nor do I see what good end it would an- 

 swer, were it actually attained. The child, as was said, ought 

 no have its share of play, and it will be benefited thereby , and 

 for every reason also it ought to have its share of labour. Thp 

 mind, by early labour, will be thus accustomed to fatigues and 

 subordination ; and whatever be the person's future employment 

 in life, he will be better fitted to endure it : he will be thus 

 enabled to support the drudgeries of office with content ; or to 

 fill up the vacancies ot life with variety. The child, therefore, 

 should by times be put to its duty ; and be taught to know, 

 that the task is to be done, or the punishment to be endured. I 

 do not object against alluring it to duty by reward ; but we well 

 know, that the mind will be more strongly stimulated by pain ; 

 and both may, upon some occasions, take their turn to operate. 

 In this manner, a child, by playing with its equals abroad, and 

 labouring with them at school, will acquire more health and 

 knowledge, than by being bred up under the wing of any specu- 

 lative system-maker ; and will be thus qualified for a life of 

 activity and obedience. It is true, indeed, that when educated 

 in this manner, the boy may not be so seemingly sensible and 

 forward as one bred u]) under solitaiy instruction ; and, perhaps, 

 this early forwardness is more engaging than useful. It is well 

 known, that many of those children who have been such prodi- 

 gies of literature before ten, have not made an adequate pro- 

 gress to twenty. It should seem, that they only began learning 

 manly things before their time ; and, while others were busied 

 in picking up that knowledge adapted to their age and curiosity, 

 these were forced upon subjects unsuited to their years ; and, 

 upon that account alone, appearing extraordinary. The stock of 

 knowledge in both may be equal ; but with this difference, that 

 each is yet to learn what the other knov\'s. 



But whatever may have been the acquisitions of children at 

 ten or twelve, their greatest, and most rapid progress, is made 

 when they arrive near the age of puberty. It is then that all the 

 powers of nature seem at work in strengthening the mind and 

 completing the body ; the youth acquires courage, and the virgin 



