INTELLECTUAL EDUCATION. 



quiring power over their minds, and exciting them to tlie fliould be rewarded with univerfal approbation when tli . 

 robleft exertions. " When once this generous defire of af- give proofs of patient induftry, when they bring any thing t. 

 feftion and elleem is raifed in the mind, their exertions feeni perfeftion." — " To win the attention of vivacious childr. 

 te be iniiverfal and fpontaneous : children are then no longer we muft fometimes follow them in their zig-zag courfe, a ' 

 like machines, which require to be wound up regularly to even prefs them to the end of their train of thought. Th- 

 perform certain revolutions ; they are animated with a hving will be content when they have obtained a full h^ari;'. 

 principle, which direcls all that it infpires." then they will have leifure to difcovcr that what tht y wi 



" With timid tempers we fliould begin with espefting in fuch hafte to utter was not fo well worth faying as tii- 

 butUttle from each effort, but whatever is attempted (hould imagined ; that their bright ideas often, when fteadily . 

 be certainly within their attainment ; fuccefs will encourage amined, fade into abfurdities." With refpeCt to child- 

 the moft timid humility. It fliould be carefully pointed of this charafter, we think Mifs Edgeworth's remarks ; 

 out to diffident children, that attentive patience can do as cuharly happy ; and from many which we might with ^ 

 much as quicknefs of intelletl : if they perceive that time vantage feleci, we will tranfcnbe the following : " A' 

 makes all the difference between the quick and the flow, fliould not humour the attention of young people, by tc.; 

 they will be induced to perfevere." ing them always in the mode which we know fuits ti; 



« It is more difficult to manage with thofe who have temper beft. Vivacious pupils fliould from time to lui 

 ■ Jluggijh, than with thofe who have timid attention;" and be accullomed to an exaft enumeration of particulars; aiil 

 %vith refpeft to that clafs of the indolent " who faunter at we fliould take opportunities to convince them, that ini 

 play and every thing," Mifs Edgeworth does not appear orderly connettion of proofs, and a minute obfervance o;' 

 to have difcovered any remedy. If a child's mind is capable apparent trifles, are requilite to produce the lively defcriu- 

 of aftive exertion in any thing there is hope : the objeft is tions, great difcoveries, and happy inventions, which pupils 

 to gain the direftion of that exertion to the acquifition of of this difpofition are ever prone to admire with enthufiafm. 

 knowledge ; but the other cafe flie feems to conflder as They will learn not to pafs over old things, when they 

 hopelefs. Locke's propofcd of prefenting them (among perceive that thefe may lead to fomething neiu ; and they 

 other ftimuli) with fine clothes, eating, &c. flie regards as will even fubmit to fober attention, when they feel that t'lii 

 inadequate, but does not fuggeft any plan by which the is neceflary to the rapidity of genius." 



love of knowledge may be produced. We doubt whether Judicious and ufeful as thefe obfervations are, we are of 

 inftances are at all common of fuch complete want of pliyli- opinion that Mifs Edgeworth has, in her fyftem of educa- 

 cal fenlibihtv as flie feems to attribute to the fluggifli ; but tion, too much left out of view the aftual condition of 

 " the pain of attention," if it be not excited to fometliing human nature, that, in every department of life, circum- 

 which is beyond the powers of the mind, cannot be fo ftances are continually occurring in which it is neceflary 

 great as to render it preferable to undergo fliame and that the attention fliould be given to objctls not in them- 

 punifltment, if judicioufly adminillered. It is probable that felves pleafant, from their fubfervicncy toothers which are 

 a moderate degree of exertion of the faculties is always of importance, and that exertions, in like manner, muft often 

 attended with fome pleafure. There are employments which be made, to which nothing but a fenfe of duty would 

 engage the attention, without requiring great effort of mind, prompt. With refpeft to the obfervations which we have 

 The Ample operations of arithmetic, the copying of paf- extradted, they have all their value, and may be applied, 

 fa^es from a printed book, &c. are of this kind. If the with modifications, not only to the earlieft periods of edu- 

 performance of fome of thefe is fteadily made necefl'ary ; cation, but to every fucceeding ftage ; yet her plans ftrike 

 if temporary abftinence, for inftance, or tlie lofs of every us as deficient. They are principally calculated for thofe 

 thing which is not neceflary in diet, be made the regular cafes in which, from early example and cultivation, there 

 confequence of determined fluggiihnefs, and the remilihefs is a defire of knowledge excited, in which it is imbibed 

 of attention be conftantly followed with the trouble of without diredl eftbrt on the part of the parent or early in- 

 redtifying errors, &c. ; in fliort, if the pain of attention be ilrutlor, in which, from the habits and purfuits of thofe 

 conftantly rewarded by the avoidance of fome greater pain, around, its advantages are at once felt, and the acquifition 

 and the comfort of indolence be conftantly followed by that of it regarded as of the firft importance. In the hands of 

 greater pain, it cannot be but that in procefs of time the fuch teachers as Mifs Edgeworth, fo well fuited to the taflc 

 attention will be lefs irkfome, the mind awakened, and the by enlightened judgment, fteady perfeverance, and the ready 

 idea of mental employment accompanied even with fatisfac- command of much varied knowledge, with children whofe> 

 tion. If once this ftate is reached, nothing more is wanting, early habits they have themfelves formed, whofe under- 

 than to make the attention habitual, to employ it gradually Handings they have cultivated and furniflied with ideas, 

 on more difficult objefts, and as uniformly as poffible to make the procefl'es which flie has pointed out may be all which 

 remifl^iiefs tlie foiirce of inconvenience naturally following are fufficient : but we doubt wlicther the ends propofed 

 from it; and to reward exertion by whatever fuitable can, in general, be anfwered by luch means alone ; and il ill 

 confequence of it is found to gratify the now awakened more, whether they are, in general, calculated to produce 

 niind. The moft diificult cafe is, «here indolence is united that ftrength and energy of mind which, with a view to an 

 with that quiet amiablcnefs of difpofition, and that tolerable objeft fixed upon as important, can fteadily purine a courfp 

 degree of good fenfe, which, united, make thofe who do of arduous exertion. 



not know how to appreciate the ill effetls of the baneful The habit of attention muft be gained in order to make 

 qnality, yield their aifedtion and approbation, and give the any progrefs in intellectual culture ; that is of courfe a point 

 appearance of injuftice and harflinefs to every meafure of decided. It cannot be acquired too early, becaufe thus the 

 pain or privation which is employed to excite to e.Kertion. utnioft efficacy will be given to all the other operations of 



" Vmacmis children are peculiarly fufceptible of bhimc the mind, and efpecially to the acquifition of clear, im- 

 and praife ; we have therefore great power over their aU preflive, and ferviceable perceptions ; that is alfo a point 

 tachnient, if wo manage thefe excitements properly. Thtfe indlfputable. Il mull, too, be alfociated with volition as 

 children fliould not be praifed for ttiL-ir happy hits ; their early as poflible, and then the foundation is laid for every 

 jSrft glances (hould not be extolled : on the contrary, they degree of mental culture to which circumllances may direft. 



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