2i54 



CELEBES. 



possessions. The syfjtein is one wliich may be cJilled a 

 " patenial despotism." Now we Knglishmen do not like 

 despotism — we hate tlie name and tlie thing, and we would 

 rather see people ignorant, lazy, and vicious, than use any 

 Imt moral force to make them wise, iniliistrjoTiis, and ftood. 

 xliid we are riglit when we are dealin.L; with men of our own 

 race, and of similar ideas and eqnal capacities with otir- 

 selves. Example and precept, the foree of pnblic opinion^ 

 and the slow, Imt sine spread of eiluL'ation, will do every- 

 tliing in time; without en!?endering imy of those bitter 

 feelings, or pniducintj any of tliat sei-vility. hyijocrisy, and 

 dependence, wlii^h are the sure results of despotic govern- 

 ment. But what should %ve thiuk of a man wUo sbould 

 advocate these principles of perfect freedom in a family or 

 ii school? We should say that he was applying a good 

 general principle to a case in which the conditions ren- 

 d<.'red it inapplicable — the case in which the governed are 

 in an admitted state of mental inferiority to those who 

 govern them, and are unable to decide what is best for tiieir 

 ]>ermanent welfare. Children must be subjected to some 

 ilegree of authority, and guidance; and if properly managed 

 they will cheerfully ffubmit to it, bcciiiise they know their 

 own inferiority, and believe their elders are acting solely 

 for their good. They learn many things tlie use of which 

 they cannot comprehend, and which they would never 

 learn witliout some moral and social if not physical 

 pressure. Habits of order, of industry, of cleanliness, cf 

 respect and obedience, are inculcated by similai- means. 

 Children would never grow up into well-behaved and 

 wt41-educated men, if the same absolute freedom of action 

 that is allowed to men were allowed to them. Under the 

 best ai^pect of education, children are sul^jected to a nxild 

 despotism for the good of themselves and of society ; and 

 their cmifidence in the wisdom and goodness of those 

 who ordain and apply this despotism, neutralizes the bad 

 jtassions and degrading feelings, which under less favour- 

 able conditions are its general results. 



Now, lliero is not merely an analogy, — there is in many 

 respects an identity of relation, between master and pupil 

 or parent and chihl on the one hand, and ait niicivilizfd 

 race and its civilized rulers on the other. We know (or 



