EGYPT, AND SYRIA. 427 
man on the principles of nature ; by due attention to her un- 
erring progrefs, no advantage of life can remain unimproved, 
and no duty can be mifunderftood. But in no nation with 
whofe hiftory we are acquainted, has fuch a fyftem been 
eftablifhed. Almoft every one forms its difciples on the nar- 
row views of that community, and nature is diftorted and 
paralifed by authority. 
The leading fault of education in the various parts of the 
Turkifh empire, originates in the prevailing fuperftition. Where- 
€ver this does not operate, the practice is fulEciently rational. 
The children of the Arabs early attain the charader of man- 
hood. A grave demeanour, fortitude in fuffering, refpedt for 
age, filial affedlion, contempt for frivolous amufements, fru- 
gality, temperance, hofpitality, are taught in the eafieft and 
moft effedual manner — by example ; and where there is leaft 
probability of counter-inftrudion — in the houfe of the father. 
They are early taken out of the hands of women, and fent 
to ftudy the Koran ; an employment which indeed has only 
the negative advantage of faving a portion of their time from 
pofitive idlenefs. As they advance towards maturity, little 
coercion is employed, but no incitement is adminiftered to 
error. The father gradually accuftoms himfelf to treat his fon 
on the footing of an equal ; who, on the other hand, feldom 
forgets the refped which is not imperioufly exacted. 
3 I 2 
The 
