tinually upon her, and demands a repetition of her

toil.

Another error, resulting from the want of sound principles in education, is, that learning resembles a burdensome load, which is borne by the student with impatience; and of which he contrives to relieve himself as speedily as he can. It cannot be said to have cultivated, but to have encumbered the mind as a huge excrescence on the body, which is supported with pain, renders it feeble and unsightly; whilst knowledge, founded upon judgment, resembles the nice distribution of healthy muscles over every limb, giving fulness, grace, and strength, to every part.

Of education it may be justly affirmed, that it should begin at birth, and end only with life. This thought is beautifully expanded by Addison, in an exquisite piece of reasoning, to prove the immortality of the soul. In infancy, the business of instruction is rendered easy, by the natural avidity of the pupil to learn. Every object that addresses the eye, every sound that delights the ear, in fine, whatever interests the senses, is a lesson; and the parent should provide as great a variety of them as possible. From things, the next step is to their representatives-pictures, which, whilst they delight, afford the best instruction; a minute will do more with their aid, than hours without it; however accomplished the teacher may be. At this period no particular care need be exercised to direct

:

the mind novelty is a sufficient excitement. But the more extensive the range of sensible objects, the better foundation will be laid for what is, emphatically, called education; and whose business it will be, whenever begun, to work upon, and diligently to increase them; at the same time the mind should be gradually led to make accurate discriminations. One object ought to be compared with another; their points of resemblance and difference be correctly noted; upon which depends definition; the most useful discipline of the mind. Abstract terms must be embodied in their concretes, instead of being learnt from a dictionary only; which is ill calculated to create images in the mind of a youth. Thus, bravery will be much better understood by a boy, who has a picture before him, representing an action that is brave, or who hears a description of such action in easy terms, than by any definition whatever. After some practice, in this kind of exercise, he may be led to form associations himself, and to trace them in the writings of others; in which case, it will be incumbent upon him to analyze every complex idea, and to resolve them, with every abstract term, into sensible images. Whilst thus engaged, he may also begin to use his reason; which, in fact, without solicitation, will put forth its powers under such a discipline. It is the want of this kind of exercise, that enervates and sometimes destroys reason, and that also accounts for

G

the scanty appearances of it in the world. It was, actually, the originating cause of Locke's admirable Essay on the Understanding.

If there exist an ambition to produce the nobler fruits of Genius, the student must persevere in these his earlier labours; and super-add to them a continual effort to compound the truths he has acquired, and is daily acquiring, in some new way, so as to lead to an useful, but, hitherto, undiscovered end. And whilst thus engaged, he may hope, from what has been experienced by others, that some accident, some circumstance will occur, to lead his mind to that novelty of combination, called "invention," which is the acknowledged characteristic of Genius. And, to encourage him in this first and last exercise of his senses, let him be taught to know, that there is no sentiment, simile, or beauty in Homer, which cannot be found in nature, either ready formed, or in its elements; no attitude in Phidias, which the human form has not exhibited; no expression in Apelles, which had not its origin in the human countenance; no truth in philosophy, no discovery in art, which has not drawn all its materials from objects around us ; and every one of them through the senses.

And now, that the design and conclusions of this Essay may be the more clearly understood, I will here, briefly, recapitulate them. First, That all knowledge is, primarily, derived through the senses; secondly, that the differences observable among

mankind, as regard intellect, are altogether referrable to a difference in the physical organization of the senses, and the different degrees in which they have been exercised; thirdly, that the different degrees of application, discovered amongst mankind, are nothing more than habits that have arisen out of some early accident, united to a perfect system of sensation; fourthly,—that invention, the great characteristic of Genius, arises from accident, occurring to a mind already stored with knowledge derived from sense, and which, at the time of the accident, was actively engaged in some pursuit or speculation congenial with it; fifthly,that we know nothing of mind but its existence, and its susceptibility of receiving impressions through the medium of the senses; conception, judgment, memory, &c. being mere states or conditions of mind, and not operations of it; sixthly, that the senses admit of almost unlimited improvement; and, seventhly,-that, in a practical point of view, it is most important to regard the ability of acquiring knowledge as dependent upon

sense.

Whatever may be the consequences of this Essay, or the opinion of the public respecting it; as I have written it from conviction, so I feel a great consolation in its tendency. It prompts emulation where the powers of nature are strong, and encourages exertion and perseverance, where they are weak. It says to all that are about, to

start in the race of education; proceed;-if others, swifter than yourself, reach the goal before you, yet know, that after a little longer time, and a little more exertion, you will reach it also; and if you continue to cultivate, with diligence, your natural powers, you will find your speed daily increase; and should you, in mature life, be again matched with your former competitors, the prize may be yours.

If, however, any one who reads this Essay, should feel within himself an invincible consciousness of possessing that principle of Genius, which I have attempted to explode, he will only smile at my attempt, and will still triumph in his assured superiority.

THE END.

$. Bennett, Printer, Nottingham.