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languages, since they know their articulations, by having met with similar sounds in their own language. The French and English having no guttural sounds in their language, find it difficult to imitate them in the German. The Germans, on the contrary, who have not the sounds of j and v of the French, or of th in the English, acquire them with difficulty. The inhabitants of Otaheite, when trying to pronounce the name of Cook, always said Toutou.

As to the internal powers, it is a great fault in education, to think exclusively of the intellectual faculties, and to try to conduct mankind by precepts. It never should be forgotten, that children, as well as adult persons, always act by feelings, and that charity and justice are no sciences. Precepts alone have no more effect on feelings than on understanding. To say, be just, patient, and benevolent, will neither produce nor exercise justice, patience, nor benevolence, any more than we should understand mathematics, chemistry or philosophy, if we were only exhorted to study them. Precepts must be put into execution, and this alone is of practical use. Two ideas, then, must be well understood; first, that the faculties which give feelings, and those which constitute intellect, exist independently of each

other; and, secondly, that they act in different degrees of force in children as well as adults. In this sense, we may say with DE LA MOTTE, that the child is already a man, and the man still a child. It is the same idea which DE LA BRUYERE on characters (T. II. chap. xi.) has detailed, in stating, that children, like adults, are affectionate or selfish, courageous or timid, candid or disingenuous, lazy or industrious, benevolent or envious, peaceable or quarrelsome, unsteady or persevering, humble or proud, just or unjust. The powers are, indeed, the same in children and adults; they are only applied to different objects. The same person, when a child, may be jealous or envious about sweetmeats, and when adult, about places of honour. The same faculty renders a child self-willed, a boy disobedient, and a man mutinous. Mr. COMBE has well expressed the same idea; "The child," says he, "who trembles at the threat of being shut up in a dark closet; who exhibits to us with delight his new suit of clothes; who fights about a marble; or who covets his neighbour's top, is under the influence of the same faculties which, in future years, may make him tremble under the anticipation of a fall of stocks; make him desire to be invested with a star and garter; contend for an island or a kingdom, or lead him to covet his

neighbour's property." (Essays on Phrenology, p. 315.) Hence the individual tendencies must be observed, impeded, or encouraged and directed. A young girl, whom I know, was prohibited from being imperious to servants and common people; she continued to amuse herself with giving orders to such of her playthings as represented servants, and with scolding them. When she was told that she committed a fault, she excused herself by saying, that it was merely a play. But the parents were intelligent enough not to confound the feeling of self-esteem with any object of its satisfaction, and this amusement was equally interdicted.

If any inferior feeling be too energetic, it is proper to avoid every circumstance that may put it into action. Accordingly, never vex quarrelsome or obstinate children, and at length yield to them and let them have their own way; never desire such children to do what is unjust; make every demand on them quietly, but never yield.

It is essential to know which faculties assist each other, and which act in opposition, in order to direct the actions and omissions of man. Attachment will generally rest on objects, men, animals or things, whereby the other feelings may be satisfied at the same time, or, at least, not

prevented from being so. It is assisted by mildness and cautiousness. Children endowed with these feelings, and with ideality and love of approbation in a high degree, in order that they may not be deceived in their dealings with man, should be made acquainted with the difference of men, and with the various motives of their actions.

Courage is not given to indulge quarrelsomeness and anger, nor to effect gratification of vengeance. Its aim is to defend what is absolutely just. If not active enough, it ought to be encouraged, not only by words, but by exposing the individual to situations which may appear annoying. Timid children will become less fearful by being accustomed to society. If courage be too strong, its bad consequences may be shown; and, according to circumstances, attachment, selfishness, the love of approbation, or the moral feelings, may be opposed as motives to restrain it.

Selfishness and the love of approbation, act with the most different appearances, according to their combinations with other faculties, and to external circumstances. It is known, and I have already mentioned, that their activity has been considered, by some philosophers, as sufficient to

explain all the actions of man, and even as the source of superior talents. Indeed, whenever we omit any thing, in order to gain any earthly or heavenly enjoyment, selfishness is active; and whenever we wish to be approved of, the love of approbation comes into play. The tendencies of these two powers are easily distinguished in children; but I repeat, that their that their preponderance produces great mischief in society; that they are too much cultivated in common education, and that it is an error, the evil consequences of which are incalculable, to represent them as the chief aim of our existence, while they ought to be only secondary motives. I have seen children endowed with a great deal of pride and love of approbation, who became quite intoxicated by being praised, and, certainly from this excitement, committed new faults, and sometimes became intolerable for several days.

Let us examine with some more details whether selfishness and the love of approbation produce talents; and whether the satisfaction of these two feelings should be the aim of all our actions? Is it true, that arts and sciences originate and improve in proportion as they are patronized by pecuniary rewards and honour? In Greece, the masterpieces of poetry, eloquence, history, and

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