and require rest or vacation-days; but these might be filled up by the useful employment of other faculties, which could be exercised one after another. In that way more knowledge would be acquired, and sufficient time allowed for relaxation to the individual faculties.

Natural history, mechanical and chemical experiments, are well suited to the capacities of youth, and would delight many; architecture, painting, music, geography, theatrical performances, military evolutions, &c. would please others. No better recreation would be wished for. The great error is, that all children are obliged to learn the same things; the boys Latin and Greek, and the girls music or drawing. Yet out of the prodigious number of girls who learn these arts, how few are there, who, after they become mistresses of their own time, and after they have the choice of their own amusements, continue to practise them for the pure pleasure they afford. Even those who take pleasure in good music, are better pleased with hearing others than in performing themselves. How often are the labours of years, and the expenditure of large sums of money, lost in this way? What a pity, that we are obliged to learn so many things for no end but to forget them!

Accomplishments in general are not sufficiently distinguished from necessary and useful instruction. The latter is often neglected, and things are taught for which children have no taste, such as drawing and music, while they never would take a pencil in their hand nor play a tune from choice. How glad are they, therefore, when the time for lessons and masters is over, when they are of age, and their education is finished. Many women, possessed of such accomplishments, never touch the heart of a man. They find a partner only for their money, but the result of such a union is daily seen. Leisure time alone should be filled up by accomplishments, and whoever does not cultivate them from his own impulse, should not cultivate them at all.

Order is of great importance in our affairs. Children ought to be accustomed to take care of whatever belongs to them, and young females should be exercised in keeping the family-accounts. Order does not depend only on the understanding, but it requires also experience. This cannot be infused into the mind by precept, but must be acquired by practice. Every one should learn to employ his own powers, and to regulate his own conduct, and for that purpose he should be placed into various situations, and left to his own re

sources.

This is particularly necessary to boys. Girls are more dependent, and, in many respects, they may be accustomed to trust to the experience of others, and to conform to the customs of society. Their faults are of greater consequence than those of boys to their station in society; for repentance and tears will not wash out the errors and immoral conduct of girls.

Refined manners are a great ornament, and ought always to be cultivated. All odd motions or attitudes, and awkward gestures, should be watched and prevented from becoming habitual.

The reflecting faculties deserve particular care. Let children be taught, if possible, to understand what they say and do, and to express their own ideas with precision. I have already mentioned, that those persons are mistaken, who think that reasoning can be improved only by one sort of study, such as of language or mathematics. The fact is, that studying any branch accurately, applying judgment to it, and reflecting on the relations of Cause and Effect which it exhibits, will cultivate the reasoning powers with equal effect. Comparison and Causality are necessary in important and in trifling things. If children have great difficulty in reasoning, the first attempt here,

as in every other branch, is the most difficult part of the work. We should therefore allow them time to reflect, and wish that they should rather acquire one distinct idea, than many confused notions of different things.

The erroneous method of instruction generally pursued, is the cause why many, when at the end of their school-education, must become their own teachers. Those who have not talent or courage enough to do so, remain within the circle of mediocrity, and are mere followers in the paths of others. Yet copying, or merely imitating others, is the death of arts and sciences.

I conclude this Chapter with repeating, that each faculty tends to act; that each faculty may be used and abused; that all faculties ought to be employed in augmenting the common happiness; and that moral conduct and reflection are the principal means of producing it; but that precepts alone will not change and improve mankind. Their influence is little in comparison to that of social intercourse. The manners of the world, the spirit of families and of parties, customs and received opinions, are often opposite to those which we are taught at school. We hear sobriety praised, and in our families we find

luxury; disinterested conduct is highly spoken of in our books, but we live in the midst of a crowd of busy creatures, whose most anxious thoughts are directed towards gain and vanity; and we observe, that respect and consideration are paid to others in proportion to their wealth, idleness, privileges, and fanciful, nay selfish distinctions. School-education is then soon forgotWhoever, therefore, has an influence on society, let him contribute all in his power to cause the same spirit to prevail in education, in legislation, in social intercourse, in writings, in arts, and in sciences.

ten.

CHAPTER III.

THERE IS NO ACTION WITHOUT A MOTIVE.

THE principle that no action takes place without a motive, is the same as that there is no effect without a cause. Yet the nature of the motives of our actions, and their origin, are not sufficiently understood.

As long as it is believed that education can