would perhaps, in many refpects, be imprudent; and very likely, if the fchool is an endowed foundation, it would be unjustifiable. In this school there usually is, and there ought to be, a regular plan of study. According to this plan,every fcholar muft, for the moft part, proceed. There cannot poffibly be adopted as many different methods of inftruction, as there are diverfities of genius among the numerous individuals who fill a fchool. The parent is commonly apprised of the uniformity of the plan, and is not eafily convinced that his fon is lefs fit* than others to fubmit to it. At least, the previous determination, that he shall be brought up to fome preferment which may be made a finecure in the Law or the Church, makes him careless about literary attainments, provided the boy is enabled, by a fuperficial improvement, to pass from the fchool to the university, and to go through thofe forms, without which he cannot obtain the lucrative office which waits for his acceptance.

Even where intereft is not in view, the parent, without experience or examination, often dictates the general plan of ftudy in which his fon fhall proceed and would be not a little offended, were a mafter to refuse to admit, or advise to remove from his fchool, the boy who is placed under his care. Indeed, in the prefent ftate of things, mafters are unfortunately --Culpa docentis

Scilicet arguitur, quod lævâ in parte mamillæ Nil falit Arcadico juveni. Jus. The fault is laid on the mafter, when the natural fupidity of the pupil prevents his improvement.

neceffitated

neceffitated to confider themfelves under an obligation to the parent, and confequently to reprefs or fubmit their own judgment, when it does not coincide with paternal authority.

But fuppofing that mafters were appealed to, and their judgment followed, in determining whether or not a boy is fit for a learned life, and in pointing out the means which are the likelieft to lead to fuccefs in it; and alfo that, after a long trial, they were disinterested enough to acquaint a parent with a fon's inability; yet there would be many mistakes committed in this important decifion. For though mafters, from their general experience, and from their particular knowledge of the boy placed under their inspection, are indifputably the most competent judges; yet, from the nature of things, they muft often be mistaken. The appearances, from which they must judge, are deceitful. A boy, during three or four years continuance at fchool will appear ftupid, and will make little proficiency. Keep him there another year, and perhaps his parts break forth on a fudden; his emulation is ftrongly excited he feels a pleasure in his progrefs, and foon outftrips those who went before him. This revolution often takes place. On the other hand, he who is cried up as a prodigy of infant genius, fometimes becomes dull, contracts an averfion to learning, and at laft arrives at no valuable attainment. The mental faculties, in different conftitutions, difplay themfelves earlier or later, according to fome internal organisation, as difficult to be observed as explained by human fagacity. THE PARENT, THEREFORE,

THEREFORE, MUST FOLLOW THE DICTATES OF COMMON SENSE AND PRUDENCE IN THE DISPOSAL OF HIS CHILD, AND LEAVE THE

RESULT TO PROVIDENCE *. Suppofing him divefted of all parental partiality, he cannot form fuch a judgment of a child, at that early period at which his future profeffion is often fixed, as can fully be relied on; but he may fee clearly the fairest prospect of temporal advantage, and he may pursue the usual methods of qualifying his fon with a degree of conftancy, vigilance, and induftry, which may, in fome measure, fupply the defects of nature, if any exift. This will be the wifeft conduct, notwithstanding what has and will be faid, by those whose wisdom originates in theory uncontrouled by practice, on the neceffity and the poffibility of difcovering in childhood the predominant defects or excellencies which point out the intention of Nature +.

* Ελῶν βίον ἄρισον, ἡδὺν δὲ αὐὴν ἡ συνήθεια ποιήσει. Chufe the best life, and custom will render it agreeable.

PLUTARCH.

+ The marks of a proper difpofition for a scholar are thefe, according to Socrates, in Plato de Rep. He mult be, ευφυής, μνήμων, Φιλομαθής, φιλόπονος, Φιλη MOOC, SXENTINOS, PT. Naturally well-formed, of a good memory, fond of learning, fond of labour, fond of hearing inftruction, curious, and a lover of praise. But we know not how to afcertain, in a very young child, the infallible figns of thefe qualities. See UPTON's note on Afcham.

This paffage is taken from Afcham, who has not quoted it faithfully from Plato, though he has made no material alteration.

All human creatures, not in a state of real idiotifm, are capable of making fome advances in knowledge *; and it is something to proceed a little way. Idiotifm, however, and all very near approaches to it, are vifible to a common obferver; and he may be fufpected to be in that state himself, who fhould felect a fon under this misfortune for a ftudious life. But there is no good reafon, why all who poffefs a common share of common understanding, fhould not have a fair probation. At any rate, it is probable they will make fome improvement. It is poffible they may make a great one. For no one can forefee, to what extent that share of understanding may be dilated, by the co-operation of a fe

"Could I chufe, fays Rouffeau, I would prefer an ordinary understanding . . . common men only require education . . . others will acquire knowledge, let us do what we will." I leave the reader to form his own opinion of this fage. There is truth however in the affertion, that men of genius will often educate them felves. EMILIUS.

+ Eft quodam prodire tenus.

HOR.

I

Befides, there is a mediocrity of excellence, which is very defirable: Ουδε γας Μίλων ἔσομαι, κα ὅμωςο υκ αμελῶ του σώματος" ουδὲ Κροῖσοι, καὶ ὅμως ουκ ἀμελω τῆς κτήσεως· ουδ ̓ ἁπλῶς αλλου τινὸς τῆς ἐπιμέλειας, δια την απόγνωσιν τῶν άκρων, ἀφισάμεθα. I hall never be Milo, and yet I do not neglect my body. Nor Cræfus, and yet do not neglect my property; nor do we decline any other care, through a defpair of arriving at the fummit of excellence. ARRIAN. Ep. Exigo itaque a me, non ut optimis par fim, fed ut malis melior. I require of myself, not that I fhould equal the best, but be better than the bad.

SENECA.

cret

cret and internal vigour with favourable circumftances.

I wish to guard parents against a common mistake. They are apt to think early vivacity and loquacity marks of genius, and confequently to difpenfe with application. I would defpair of none but ideots; but I would fooner defpair of a remarkably vivacious child, than of one whofe referve and filence exhibit to carelefs obfervers the appearance of dulness

Illud ingeniorum velut præcox genus non pervenit ad frugem. Placent hæc annis comparata, deinde ftat profectus, admiratio decrefcit. That early ripe kind of understanding does not come to much... These things please us when we compare them with the boy's age; then improvement ftands ftill, and admiration gradually decreases.

QUINTILIAN.

We are apt to reckon thofe children the fprightlieft who talk the moft; and, as it is not eafy for them to think and talk at the fame time, the natural effect of their too much talking is, "too little thinking." Dr. BEATTIE. "Nothing is more difficult than to distinguish in "childhood real dulnefs and want of capacity, "from that seeming and deceitful dulnefs, wHICH IS THE SIGN OF A PROFOUND GENIUS."

46

ROUSSEAU. Cato was dull in childhood; but Cæfar, Alexander, Pafcal, Pope, and many other eminent perfons, are recorded to have been lively..

"Among the English poets, Cowley, Milton, and Pope, might be faid to LISP IN NUMBERS; and have given fuch early proofs, not only of powers of language, but of comprehenfion of things, as to more tardy_minds feems fcarcely creC

dible.