grammar. I should say in this case, as I said before on the subject of classical education, that a certain initiation in these departments of knowledge, even if they are pursued a very little way, will probably be beneficial to all.

But it will often be found, in these schools for more ordinary education, as in the school for classical instruction, that the majority of the pupils will be seen to be unpromising, and, what is usually called, dull. The mistake is, that the persons by whom this is perceived, are disposed to set aside these pupils as blockheads, and unsusceptible of any species of ingenuity.

It is unreasonable that we should draw such a conclusion.

In the first place, as has been already observed, it is the most difficult thing in the world for the schoolmaster to inspire into his pupil the desire to do his best. An overwhelming majority of lads at school are in their secret hearts rebels to the discipline under which they are placed. The instructor draws one way, and the pupil another. The object of the latter is to find out how he may escape censure and punishment with the smallest expence of scholastic application. He looks at the task that is set him, without the most distant desire of improvement, but with alienated and averted eye. And, where this is the case, the wonder is not that he does not make a brilliant figure. It is rather an evidence of the slavish and subservient spi

rit incident to the majority of human beings, that he learns any thing. Certainly the schoolmaster, who judges of the powers of his pupil's mind by the progress he makes in what he would most gladly be excused from learning, must be expected perpetually to fall into the most egregious mistakes.

The true test of the capacity of the individual, is where the desire to succeed, and accomplish something effective, is already awakened in the youthful mind. Whoever has found out what it is in which he is qualified to excel, from that moment becomes a new creature. The general torpor and sleep of the soul, which is incident to the vast multitude of the human species, is departed from him. We begin, from the hour in which our limbs are enabled to exert themselves freely, with a puerile love of sport. Amusement is the order of the day. But no one was ever so fond of play, that he had not also his serious moments. Every human creature perhaps is sensible to the stimulus of ambition. He is delighted with the thought that he also shall be somebody, and not a mere undistinguished pawn, destined to fill up a square in the chess-board of human society. He wishes to be thought something of, and to be gazed upon. Nor is it merely the wish to be admired that excites him: he acts, that he may be satisfied with himself. Self-respect is a sentiment dear to every heart. The emotion can with difficulty be done justice to, that a man feels, who is conscious that he is breathing his true

element, that every stroke that he strikes will have the effect he designs, that he has an object before him, and every moment approaches nearer to that object. Before, he was wrapped in an opake cloud, saw nothing distinctly, and struck this way and that at hazard like a blind man. But now the sun of understanding has risen upon him; and every step that he takes, he advances with an assured and undoubting confidence.

It is an admirable remark, that the book which we read at the very time that we feel a desire to read it, affords us ten times the improvement, that we should have derived from it when it was taken up by us as a task. It is just so with the man who chooses his occupation, and feels assured that that about which he is occupied is his true and native field. Compare this person with the boy that studies the classics, or arithmetic, or any thing else, with a secret disinclination, and, as Shakespear expresses it,"creeps like snail, unwillingly, to school." They do not seem as if they belonged to the same species.

The result of these observations certainly strongly tends to support the proposition laid down early in the present Essay, that, putting idiots and extraordinary cases out of the question, every human creature is endowed with talents, which, if rightly directed, would shew him to be apt, adroit, intelligent and acute, in the walk for which his organisation especially fitted him.

SECTION III.

ENCOURAGING VIEW OF OUR COMMON NATURE.-POWER

COMPARED.-THE

OF SOUND EXPOSITION AFFORDED TO ALL.-DOCTRINE OF THIS ESSAY AND THE HYPOTHESIS OF HELVETIUS WILLING AND UNWILLING PUPIL CONTRASTED.-MISCHIEVOUS TENDENCY OF THE USUAL MODES OF EDUCATION.

WHAT a beautiful and encouraging view is thus afforded us of our common nature! It is not true, as certain disdainful and fastidious censurers of their fellow-men would persuade us to believe, that a thousand seeds are sown in the wide field of humanity, for no other purpose than that half-a-dozen may grow up into something magnificent and splendid, and that the rest, though not absolutely extinguished in the outset, are merely suffered to live that they may furnish manure and nourishment to their betters. On the contrary, each man, according to this hypothesis, has a sphere in which he may shine, and may contemplate the exercise of his own powers with a well-grounded satisfaction. He produces something as perfect in its kind, as that which is effected under another form by the more brilliant and illustrious of his species. He stands forward with a serene confidence in the ranks of his fellow-creatures, and says, "I also have my place in society, that I fill in a manner with which I have a right to be satisfied." He vests a certain portion of ingenuity in the work he turns out. He incorporates his mind with the labour of his hands;

and a competent observer will find character and individuality in it.

He has therefore nothing of the sheepishness of the ordinary schoolboy, the tasks imposed upon whom by his instructor are foreign to the true bent of his mind, and who stands cowed before his seniors, shrinking under the judgment they may pass upon him, and the oppression they may exercise towards him. He is probably competent to talk in a manner that may afford instruction to men in other respects wise and accomplished, and is no less clear and well-digested in his discourse respecting the subjects to which his study and labour have been applied, than they are on the questions that have exercised the powers of analysis with which they are endowed. Like Elihu in the Book of Job, he says, "I am young, and you are old; I said therefore, Days shall speak, and multitude of years shall teach wisdom. But there is a spirit in man ; and the inspiration of the Almighty giveth him understanding. Great men are not always wise; neither do the aged understand judgment. Hearken therefore to me; and I also will shew my opinion."

What however in the last instance is affirmed, is not always realised in the experiment. The humblest mechanic, who works con amore, and feels that he discharges his office creditably, has a sober satisfaction in the retrospect, and is able to express himself perspicuously and well on the subject that has occupied his industry. He has a just confidence