Chapter 11

"When first thy sire to send on earthVirtue, his darling child, design'd,To thee he gave the heavenly birth,And bade to form her infant mind."

When S—— was asked who was meant in these lines by "thy sire," he frowned terribly; but after some deliberation, he discovered that "thy sire" meant Jove, the father, or sire of Adversity: still he was extremely puzzled with "the heavenly birth." First he thought that the heavenly birth was the birth of Adversity; but upon recollection, the heavenly birth was to be trusted to Adversity, therefore she could not betrusted with the care of herself. S—— at length discovered, that Jove must have had two daughters, and he said he supposed that Virtue must have been one of these daughters, and that she must have been sister to Adversity, who was to be her nurse, and who was to form her infant mind: he now perceived that the expression, "Stern, rugged nurse," referred to Adversity; before this, he said, he did not know who it meant, whose "rigid lore" was alluded to in these two lines, or who bore it with patience.

"Stern, rugged nurse, thy rigid loreWith patience many a year she bore."

The following stanza S—— repeated a second time, as if he did not understand it.

"Scared at thy frown, terrific flySelf pleasing follies, idle brood,Wild laughter, noise, and thoughtless joy,And leave us leisure to be good.Light they disperse, and with them goThe summer friend, the flattering foe;By vain prosperity receiv'd,To her they vow their truth, and are again believ'd."

Father.Why does the poet saywildlaughter?

S——.It means, not reasonable.

Father.Why is it said,

"By vain prosperity receiv'd,To her they vow their truth, and are again believ'd?"

S——.Because the people, I suppose, when they were in prosperity before, believed them before, but I think that seems confused.

"Oh gently on thy suppliant's head,Dread goddess, lay thy chastening hand."

S—— did not seem to comprehend the first of these two lines; and upon cross examination, it appeared that he did not know the meaning of the wordsuppliant; he thought it meant "a person who supplies us."

"Not in thy Gorgon terrors clad,Nor circled by the vengeful band,As by the impious thou art seen."

It may appear improbable, that a child who did not know the meaning of the word suppliant, should understand the Gorgon terrors, and the vengeful band, yet it was so: S—— understood these lines distinctly; he said, "Gorgon terrors, yes, like the head of Gorgon." He was at this time translating from Ovid's Metamorphoses; and it happened that his father had explained to him the ideas of the ancients concerning the furies; besides this, several people in the family had been reading Potter's Æschylus, and the furies had been the subject of conversation. From such accidental circumstances as these, children often appear, in the same instant almost, to be extremely quick, and extremely slow of comprehension; a preceptor who is well acquainted with all his pupil's previous knowledge, can rapidly increase his stock of ideas by turning every accidental circumstance to account: but if a tutor persists in forcing a child to a regular course of study, all his ideas must be collected, not as they are wanted in conversation or in real life, but as they are wanted to get through a lesson or a book. It is not surprising, that M. Condillac found such long explanations necessary for his young pupil in reading the tragedies of Racine; he says, that he was frequently obliged to translate the poetry into prose, and frequently the prince could gather only some general idea of the whole drama, without understanding the parts. We cannot help regretting, that the explanations have not been published for the advantage of future preceptors; they must have been almost as difficult as those for the preliminary lessons. As we are convinced that the art of education can be best improved by the registering of early experiments, we are very willing to expose such as have been made, without fear of fastidious criticism or ridicule.

May 1, 1796. A little poem, called "The Tears of Old May-day," published in the second volume of the World, was read to S——. Last May-day the same poem had been read to him; he then liked itmuch, and his father wished to see what effect it would have upon this second reading. The pleasure of novelty was worn off, but S—— felt new pleasure from his having, during the last year, acquired a great number of new ideas, and especially some knowledge of ancient mythology, which enabled him to understand several allusions in the poem which had before been unintelligible to him. He had become acquainted with the muses, the graces, Cynthia, Philomel, Astrea, who are all mentioned in this poem; he now knew something about the Hesperian fruit, Amalthea's horn, choral dances, Libyan Ammon, &c. which are alluded to in different lines of the poem: he remembered the explanation which his father had given him the preceding year, of a line which alludes to the island of Atalantis:

"Then vanished many a sea-girt isle and grove,Their forests floating on the wat'ry plain;Then famed for arts, and laws deriv'd from Jove,My Atalantis sunk beneath the main."

S——, whose imagination had been pleased with the idea of the fabulous island of Atalantis, recollected what he had heard of it; but he had forgotten the explanation of another stanza of this poem, which he had heard at the same time:

"To her no more Augusta's wealthy pride,Pours the full tribute from Potosi's mine;Nor fresh blown garlands village maids provide,A purer offering at her rustic shrine."

S—— forgot that he had been told that London was formerly called Augusta; that Potosi's mines contained silver; and that pouring the tribute from Potosi's mines, alludes to the custom of hanging silver tankards upon the May-poles in London on May-day; consequently the beauty of this stanza was entirely lost upon him. A few circumstances were now told to S——, which imprinted the explanation effectually in his memory: his father told him, that the publicans, or those who keep public houses in London, make it acustom to lend their silver tankards to the poor chimney-sweepers and milk-maids, who go in procession through the streets on May-day. The confidence that is put in the honesty of these poor people, pleased S——, and all these circumstances fixed the principal idea more firmly in his mind.

The following lines could please him only by their sound, the first time he heard them:

"Ah! once to fame and bright dominion born,The earth and smiling ocean saw me rise,With time coeval, and the star of morn,The first, the fairest daughter of the skies."Then, when at heaven's prolific mandate sprungThe radiant beam of new-created day,Celestial harps, to airs of triumph strung,Hail'd the glad dawn, and angel's call'd me May."Space in her empty regions heard the sound,And hills and dales, and rocks and valleys rung;The sun exulted in his glorious round,And shouting planets in their courses sung."

"Ah! once to fame and bright dominion born,The earth and smiling ocean saw me rise,With time coeval, and the star of morn,The first, the fairest daughter of the skies.

"Then, when at heaven's prolific mandate sprungThe radiant beam of new-created day,Celestial harps, to airs of triumph strung,Hail'd the glad dawn, and angel's call'd me May.

"Space in her empty regions heard the sound,And hills and dales, and rocks and valleys rung;The sun exulted in his glorious round,And shouting planets in their courses sung."

The idea which the ancients had of the music of the spheres was here explained to S——, and some general notion was given to him of theharmonic numbers.

What a number of new ideas this little poem served to introduce into the mind! These explanations being given precisely at the time when they were wanted, fixed the ideas in the memory in their proper places, and associated knowledge with the pleasures of poetry. Some of the effect of a poem must, it is true, be lost by interruptions and explanations; but we must consider the general improvement of the understanding, and not merely the cultivation of poetic taste. In the instance which we have just given, the pleasure which the boy received from the poem, seemed to increase in proportion to the exactness with which it was explained. The succeeding year, on May-day 1797, the same poem was read to him for the third time, and he appeared to like it better than he had done upon the first reading. If, instead of perusingRacine twelve times in one year, the young prince of Parma had read any one play or scene at different periods of his education, and had been led to observe the increase of pleasure which he felt from being able to understand what he read better each succeeding time than before, he would probably have improved more rapidly in his taste for poetry, though he might not have known Racine by rote quite so early as at eight years old.

We considered parents almost as much as children, when we advised that a great deal of poetry should not be read by very young pupils; the labour and difficulty of explaining it can be known only to those who have tried the experiment. The Elegy in a country church-yard, is one of the most popular poems, which is usually given to children to learn by heart; it cost at least a quarter of an hour to explain to intelligent children, the youngest of whom was at the time nine years old, the first stanza of that elegy. And we have heard it asserted by a gentleman not unacquainted with literature, that perfectly to understand l'Allegro and Il Penseroso, requires no inconsiderable portion of ancient and modern knowledge. It employed several hours on different days to read and explain Comus, so as to make it intelligible to a boy of ten years, who gave his utmost attention to it. The explanations on this poem were found to be so numerous and intricate, that we thought it best not to produce them here. Explanations which are given by a reader, can be given with greater rapidity and effect, than any which a writer can give to children: the expression of the countenance is advantageous, the sprightliness of conversation keeps the pupils awake, and the connection of the parts of the subject can be carried on better in speaking and reading, than it can be in written explanations. Notes are almost always too formal, or too obscure; they explain what was understood more plainly before any illustration was attempted, or they leave us in the dark the moment we want to be enlightened. Whereverparents or preceptors can supply the place of notes and commentators, they need not think their time ill bestowed. If they cannot undertake these troublesome explanations, they can surely reserve obscure poems for a later period of their pupil's education. Children, who are taught at seven or eight years old to repeat poetry, frequently get beautiful lines by rote, and speak them fluently, without in the least understanding the meaning of the lines. The business of a poet is to please the imagination, and to move the passions: in proportion as his language is sublime or pathetic, witty or satirical, it must be unfit for children. Knowledge cannot be detailed, or accurately explained, in poetry; the beauty of an allusion depends frequently upon the elliptical mode of expression, which passing imperceptibly over all the intermediate links in our associations, is apparent only when it touches the ends of the chain. Those who wish to instruct, must pursue the opposite system.

In Doctor Wilkins's Essay on Universal Language, he proposes to introduce a note similar to the common note of admiration, to give the reader notice when any expression is used in an ironical or in a metaphoric sense. Such a note would be of great advantage to children: in reading poetry, they are continually puzzled between the obvious and the metaphoric sense of the words.[121]The desire to make children learn a vast deal of poetry by heart, fortunately for the understanding of the rising generation, does not rage with such violence as formerly. Dr. Johnson successfully laughed at infants lisping out, "Angels and ministers of grace, defend us." His reproof was rather ill-natured, when he begged two children who were produced, to repeat some lines to him, "Can't thepretty dears repeat them both together?" But this reproof has probably prevented many exhibitions of the same kind.

Some people learn poetry by heart for the pleasure of quoting it in conversation; but the talent for quotation, both in conversation and in writing, is now become so common, that it cannot confer immortality.[122]Every person has by rote certain passages from Shakespeare and Thomson, Goldsmith and Gray: these trite quotations fatigue the literary ear, and disgust the taste of the public. To this change in the fashion of the day, those who are influenced by fashion, will probably listen with more eagerness, than to all the reasons that have been offered. But to return to the prince of Parma. After reading Corneille, Racine, Moliere, Boileau, &c. the young prince's taste was formed, as we are assured by his preceptor, and he was now fit for the study of grammar. So much is due to the benevolent intentions of a man of learning and genius, who submits to the drudgery of writing an elementary book on grammar, that even a critic must feel unwilling to examine it with severity. M. Condillac, in his attempt to write a rational grammar, has produced, if not a grammar fit for children, a philosophical treatise, which a well educated young person will read with great advantage at the age of seventeen or eighteen. All that is said of the natural language of signs, of the language of action, of pantomimes, and of the institution of M. l'Abbé l'Epée for teaching languages to the deaf and dumb, is not only amusing and instructive to general readers, but, with slight alterations in the language, might be perfectly adapted to the capacity of children. But when the Abbé Condillac goes on to "Your highness knows what is meant by a system," he immediately forgets his pupils age. The reader's attention is presently deeply engaged by an abstract disquisition on the relative proportion, represented by various circles of different extent, of the wants, ideas,and language of savages, shepherds, commercial and polished nations, when he is suddenly awakened to the recollection, that all this is addressed to a child of eight years old: an allusion to the prince's little chair, completely rouses us from our reverie.

"As your little chair is made in the same form as mine, which is higher, so the system of ideas is fundamentally the same amongst savage and civilized nations; it differs only in degrees of extension, as after one and the same model, seats of different heights have been made."[123]

Such mistakes as these, in a work intended for a child, are so obvious, that they could not have escaped the penetration of a great man, had he known as much of the practice as he did of the theory of the art of teaching.

To analyze a thought, and to show the construction of language, M. Condillac, in this volume on grammar, has chosen for an example a passage from anElogeon Peter Corneille, pronounced before the French academy by Racine, on the reception of Thomas Corneille, who succeeded to Peter. It is in the French style of academical panegyric, a representation of the chaotic state in which Corneille found the French theatre, and of the light and order which he diffused through the dramatic world by his creative genius. A subject less interesting, or more unintelligible to a child, could scarcely have been selected. The lecture on the anatomy of Racine's thought, lasts through fifteen pages; according to all the rules of art, the dissection is ably performed, but most children will turn from the operation with disgust.

The Abbé Condillac's treatise on the art of writing,immediately succeeds to his grammar. The examples in this volume are much better chosen; they are interesting to all readers; those especially from madame de Sevigné's letters, which are drawn from familiar language and domestic life. The enumeration of the figures of speech, and the classification of the flowers of rhetoric, are judiciously suppressed; the catalogue of the different sorts ofturns, phrases proper for maxims and principles, turns proper for sentiment, ingenious turns and quaint turns, stiff turns and easy turns, might, perhaps, have been somewhat abridged. The observations on the effect of unity in the whole design, and in all the subordinate parts of a work, though they may not be new, are ably stated; and the remark, that the utmost propriety of language, and the strongest effect of eloquence and reasoning, result from the greatest possible attention to the connection of our ideas, is impressed forcibly upon the reader throughout this work.

How far works of criticism in general are suited to children, remains to be considered. Such works cannot probably suit their taste, because the taste for systematic criticism cannot arise in the mind until many books have been read; until the various species of excellence suited to different sorts of composition, have been perceived, and until the mind has made some choice of its own. It is true, that works of criticism may teach children to talk well of what they read; they will be enabled to repeat what good judges have said of books. But this is not, or ought not to be, the object. After having been thus officiously assisted by a connoisseur, who points out to them the beauties of authors, will they be able afterwards to discover beauties without his assistance? Or have they as much pleasure in being told what to admire, what to praise, and what to blame, as if they had been suffered to feel and to express their own feelings naturally? In reading an interesting play, or beautiful poem, how often has a man of taste and genius execrated the impertinentcommentator, who interrupts him by obtruding his ostentatious notes—"The reader will observe the beauty of this thought." "This is one of the finest passages in any author, ancient or modern." "The sense of this line, which all former annotators have mistaken, is obviously restored by the addition of the vowel i." &c.

Deprived, by these anticipating explanations, of the use of his own common sense, the reader detests the critic, soon learns to disregard his references, and to skip over his learned truisms. Similar sensations, tempered by duty or by fear, may have been sometimes experienced by a vivacious child, who, eager to go on with what he is reading, is prevented from feeling the effect of the whole, by a premature discussion of its parts. We hope that no keen hunter of paradoxes will here exult in having detected us in a contradiction: we are perfectly aware, that but a few pages ago we exhibited examples of detailed explanations of poetry for children; but these explanations were not of the criticising class; they were not designed to tell young people what to admire, but simply to assist them to understand before they admired.

Works of criticism are sometimes given to pupils, with the idea that they will instruct and form them in the art of writing: but few things can be more terrific or dangerous to the young writer, than the voice of relentless criticism. Hope stimulates, but fear depresses the active powers of the mind; and how much have they to fear, who have continually before their eyes the mistakes and disgrace of others; of others, who with superior talents have attempted and failed! With a multitude of precepts and rules of rhetoric full in their memory, they cannot express the simplest of their thoughts; and to write a sentence composed of members, which have each of them names of many syllables, must appear a most formidable and presumptuous undertaking. On the contrary, a child who, in books and in conversation, has been used to hear andto speak correct language, and who has never been terrified with the idea, that to write, is to express his thoughts in some new and extraordinary manner, will naturally write as he speaks, and as he thinks. Making certain characters upon paper, to represent to others what he wishes to say[124]to them, will not appear to him a matter of dread and danger, but of convenience and amusement, and he will write prose without knowing it.

Amongst some "Practical Essays,"[125]lately published, "to assist the exertions of youth in their literary pursuits," there is an essay on letter-writing, which might deter a timid child from ever undertaking such an arduous task as that of writing a letter. So much is said from Blair, from Cicero, from Quintilian; so many things are requisite in a letter; purity, neatness, simplicity; such caution must be used to avoid "exotics transplanted from foreign languages, or raised in the hot-beds of affectation and conceit;" such attention to the mother-tongue is prescribed, that the young nerves of the letter-writer must tremble when he takes up his pen. Besides, he is told that "he should be extremely reserved on the head of pleasantry," and that "as to sallies of wit, it is still more dangerous to let them fly at random; but he may repeat the smart sayings of others if he will, or relatepartof some droll adventure, to enliven his letter."

The anxiety that parents and tutors frequently express, to have their children write letters, and good letters, often prevents the pupils from writing during the whole course of their lives. Letter-writing becomes a task and an evil to children; whether they have any thing to say or not, write they must, this post or next, without fail,a pretty letterto some relation or friend, who has exacted from them the awful promise of punctual correspondence. It is no wonder that school-boys and school-girls, in these circumstances, feel that necessity isnotthe mother of invention; they are reduced to the humiliating misery ofbegging from some old practitioner a beginning, or an ending, and something to say to fill up the middle.

Locke humorously describes the misery of a school-boy who is to write a theme; and having nothing to say, goes about with the usual petition in these cases to his companions, "Pray give me a little sense." Would it not be better to wait until children have sense, before we exact from them themes and discourses upon literary subjects? There is no danger, that those who acquire a variety of knowledge and numerous ideas, should not be able to find words to express them; but those who are compelled to find words before they have ideas, are in a melancholy situation. To form a style, is but a vague idea; practice in composition, will certainly confer ease in writing, upon those who write when their minds are full of ideas; but the practice of sitting with a melancholy face, with pen in hand, waiting for inspiration, will not much advance the pupil in the art of writing. We should not recommend it to a preceptor to require regular themes at stated periods from his pupils; but whenever he perceives that a young man is struck with any new ideas, or new circumstances, when he is certain that his pupil has acquired a fund of knowledge, when he finds in conversation that words flow readily upon certain subjects, he may, without danger, upon these subjects, excite his pupil to try his powers of writing. These trials need not be frequently made: when a young man has once acquired confidence in himself as a writer, he will certainly use his talent whenever proper occasions present themselves. The perusal of the best authors in the English language, will give him, if he adhere to these alone, sufficient powers of expression. The best authors in the English language are so well known, that it would be useless to enumerate them. Dr. Johnson says, that whoever would acquire a pure English style, must give his days and nights to Addison. We do not, however, feel this exclusive preference for Addison's melodious periods; his page is ever elegant, but sometimes it is too diffuse.—Hume, Blackstone, and Smith,have a proper degree of strength and energy combined with their elegance. Gibbon says, that the perfect composition and well turned periods of Dr. Robertson, excited his hopes, that he might one day become his equal in writing; but "the calm philosophy, the careless inimitable beauties of his friend and rival Hume, often forced him to close the volume with a mixed sensation of delight and despair." From this testimony we may judge, that a simple style appears to the best judges to be more difficult to attain, and more desirable, than that highly ornamented diction to which writers of inferior taste aspire. Gibbon tells us, with great candour, that his friend Hume advised him to beware of the rhetorical style of French eloquence. Hume observed, that the English language, and English taste, do not admit of this profusion of ornament.

Without meaning to enter at large into the subject, we have offered these remarks upon style for the advantage of those who are to direct the taste of young readers; what they admire when they read, they will probably imitate when they write. We objected to works of criticism for young children, but we should observe, that at a later period of education, they will be found highly advantageous. It would be absurd to mark the precise age at which Blair's Lectures, or Condillac's Art d'Ecrire, ought to be read, because this should be decided by circumstances; by the progress of the pupils in literature, and by the subjects to which their attention happens to have turned. Of these, preceptors, and the pupils themselves, must be the most competent judges. From the same wish to avoid all pedantic attempts to dictate, we have not given any regular course of study in this chapter. Many able writers have laid down extensive plans of study, and have named the books that are essential to the acquisition of different branches of knowledge. Amongst others we may refer to Dr. Priestley's, which is to be seen at the end of his Essays on Education. We are sensible that order is necessary in reading, but we cannot think that the same order will suit all minds,nor do we imagine that a young person cannot read to advantage unless he pursue a given course of study. Men of sense will not be intolerant in their love of learned order.

If parents would keep an accurate list of the books which their children read, of the ages at which they are read, it would be of essential service in improving the art of education. We might then mark the progress of the understanding with accuracy, and discover, with some degree of certainty, the circumstances on which the formation of the character and taste depend. Swift has given us a list of the books which he read during two years of his life; we can trace the ideas that he acquired from them in his Laputa, and other parts of Gulliver's travels. Gibbon's journal of his studies, and his account of universities, are very instructive to young students. So is the life of Franklin, written by himself. Madame Roland has left a history of her education; and in the books she read in her early years, we see the formation of her character. Plutarch's Lives, she tells us, first kindled republican enthusiasm in her mind; and she regrets that, in forming her ideas of universal liberty, she had only a partial view of affairs. She corrected these enthusiastic ideas during the last moments of her life in prison. Had the impression which her study of the Roman history made upon her mind been known to an able preceptor, it might have been corrected in her early education. When she was led to execution, she exclaimed, as she passed the statue of Liberty, "Oh Liberty, what crimes are committed in thy name!"[126]

Formerly it was wisely said, "Tell me what company a man keeps, and I will tell you what he is;" but since literature has spread a new influence over the world, we must add, "Tell me what company a man has kept, and what books he has read, and I will tell you what he is."

[101]V. Academie della Crusca.[102]Marmontel. "On ne se guérit pas d'un dêfaut qui plait."[103]We have heard that such a translation was begun.[104]V. Hor. 2 Epist. lib. ii.[105]V. Sympathy and Sensibility.[106]V. A letter of Mr. Wyndham's to Mr. Repton, in Repton, on Landscape Gardening.[107]The Critic.[108]Professor Stewart.[109]Berquin.[110]V. Sympathy and Sensibility.[111]Chapter on Invention and Memory.[112]V. Guthrie's Geographical, Historical, and Commercial Grammar, page 186.[113]Ibid, page 398.[114]L'idée, par exemple, que j'ai de Pierre, est singuliére ou individuelle, et comme l'idêe d'homme est générale par rapport aux idées de noble et de roturier, elle est particuliére par rapport à l'idée d'animal. Leçons Préliminaires, vol. i. p. 43.[115]Ainsi lorsque, de plusieurs sensations qui se font en même temps sur vous, la direction des organs vous en fait remarquer une, de maniére que vous ne remarquez plus les autres, cette sensation devient ce que nous appellonsattention. Leçons Préliminaires, page 46.[116]"La comparaison n'est donc qu'une double attention. Nous venons de voir que l'attention n'est qu'une sensation qui se fait remarquer. Deux attentions ne sont donc que deux sensations qui se font remarquer également; et par conséquent il n'y a dans la comparaison que des sensations." Leçons Préliminaires, p. 47.[117]V. Art de Penser, p. 324.[118]V. Dunciad.[119]Motif des études qui ont été faites aprés Leçons Préliminaires, p. 67. Lejeune prince connoissoit déja le systême des operations de son ame, il comprenoit la génération de ses idées, il voyoit l'origine et le progrès des habitudes qu'il avoit contractées, et il concevoit comment il pouvoit substituer des idées justes aux idées fausses qu'on lui avoit données, et de bonnes habitudes aux mauvaises qu'on lui avoit laissé prendre. Il s'ètoit familiarié si promptement avec toutes ces choses, qu'il s'en retraçoit la suite sans effort, et comme en badinant.[120]As this page was sent over to us for correction, we seize the opportunity of expressing our wish, that "Botanical Dialogues, by a Lady," had come sooner to our hands; it contains much that we think peculiarly valuable.[121]In Dr. Franklin's posthumous Essays, there is an excellent remark with respect to typography, as connected with the art of reading. The note of interrogation should be placed at the beginning, as well as at the end of a question; it is sometimes so far distant, as to be out of the reach of an unpractised eye.[122]Young.[123]Comme votre petite chaise est faite sur le même modèle que la mienne qui est plus élevée, ainsi le système des idées est le même pour le fond chez les peuples sauvages et chez les peuples civilisés; il ne differe, qui parce qu'il est plus on moins etendu; c'est un même modele d'apres lequel on a fait des sieges de différent hauteur.—Grammaire, page 23.[124]Rousseau.[125]Milne's Well-bred Scholar.[126]"Oh Liberté, que de forfaits on commet en ton nom!"V. Appel à l'Impartielle Postérité.

[101]V. Academie della Crusca.

[102]Marmontel. "On ne se guérit pas d'un dêfaut qui plait."

[103]We have heard that such a translation was begun.

[104]V. Hor. 2 Epist. lib. ii.

[105]V. Sympathy and Sensibility.

[106]V. A letter of Mr. Wyndham's to Mr. Repton, in Repton, on Landscape Gardening.

[107]The Critic.

[108]Professor Stewart.

[109]Berquin.

[110]V. Sympathy and Sensibility.

[111]Chapter on Invention and Memory.

[112]V. Guthrie's Geographical, Historical, and Commercial Grammar, page 186.

[113]Ibid, page 398.

[114]L'idée, par exemple, que j'ai de Pierre, est singuliére ou individuelle, et comme l'idêe d'homme est générale par rapport aux idées de noble et de roturier, elle est particuliére par rapport à l'idée d'animal. Leçons Préliminaires, vol. i. p. 43.

[115]Ainsi lorsque, de plusieurs sensations qui se font en même temps sur vous, la direction des organs vous en fait remarquer une, de maniére que vous ne remarquez plus les autres, cette sensation devient ce que nous appellonsattention. Leçons Préliminaires, page 46.

[116]"La comparaison n'est donc qu'une double attention. Nous venons de voir que l'attention n'est qu'une sensation qui se fait remarquer. Deux attentions ne sont donc que deux sensations qui se font remarquer également; et par conséquent il n'y a dans la comparaison que des sensations." Leçons Préliminaires, p. 47.

[117]V. Art de Penser, p. 324.

[118]V. Dunciad.

[119]Motif des études qui ont été faites aprés Leçons Préliminaires, p. 67. Lejeune prince connoissoit déja le systême des operations de son ame, il comprenoit la génération de ses idées, il voyoit l'origine et le progrès des habitudes qu'il avoit contractées, et il concevoit comment il pouvoit substituer des idées justes aux idées fausses qu'on lui avoit données, et de bonnes habitudes aux mauvaises qu'on lui avoit laissé prendre. Il s'ètoit familiarié si promptement avec toutes ces choses, qu'il s'en retraçoit la suite sans effort, et comme en badinant.

[120]As this page was sent over to us for correction, we seize the opportunity of expressing our wish, that "Botanical Dialogues, by a Lady," had come sooner to our hands; it contains much that we think peculiarly valuable.

[121]In Dr. Franklin's posthumous Essays, there is an excellent remark with respect to typography, as connected with the art of reading. The note of interrogation should be placed at the beginning, as well as at the end of a question; it is sometimes so far distant, as to be out of the reach of an unpractised eye.

[122]Young.

[123]Comme votre petite chaise est faite sur le même modèle que la mienne qui est plus élevée, ainsi le système des idées est le même pour le fond chez les peuples sauvages et chez les peuples civilisés; il ne differe, qui parce qu'il est plus on moins etendu; c'est un même modele d'apres lequel on a fait des sieges de différent hauteur.—Grammaire, page 23.

[124]Rousseau.

[125]Milne's Well-bred Scholar.

[126]"Oh Liberté, que de forfaits on commet en ton nom!"V. Appel à l'Impartielle Postérité.

[126]

"Oh Liberté, que de forfaits on commet en ton nom!"

V. Appel à l'Impartielle Postérité.

END OF VOL. I.

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