moral makes but a slight impression; but by the passions which it excites, by the train of ideas it associates, may the tendency of every book be determined.

The agency of supernatural beings, such as fairies and genii, is not seriously believed in by the child who takes most delight in perusing the extravagant compositions in which these fanciful agents are introduced, but the impression left upon the mind may nevertheless be sufficiently powerful to expose it to the influence of superstitions in after-life. An early taste for the wonderful naturally disposes the mind to credulity, and by credulity the taste for the wonderful is gratified at so cheap a rate, that the person who has cherished it, turns with disgust from the sound reasoning that would enforce conviction. How many of the epidemic follies, which have at different periods appeared to infect the human race, might a philosophic observer trace to this prolific

source.

If the stories of giants and enchanters, of fairies and genii, produce a tendency to superstition by the powerful impression they leave upon the fancy, we ought to rejoice in their expulsion from the juvenile library; but let us examine what has there supplied their place. A swarm of Lilliputian novels, pretty -stories of pretty masters and misses, who ride in pretty coaches and are rewarded by fine clothes and charming sweetmeats for their good behaviour; and what impression do we suppose these circumstances are calculated to make upon the infant mind? A vague idea of happiness attendant upon riches and

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honours, a desire of distinction engendered by false notions of glory, and false expectations concerning the rewards of vice and virtue. Should the impres

sion be too faint to give strength and permanence to the pernicious associations thus produced, there is still another bad consequence attendant upon these pretty fictions that is worthy our consideration. In proportion as they give an unnecessary stimulus to imagination, they retard the progress of the other faculties of the mind; and while they create an insatiable thirst after novelty, they produce a habit of indolent reverie, which destroys the active powers by preventing their exertion. I have known children of uncommonly dull capacities, and who seemed very deficient in imagination, who yet took great delight in these fictions, especially where the events were new and marvellous; but I never could observe that any of the faculties were in the least degree improved by their perusal; so far the reverse, that I have generally found the dislike to application increased, and the capability of attention destroyed after a free indulgence in these visionary tales.

Where the passions of wonder, terror, and surprise are frequently excited by descriptions of the marvellous, such a tendency to these passions may be generated, as shall render the mind prone to superstition and credulity; and though the impression made by fictions less improbable and absurd, may be more slight and transient, they may nevertheless, by means of false associations, sow the seeds of pride, ambition, and váin-glory in the infant heart. Rather, however, would I permit a child to peruse the most

foolish story-book that ever the wildest fancy formed, and trust to my own endeavours for counteracting its tendency either by reason or ridicule, than hazard the consequences of betraying my anxiety in such a manner as must inevitably excite curiosity and suspicion. I honour the principle from which this tender solicitude to guard every avenue to error certainly springs, but at the same time must freely confess my apprehension, that the evil consequences which may arise from leading a child to consider itself in the light of an extraordinary being, for whom the best books that ever were written for children are not suf ficiently wise and good, may be of a more serious nature than any of those against which they so sedulously guard.

"The moon shines at night when the sun is gone to bed," is an expression in one of Mrs. Barbauld's excellent little books for children, and objected to by Miss Edgeworth, on account of the erroneous opinion it conveys. With all due deference to an authority so respectable, I much question whether the idea excited by the expression above quoted can make more than a momentary impression on the most juvenile pupil; while the false opinions that may be formed of the tutor's motive for obliterating the reprobated line, will probably give birth to pride and suspicion, passions that are neither transient nor innoxious. To preserve the tender mind from false and erroneous notions upon every subject, appears at first sight to be very desirable; but to do so effectually, we must shut up the organs of sense; for by the impressions made upon these thousands of

erroneous notions are every day received at a period when the judgment is immatured by experience, and the mind incapable of reflection. But, as these impressions are slight, the associations formed by their means are transient, and may therefore be easily changed.

We may obliterate lines and cut out whole pages of the books we put into our children's hands, in the manner recommended by Miss Edgeworth, and yet find it impossible to prevent the misconceptions of infant inexperience; for these will often attach false ideas to a word or a sentence which appears to us clear and intelligible. Our pains in this respect may be therefore thrown away, while the bad consequences may operate upon the mind for ever.

Where whole pages of a book are improper for a child's perusal, the book ought to be entirely withheld; and where we observe words or sentences liable to misconstruction in a book we think otherwise unexceptionable, would it not be better to mark them with a pencil, so as afterwards to examine the child upon them, in order to correct any erroneous opinion they may have conveyed, than to leave him to fill the chasm by conjecture? By thus pointing out the errors into which his unassisted judgment is liable to fall, we shall promote that teachableness of disposition, so essential to the success of the tutor, and repel that early vanity, which however powerful a weapon it may be found in the hands of the teacher, we cannot but consider as injurious to the pupil's mind.

CHAPTER XVIII.

History, Chronology, Law, and Commerce.

THE next remove in the education of youth, must be to the study of politics; to know the beginning, end, and reasons of political societies, that they may not, in a dangerous fit of the commonwealth, be such poor, shaken, uncertain reeds, of such tottering conscience as many of our great counsellors have lately shown themselves, but stedfast pillars of the state. After this they are to dive into the grounds of law and legal justice, delivered first and with best warrant by Moses; and, as far as human prudence can be trusted, in those extolled remains of Grecian lawgivers, Lycurgus, Solon, Zaleuchus, Charondas; and thence to all the Roman edicts and tables with their Justinian; and so down to the Saxon and common laws of England, and the statutes.-Milton.

It would be strange to suppose an English gentleman should be ignorant of the laws of his country. This, whatever situation he is in, is so requisite, that from a justice of the peace to a minister of state, I know no place he can well fill without it. And, to that purpose, I think the right way for a gentleman to study our law, which he does not design for his calling, is to take a view of our English constitution and