the play, he "knows his price, and, by the faith of man, that he is worth no worse a place" than that which he occupies. He finds out the value of the check he receives, and lets it "pass by him like the idle wind"-a mastery, which the schoolboy, however he may affect it, never thoroughly attains to.

But it unfortunately happens, that, before he has arrived at that degree of independence, the fate of the individual is too often decided for ever. How are the majority of men trampled in the mire, made ❝hewers of wood, and drawers of water," long, very long, before there was an opportunity of ascertaining what it was of which they were capable! Thus almost every one is put in the place which by nature he was least fit for: and, while perhaps a sufficient quantity of talent is extant in each successive generation, yet, for want of each man's being duly estimated, and assigned his appropriate duty, the very reverse may appear to be the case. By the time that they have attained to that sober self-confidence that might enable them to assert themselves, they are already chained to a fate, or thrust down to a condition, from which no internal energies they possess can ever empower them to escape.

SECTION II.

EQUALITY OF MAN WITH MAN.-TALENTS EXTENSIVELY DISTRIBUTED.-WAY IN WHICH THIS DISTRIBUTION IS COUNTERACTED.-THE APTITUDE OF CHILDREN FOR

DIFFERENT PURSUITS SHOULD BE EARLY SOUGHT OUT.HINTS FOR A BETTER SYSTEM OF EDUCATION.-AMBITION AN UNIVERSAL PRINCIPLE.

THE reflections thus put down, may assist us in answering the question as to the way in which talents are distributed among men by the hand of

nature.

All things upon the earth and under the earth, and especially all organised bodies of the animal or vegetable kingdom, fall into classes. It is by this means, that the child no sooner learns the terms, man, horse, tree, flower, than, if an object of any of these kinds which he has never seen before, is exhibited to him, he pronounces without hesitation, This is a man, a horse, a tree, a flower.

All organised bodies of the animal or vegetable kingdom are cast in a mould of given dimension and feature belonging to a certain number of individuals, though distinguished by inexhaustible varieties. It is by means of those features that the class of each individual is determined.

To confine ourselves to man.

All men, the monster and the lusus naturæ excepted, have a certain form, a certain complement of limbs, a certain internal structure, and organs of

sense-may we not add further, certain powers of intellect?

Hence it seems to follow, that man is more like and more equal to man, deformities of body and abortions of intellect excepted, than the disdainful and fastidious censors of our common nature are willing to admit.

I am inclined to believe, 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.

But the practices and modes of civilised life prompt us to take the inexhaustible varieties of man, as he is given into our guardianship by the bountiful hand of nature, and train him in one uniform exercise, as the raw recruit is treated when he is brought under the direction of his drill-serjeant.

The son of the nobleman, of the country-gentleman, and of those parents who from vanity or whatever other motive are desirous that their offspring should be devoted to some liberal profession, is in nearly all instances sent to the grammar-school. It is in this scene principally, that the judgment is formed that not above one boy in a hundred possesses an acute understanding, or will be able to strike into a path of intellect that shall be truly his

own.

I do not object to this destination, if temperately

pursued. It is fit that as many children as possible should have their chance of figuring in future life in what are called the higher departments of intellect. A certain familiar acquaintance with language and the shades of language as a lesson, will be beneficial to all. The youth who has expended only six months in acquiring the rudiments of the Latin tongue, will probably be more or less the better for it in all his future life.

But seven years are usually spent at the grammarschool by those who are sent to it. I do not in many cases object to this. The learned languages are assuredly of slow acquisition. In the education of those who are destined to what are called the higher departments of intellect, a long period may advantageously be spent in the study of words, while the progress they make in theory and dogmatical knowledge is too generally a store of learning laid up, to be unlearned again when they reach the period of real investigation and independent judgment. There is small danger of this in the acquisition of words.

But this method, indiscriminately pursued as it is now, is productive of the worst consequences. Very soon a judgment may be formed by the impartial observer, whether the pupil is at home in the study of the learned languages, and is likely to make an adequate progress. But parents are not impartial. There are also two reasons why the schoolmaster is not the proper person to pronounce: first, because,

if he pronounces in the negative, he will have reason to fear that the parent will be offended; and secondly, because he does not like to lose his scholar. But the very moment that it can be ascertained, that the pupil is not at home in the study of the learned languages, and is unlikely to make an adequate progress, at that moment he should be taken from it.

The most palpable deficiency that is to be found in relation to the education of children, is a sound judgment to be formed as to the vocation or employment in which each is most fitted to excel. As, according to the institutions of Lycurgus, as soon as a boy was born, he was visited by the elders of the ward, who were to decide whether he was to be reared, and would be made an efficient member of the commonwealth, so it were to be desired that, as early as a clear discrimination on the subject might be practicable, a competent decision should be given as to the future occupation and destiny of a child.

But this is a question attended with no common degree of difficulty. To the resolving such a question with sufficient evidence, a very considerable series of observations would become necessary. The child should be introduced into a variety of scenes, and a magazine, so to speak, of those things about which human industry and skill may be employed, should be successively set before him. The censor who is to decide on the result of the whole,