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spirits； by the state of the solids and fluids of the human body； and by the state of the weather。 But in a paramount sense that only can be said to be a man's opinion which he entertains in his clearest moments； and from which； when he is most himself； he is least subject to vary。 In this emphatical sense； I should say； a man does not always know what is his real opinion。 We cannot strictly be said to believe any thing； in cases where we afterwards change our opinion without the introduction of some evidence that was unknown to us before。 But how many are the instances in which we can be affirmed to be in the adequate recollection of all the evidences and reasonings which have at some time occurred to us； and of the opinions； together with the grounds on which they rested； which we conceived we had justly and rationally entertained？
The considerations here stated however should by no means be allowed to inspire us with indifference in matters of opinion。 It is the glory and lustre of our nature； that we are capable of receiving evidence； and weighing the reasons for and against any important proposition in the balance of an impartial and enlightened understanding。 The only effect that should be produced in us； by the reflection that we can at last by no means be secure that we have attained to a perfect result； should be to teach us a wholsome diffidence and humility； and induce us to confess that； when we have done all； we are ignorant； dim…sighted and fallible； that our best reasonings may betray； and our wisest conclusions deceive us。
＇32＇ Enquiry concerning Virtue； Book 1； Part 1； Section ii。
ESSAY XIV。 OF YOUTH AND AGE。
Magna debetur pueris reverentia。
Quintilian。
I am more doubtful in writing the following Essay than in any of those which precede； how far I am treating of human nature generally； or to a certain degree merely recording my own feelings as an individual。 I am guided however in composing it； by the principle laid down in my Preface； that the purpose of my book in each instance should be to expand some new and interesting truth； or some old truth viewed under a new aspect； which had never by any preceding writer been laid before the public。
Education； in the conception of those whose office it is to direct it； has various engines by means of which it is to be made effective； and among these are reprehension and chastisement。
The philosophy of the wisest man that ever existed； is mainly derived from the act of introspection。 We look into our own bosoms； observe attentively every thing that passes there； anatomise our motives； trace step by step the operations of thought； and diligently remark the effects of external impulses upon our feelings and conduct。 Philosophers； ever since the time in which Socrates flourished； to carry back our recollections no further； have found that the minds of men in the most essential particulars are framed so far upon the same model； that the analysis of the individual may stand in general consideration for the analysis of the species。 Where this principle fails； it is not easy to suggest a proceeding that shall supply the deficiency。 I look into my own breast； I observe steadily and with diligence what passes there； and with all the parade of the philosophy of the human mind I can do little more than this。
In treating therefore of education in the point of view in which it has just been proposed； I turn my observation upon myself； and I proceed thus。If I do not stand as a competent representative for the whole of my species； I suppose I may at least assume to be the representative of no inconsiderable number of them。
I find then in myself； for as long a time as I can trace backward the records of memory； a prominent vein of docility。 Whatever it was proposed to teach me； that was in any degree accordant with my constitution and capacity； I was willing to learn。 And this limit is sufficient for the topic I am proposing to treat。 I do not intend to consider education of any other sort； than that which has something in it of a liberal and ingenuous nature。 I am not here discussing the education of a peasant； an artisan； or a slave。
In addition to this vein of docility； which easily prompted me to learn whatever was proposed for my instruction and improvement； I felt in myself a sentiment of ambition； a desire to possess the qualifications which I found to be productive of esteem； and that should enable me to excel among my contemporaries。 I was ambitious to be a leader； and to be regarded by others with feelings of complacency。 I had no wish to rule by brute force and compulsion； but I was desirous to govern by love； and honour； and 〃the cords of a man。〃
I do not imagine that； when I aver thus much of myself； I am bringing forward any thing unprecedented； or that multitudes of my fellow…men do not largely participate with me。
The question therefore I am considering is； through what agency； and with what engines； a youth thus disposed； and with these qualifications； is to be initiated in all liberal arts。
I will go back no further than to the commencement of the learning of Latin。 All before was so easy to me； as never to have presented the idea of a task。 I was immediately put into the accidence。 No explanation was attempted to be given why Latin was to be of use to me； or why it was necessary to commit to memory the cases of nouns and the tenses of verbs。 I know not whether this was owing to the unwillingness of my instructor to give himself the trouble； or to my supposed incapacity to apprehend the explanation。 The last of these I do not admit。 My docility however came to my aid； and I did not for a moment harbour any repugnance to the doing what was required of me。 At first； and unassisted in the enquiry； I felt a difficulty in supposing that the English language； all the books in my father's library； did not contain every thing that it would be necessary for me to know。 In no long time however I came to experience a pleasure in turning the thoughts expressed in an unknown tongue into my own； and I speedily understood that I could never be on a level with those eminent scholars whom it was my ambition to rival； without the study of the classics。
What then were the obstacles； that should in any degree counteract my smooth and rapid progress in the studies suggested to me？ I can conceive only two。
First； the versatility and fickleness which in a greater or less degree beset all human minds； particularly in the season of early youth。 However docile we may be； and willing to learn； there will be periods； when either some other object powerfully solicits us； or satiety creeps in； and makes us wish to occupy our attention with any thing else rather than with the task prescribed us。 But this is no powerful obstacle。 The authority of the instructor； a grave look； and the exercise of a moderate degree of patience will easily remove it in such a probationer as we are here considering。
Another obstacle is presumption。 The scholar is willing to conceive well of his own capacity。 He has a vanity in accomplishing the task prescribed him in the shortest practicable time。 He is impatient to go away from the business imposed upon him； to things of his own election； and occupations which his partialities and his temper prompt him to pursue。 He has a pride in saying to himself； 〃This； which was a business given to occupy me for several hours； I can accomplish in less than one。〃 But the presumption arising out of these views is easily subdued。 If the pupil is wrong in his calculation； the actual experiment will speedily convince him of his error。 He is humbled by and ashamed of his mistake。 The merely being sent back to study his lesson afresh； is on the face of the thing punishment enough。
It follows from this view of the matter； that an ingenuous youth； endowed with sufficient capacity for the business prescribed him； may be led on in the path of intellectual acquisition and improvement with a silken cord。 It will demand a certain degree of patience on the part of the instructor。 But Heaven knows； that this patience is sufficiently called into requisition when the instructor shall be the greatest disciplinarian that ever existed。 Kind tones and encouragement will animate the learner amidst many a difficult pass。 A grave remark may perhaps sometimes be called for。 And； if the preceptor and the pupil have gone on like friends； a grave remark； a look expressive of rebuke； will be found a very powerful engine。 The instructor should smooth the business of instruction to his pupil； by appealing to his understanding； developing his taste； and assisting him to remark the beauties of the composition on which he is occupied。
I come now then to the consideration of the two engines mentioned in the commencement of this Essay； reprehension and chastisement。
And here； as in what went before； I am reduced to the referring to my own experience； and looking back into the history of my own mind。
I say then； that reprehension and reprimand can scarcely ever be necessary。 The pupil should undoubtedly be informed when he is wrong。 He should be told what