childhood, will be invigorated by the mutual support they afford each other, and by the exercise which they will find in the various judgments they are called upon to form. Hence will arise a tranquil interest a gentle and wellregulated impulse, particularly favourable to the calm pleasures of study. Intellectual tastes will grow up, under the fostering shade of a happy disposition - an invaluable advantage! but one of which those children, who have been influenced only by the too powerful stimulus of self-love, are deprived, not only during childhood, but often for a much longer period.

BOOK III.

PERIOD BETWEEN FIVE AND SEVEN.

CHAPTER I.

ON THE CULTIVATION OF THE INTELLECT;

AND

ON THE BEST MEANS OF EXERCISING THE FACULTY OF ATTENTION.

In the former part of this work we have endeavoured to give a picture of the first years of infancy; but as children grow older, it is hardly possible that each successive step in their moral developement should have a precise date assigned to it. Very different results must be produced, even in individuals of the same age, by the inequality both of their natural talents, and of the degree of care bestowed upon them. On this account we must henceforth treat of the various periods of childhood only in general terms; their several characteristics becoming at last so vague and uncertain as not to be distinguished without difficulty.

We cannot, therefore, be surprised that most writers on education have adopted the plan of considering the several branches of the subject

separately, without any regard to the order of time. By this method they have avoided the necessity of recurring continually to such topics as must be brought forward again and again in each successive period. There are, however, some disadvantages attending this plan. Subjects which should be always uppermost in our thoughts, and which in every change effected by additional years should still harmonize together, are apt to be separately considered, without reference to their mutual connection. It will therefore be our endeavour to avoid this defect, by viewing them as exerting a reciprocal influence. But at the same time we shall often be obliged to take into consideration a somewhat lengthened period, and even then shall seldom be able to determine its exact limits.

The period, then, on which we are now about to offer a few observations, comprehends the interval between five and seven years old. At this time, sympathy, and the imagination which is so closely connected with it, are still in all their force; children have acquired, in the power of speaking, an easy mode of communication with their older friends; but their ideas have not yet been much enlarged by instruction. Their short lessons, which are not considered by them as of much importance, do not seem greatly to favour intellectual progress.

The only valuable acquirements at this age are those which are involuntary; and it is by observing, acting, and entering freely into conversation, that the understanding of children is developed. We shall, therefore, in the first place, consider that species of intellectual culture, which, as regards the end in view, is most important namely, that which is not obligatory; and shall afterwards examine what advantages may be derived from establishing, even at this early age, some degree of order and method.

The object of the first and principal efforts of intellectual education should be to render children more capable of attention. But this task ought to have been entered upon long before the period of which we are now speaking. Let us for a moment look back to its origin and progress.

When first awakened in the mind the faculty of attention is involuntary; one single vivid sensation will so entirely engross the thoughts as to prevent the reception of any other; thus we often see not only children, but even adults, completely absorbed whilst listening to music, or whilst contemplating some striking object presented to their view. It might seem as if education had no concern with this natural exercise of the attention. But such is not the case. I have already more than once recommended that every

thing about a new-born infant should be kept as quiet as possible, in order that the impressions it receives by means of the senses should be clear and distinct, without its being necessary to make them very powerful. On this preliminary and inferior degree of attention depends that which is to follow; if there have been no involuntary attention, neither will there be any voluntary exercise of this faculty. If the eyes of the child wander about without any fixed object if he listen inattentively

a

degree of vacillation will prevail both in his own existence, and in all his ideas; and this confusion in his perceptions will betray itself in his language.

But, on the other hand, when his sensations are sufficiently lively, his imagination becomes absorbed by the object which has caused them. Recollections, painful or pleasing in their nature, are associated with it; hence arise motives to active exertion; and as soon as there is an end in view, the attention is fixed. If we have not been too careful to preserve our children from the inconveniences incident to physical existence, their own interest will teach them to avoid them; they will feel their way on the floor to secure themselves from falling, and will take care to keep away from the sharp corners of walls, or furniture. But if our fears for them have been so great, as to prevent their