The multiplicity of aids, and the continual cares, which for a long time, the weak state of the infant exact, entertain and increase the attachment of its parents, and while they are attending to the care of the body, they cultivate the mind. The time required to strengthen the first, turns to the profit of the latter. In the generality of animals the corporeal faculties are more advanced in two months than those of an infant in two years; there is, therefore, twelve times as much time employed in its individual education, without reckoning what is still remaining to acquire after this period, without considering that animals quit their young as soon as they are able to provide for themselves, and that soon after this separation they know each other no more, so that all attachment, and all education, ceases in them at the very moment assistance is no longer necessary. Now this time of education being so short, its effects must be very small; and it is even astonishing that animals acquire in two months whatever is necessary for their use during the rest of life: and if we suppose a child, in an equal space of time, should become sufficiently formed and strong to leave its parents, and never to return to them for assistance, would there be any sensible difference between this child and the brute animal? However ingenious and able the parents were, could they be able to prepare and modify its organs in so short a space of time, or to establish the least communication of thought between their minds and his? Could they be able to excite his memory by impressions sufficiently reiterated? Could they even modify or unfold their organs of speech? No, for before the child can pronounce a single word his ear must have received repeated impressions of the sound expressing that word; and, before he can be able to apply or pronounce it properly, the same combination of the word, and the object to which it belongs, must be frequently presented to him. Education, therefore, which alone can expand the powers of the mind, will be unremittingly continued for a length of time; if it should cease, not at the end of two months, as in animals, but even when twelve months old, the mind of the child, which could have received no impression, would remain inactive, like that of an idiot, the defect of whose organs prevents the reception of knowledge. This reasoning would apply with double force if we suppose the child born in a pure state of nature, if it had only a Hottentot mother for its tutoress, and that at the age of two months it was able to separate from her, and live without her care and assistance:--would not this child be worse than an idiot, and entirely on a par with the brutes? But in this state of nature, the first education, that is, the education of necessity, exacts as much time as in the civilized state, because in both the child is equally weak, and equally slow in its growth, and consequently it has need of