Brutes and savages are totally unacquainted with lassitude and spleen, the lust of variety, and the impatience of curiosity. In a state of society our ideas habitually succeed in a certain proportion, and an employment that retards their progress, speedily becomes disagreeable and tedious. But children, not having yet felt this effect of civilization, are not susceptible to this cause of disgust. They are endowed with a pliableness and versatility of mind, that with a little attention and management may easily be turned to any pursuit. Their understandings not yet preoccupied, they have a singular facility of apprehending, and strength of retention. It is certain this pliableness and facility are very liable to abuse. It is not easy to believe, that they were given to learn words without meaning; terms of art, not understood by the pupil; the systems of theologians, and the jargon of metaphysics. But then neither were they given without a capacity of being turned to advantage. And it should seem that it could not be a very fallacious antidote to abuse, to confine our instructions to such kinds of knowledge, as are of the highest importance, and are seldom learned with success, and even scarcely attainable, at any other period. Let it be observed that I have not fixed upon the age of ten years at random. It is the observation of Rousseau; Both children and men are essentially feeble. Children, because however few be their wants, they are unable to supply them. Men, in a state of society, because whatever be their absolute strength, the play of the imagination renders their desires yet greater. There is an intermediate period, in which our powers having made some progress, and the artificial and imaginary wants being unknown, we are relatively strong. And this he represents as the principal period of instruction. This remark is indeed still more striking, when applied to a pupil, the progress of whose imagination is sedulously retarded. But it is not destitute either of truth or utility in the most general application we can possibly give it. Let it be observed, that Rousseau fixes the commencement of this period at twelve years. I would choose to take it at ten. However we may find it convenient to distribute the productions of nature into classes, and her operations into epochas, yet let it be remembered, that her progress is silent and imperceptible. Between a perfect animal and vegetable, the distinction is of the highest order. Between distant periods we may remark the most important differences. But the gradations of nature are uninterrupted. Of her chain every link is compleat. As therefore I shall find in commencing at ten years, that my time will be barely sufficient for the purposes to which I would appropriate it, I consider this circumstance as sufficient to determine my election. A youth of ten years is omnipotent, if we contrast him with a youth of eight.