There is another art, however, to which knowledge of the intellectual and moral nature of man is still more important--that noble art, which has the charge of training the ignorance and imbecility of infancy into all the virtue, and power, and wisdom of maturer manhood--of forming, of a creature, the frailest and feeblest perhaps which heaven has made, the intelligent and fearless sovereign of the whole animated creation, the interpreter, and adorer, and almost the representative of the Divinity. The art, which performs a transformation so wondrous, cannot but be admirable itself; and it is from observation of the laws of mind, that all which is most admirable in it is derived. These laws we must follow indeed, since they exist not by our contrivance, but by the contrivance of that nobler wisdom, from which the very existence of the mind has flowed; yet, if we know them well, we can _lead_ them, in a great measure, even while we _follow_ them. And, while the helpless subject of this great moral art is every moment requiring our aid,--with an understanding that may rise, from truth to truth, to the sublimest discoveries, or may remain sunk forever in ignorance, and with susceptibilities of vice that may be repressed, and of virtue that may be cherished,--can we know too well the means of checking what is evil, and of fostering what is good? It is too late to lie by, in indolent indulgence of affection, till vice be already formed in the little being whom we love, and to labour then to remove it, and to substitute the virtue that is opposite to it. Vice already formed, is almost beyond our power. It is only in the state of latent propensity, that we can with much reason expect to overcome it by the moral motives which we are capable of presenting; and to distinguish this propensity before it has expanded itself, and even before it is known to the very mind in which it exists,--to tame those passions which are never to rage, and to prepare, at a distance, the virtues of other years,--implies a knowledge of the mental constitution, which can be acquired only by a diligent study of the nature, and progress, and successive transformations of feeling. It is easy to know, that praise or censure, reward or punishment, may increase or lessen, the tendency to the repetition of any particular action; and this, together with the means of elementary instruction, is all which is commonly termed _education_. But the true science of education is something far more than this. It implies a skilful observation of the past, and that long foresight of the future, which experience and judgment united afford. It is the art of seeing, not the _immediate effect_ only, but the _series of effects_ which may follow any particular thought or feeling, in the infinite variety of possible combinations--the art often of drawing virtue from apparent evil, and of averting evil that may rise from apparent good. It is, in short, the philosophy