Impatience, activity, and sanguine hope, are habits of an European. By education his imagination is exalted and his ideas are multiplied. By reading, and frequent intercourse with foreigners, he is enabled to present to himself the state of distant times and remote nations. Their knowlege, their arts, their pleasures become familiar to him; and, from a fixed principle of the human mind, the lively idea of all these advantages generates the hope of appropriating them. His first attempt is haply crowned with success, and he is thus stimulated to farther effort: but as the bounds fixed to his attainments are removed the farther he advances, and improvement is infinite, his ultimate disappointment is inevitable, and it is felt with a poignancy proportioned to the confidence of his first hopes. The habits of the Oriental, on the contrary, are indolence, gravity, patience. His ideas are few in number; and his sentiments in course equally rare. They are, however, generally correct, springing from the objects around him, and for the most part limited to those objects. A chief cause of this contrast, must be the mode of education in each community. Education should be the art of forming man on the principles of nature; by due attention to her unerring progress, no advantage of life can remain unimproved, and no duty can be misunderstood. But in no nation with whose history we are acquainted, has such a system been established. Almost every one forms its disciples on the narrow views of that community, and nature is distorted and paralised by authority. The leading fault of education in the various parts of the Turkish empire, originates in the prevailing superstition. Wherever this does not operate, the practice is sufficiently rational. The children of the Arabs early attain the character of manhood. A grave demeanour, fortitude in suffering, respect for age, filial affection, contempt for frivolous amusements, frugality, temperance, hospitality, are taught in the easiest and most effectual manner—by example; and where there is least probability of counter-instruction—in the house of the father. They are early taken out of the hands of women, and sent to study the Korân; an employment which indeed has only the negative advantage of saving a portion of their time from positive idleness. As they advance towards maturity, little coercion is employed, but no incitement is administered to error. The father gradually accustoms himself to treat his son on the footing of an equal; who, on the other hand, seldom forgets the respect which is not imperiously exacted.