On the necessity of obtaining a knowledge of the intellectual faculties, in order to their proper cultivation.-How this knowledge is to be acquired.-Futility of endeavouring to cultivate the faculties out of the order prescribed by Nature.—A short analysis of the plan to be pursued.-Reflections.

MY DEAR FRIEND,

HAVING endeavoured to point out the necessity of paying an early and unremitting attention to the active powers of the human mind, it now remains for me to attempt an examination of the principles upon which we ought to proceed in the improvement of the intellectual faculties. If we admit, as a fundamental principle, that the true end of education is to bring all the powers and faculties of our nature to the highest perfection of which they are capable; it evidently follows, that an adequate knowledge of these powers and faculties is absolutely necessary towards the accomplishment of the

end we have in view. The diffusion of this species of knowledge would doubtless correct many errors, both in theory and practice; and did it once become general. among those with whom the first years of life are commonly spent, would produce consequences of the utmost importance to society.

But where are we to search for this desirable information? Must we turn to the voluminous works of philosophers, and there seek for this hidden treasure, amid all the rubbish of conjecture and hypothesis? Such a task would be, to the generality of our sex, impossible: nor were it possible, would it probably be attended with much advantage.

To explore the nature of the human mind is, indeed, the proper object of metaphysical inquiry ; but few philosophers have been at sufficient pains to discriminate and ascertain the different degrees of certainty that attend their discoveries. With all that is speculative or conjectural upon this subject we have properly no concern; but happily for us, we may derive an adequate knowledge of all that is true and certain, by means of reflection and observation.

"We take it for granted," says the venerable Reid, "that, by attentive reflection, a man may gain a clear and certain knowledge of the operations of his own mind; a knowledge no less clear and certain than that which he has of an external object, when it is set before his eyes. Another source of information upon this subject is a due attention to the course of human actions and conduct. The actions of men are effects; their sentiments, their passions and their affections, are causes of those effects; and we may in many cases, form a judgment of the cause from the effect. Not only the

actions, but even the opinions, of men, may sometimes give light into the frame of the human mind. The opinions of men may be considered as the effects of their intellectual powers, as their actions are the effects of their active principles. Even the prejudices and errors of mankind, when they are general, must have some cause no less general; the discovery of which will throw some light upon the frame of the human understanding."

Fortified by such authority, I need not scruple to aver, that by reflection upon the operations of our own minds, and attentive observation of the conduct and opinions of others, we may attain all the information that is absolutely requisite for us upon the subject in question; and that the greatest advantage to be derived from the disquisitions of the learned, is the leading our minds to a more attentive reflection and observation than we might otherwise be inclined to bestow. "The understanding," as Mr. Locke beautifully observes, "Like the eye, whilst it makes us see and perceive all other things, takes no notice of itself; and it requires art and pains to set it at a distance, and make it its own object." This "art and pains" are implied in serious reflection; and to this reflection it is the object of these volumes to call the guardians of the rising generation.

Let it not be imagined, that I mean to engage my sex in the nice subtleties of logic or metaphysics. It is not for the purpose of exercising their minds in useless speculation, that I exhort them to the species of inquiry alluded to; but it is to enable them to discharge, with fidelity and honour, the momentous duties to which Providence has been pleased to call them.

Parents are the agents of the Most High in extending the blessing of existence. But in giving life to a new race of beings is their agency at an end? Ought they not still to consider themselves as the instruments of the Deity, employed by Him to train up a certain portion of his rational offspring to a capacity for the enjoyment of that felicity which he has prepared for those who love him? In all that we know of his decrees, we behold a provision for the gradual improvement, and final perfection of the human race. In this beneficent plan parents have the privilege of co-operating. Glorious privilege! Who that had a sense of its importance would sacrifice it at the shrine of vanity, or relinquish it at the suggestion of selfish indolence ?

To mothers is entrusted the care of rational beings in the most important period of their existence; the springs of human conduct are in their hands. From them, must the native passions and affections of the heart receive their direction; by them must the germ of intellect be taught to expand; by them must the foundation be laid of all that is great, and good, and admirable, in the human character. These are the important privileges by which our sex is honoured; these are the duties to which it is called. Let not assistance towards the due performance of them be despised, however humble the hand that offers it.

In entering upon the cultivation of the understanding, it is necessary to premise, that I do not intend to prescribe any particular course of study, or to point out the best methods of instruction in any branch of learning or science. To those