a source of continual support and consolation, will, if cheerful ideas be associated with them, prove essentially instrumental to fortitude. Before the devout and the benevolent affections, the disposition to selfishness vanishes, as the clouds of the morning before the radiant sun. Let the susceptibility of the mind be cultivated under these auspicious beams. Be it endeavoured to render its conceptions of the sublime and beautiful so clear and distinct, as to render the mind alive to the emotions of sublimity and beauty, as often as opportunities of calling them forth recur and by these means, you will cultivate taste, invigorate the intellect, give new animation to the spirits, and render a character which would, by injudicious management and soothing indulgence, have sunk into insignificance, happy in itself, and useful to society.

Another and a powerful motive to the diligent improvement of the faculty now under consideration, will be found in the assistance to be derived from it in inculcating a firm adherence to truth. Falsehood is the vice of weak and timid minds. To those whose conceptions are languid and confused, it is impossible that misrepresentation can ever appear in a very atrocious light. In these misrepresentations they are utterly unconscious how far they depart from the truth, because of the truth they have no distinct idea: and it is impossible, in consequence, to convince them of the turpitude of falsifying. By obtaining clear conceptions, and by being accustomed to give an accurate account of the conceptions it acquires, the mind becomes habituated to truth; at the same time that the distance betwixt truth and falsehood becomes in such minds actually enlarged, and the difficulty of de

parting from one to the other is consequently increased.

The confused and inaccurate conceptions of the vulgar, arising from a total neglect of this faculty in their early education, renders them for ever liable to the vice of lying. Cunning takes its rise from the same source: and though many a departure from truth may be laid to the charge of vanity, I believe we shall generally find, that where the conceptions are clear, distinct, and vigorous, the character will be upright and sincere.

Adieu.

LETTER V.

CONCEPTION.

Possessed in different degrees of vigour.-How it may best be cultivated in those of slow capacity.-Exemplified in a variety of instances. -Difference betwixt a memory of perception, and the recollection of ideas. The advantage of cultivating the latter.-Illustrations.

THE greatest difference that exists with respect to intellect betwixt individuals, whose organs of perception are equally perfect, will be found to consist in the vigour or the weakness of the faculty of conception. That this faculty is imparted by nature in very different proportions to the human race, will probably be acknowledged by all who argue less from theory than experience. Like all the other intellectual faculties, it is, however, capable of so much improvement, that where it pos

7* VOL. II.

sessed but in a very moderate degree, it may, by careful cultivation, be so strengthened and improved, as to conquer the deficiency; while by contrary management, the conceptions which were naturally lively and vigorous, may, for want of use, become faint and languid.

To point out the most likely method of succeeding in the cultivation of this faculty, where it appears in a weak and imperfect state, shall be the subject of this letter; and as the hints I shall offer, are all the fruits of real observation, I feel some degree of confidence in proposing them.

The source of many errors upon this point is the vanity and partiality of parents, which will not permit them to see, or to acknowledge, even to themselves, that their children can possibly be deficient in any faculty. Willing to be deceived, they permit prattling vivacity to impose upon them as proofs of quickness of apprehension; and ape-like imitation to pass upon them for acute judg

ment.

When these lively prattlers advance in years, people are surprised that what they looked upon as the promise of genius, should end in dulness and stupidity. Instead of this blind and ever misjudging partiality, would it not be better for parents accurately to examine and to appreciate the faculties of their children; that so by an attentive cultivation, the barren soil, whose gaudy weeds pleased the eye and amused the fancy, might be rendered really productive, and enabled to bring its fruits to maturity?

Children of slow capacity require so much attention, such unwearied patience, such unremitting assiduity, that maternal affection is alone equal to the task. The particular attention which they require,

it were folly to expect from any less interested than a mother. But richly must the mother be compensated, who, by her judicious labours, rescues the child of her affections from the degrading state of ignorance and imbecility. When she reflects, that instead of the rational companion, the steady friend, the prudent adviser, whom she now finds in her child; the same child would, by a conduct less judicious on her part, have been doomed to grope through life in a state of helpless ignorance; enviable must be her feelings!

The mother, who, by attending to the early education of her children, gives herself a real title to the maternal character, has, in the cultivation of their faculties, a great and manifest advantage over every other preceptor.

"She knows each chord, its various tune-
Each spring, its various bias."

She is intimately acquainted with the progress, nay with the very number of their ideas, and thus possesses the master-key of their minds. Shame on her, who carelessly throws it aside, and indolently permits the only gate that opens to improvement, to be shut for ever!

Though the perceptions may appear quick where the apprehension is slow, yet I am inclined to believe, that in this case they will, upon examination, be found to be neither distinct nor accurate. Great pains ought, therefore, to be taken with children of slow capacity, to invigorate their perceptions. Without great pains they will not receive the same number of ideas from external objects, with children of more lively parts and as these ideas are the foundation of all intellectual improvement, it follows of course, that where they are imperfect,

or few in number, the disadvantage can never be remedied. To call the attention to the examination of external objects, and to aid the mind in forming conceptions concerning them, is therefore of infinitely more importance in the case under consideration, than is generally imagined. The parent, who is much with her child, has this branch of education always in her power. Materials for it are ever at hand. The world of Nature, and the works of art, are equally subservient to her purpose. Let us give an instance.

Mother.

pet, I see.

"My dear, you are looking at the car

Well, now, try if you can tell me of

what it is made."

Child. 'I don't know mamma.'

Mother. "Examine it better. Feel it. Is it hard, like the floor ?"

6

Child. No. It is soft, and it is prettier than the floor.'

Mother. "Its colours have nothing to do with the question; the carpet would be as good a carpet, though not so pretty a one, if it had never been dyed at all. Look at it again, and try if you can find out what it is made of."

Child. I now see threads in it. I believe it is made of big threads !'

Mother. "You are partly right; but are these threads made of the same materials as the thread with which I am now sewing. Come and look at it."

Child. No. 'No. I see there is a difference; and the threads that make the carpet, are red, blue, and green.'

Mother. "The colours are of no consequence, let us not think of them at all. Let us examine a thread of the carpet, without minding the colour :