means confined to that early
period of their lives. The same appetite for knowledge would increase
and acquire additional strength, were it but properly directed, or
furnished with moderate and suitable means of gratification. But when a
parent or teacher impatiently attempts to force it upon the child more
rapidly than he can receive it,--that is, than he can reiterate it in
his mind for himself,--he not only irritates and harasses the child, but
his attempt neutralizes the effect of the ideas which the child would
otherwise pleasantly and efficiently have received. Every such attempt
to do more than enough greatly weakens the powers of the pupil's mind,
and discourages him from any after attempt to increase his knowledge.

As a general maxim in the education of the young, it may here be
observed, that as long as the understanding of a child remains clear,
and he can distinctly perceive the truths which are communicated to him,
he will find himself pleasantly and profitably employed, and will soon
acquire a habit of distinct mental vision;--the powers of his mind will
be rapidly expanded and strengthened, and he will receive and retain the
knowledge communicated to him with ease and with pleasure. But when, on
the contrary, he is overtasked, and more ideas are forced upon his
attention than his capacity can receive, the mind becomes disturbed and
confused, the mental perception becomes cloudy and indistinct, and all
that is communicated in these circumstances is absolutely lost. If the
parent or teacher insists on the pupil persevering in his mental meal,
in the hope that things will get better, we can easily, from the present
analogy, perceive the fallacy of such a hope. Perseverance will only
create additional perplexity; the whole powers of the child's mind will
become more and more enfeebled, or totally prostrated; the labour of the
teacher will be lost; and he will find his pupil now, and for some time
afterwards, much less able to take a clear and distinct view of any
subject than he was before.

There is yet one other point of analogy between the supply of food for
the body and the mind, to which we must also allude. It is to be found
in the baneful, and often destructive, effects of unnatural stimulants
applied to the mental appetite, which strikingly correspond in their
effects to the pernicious habit of supplying stimulants to the young in
their ordinary food.--Stimulants will no doubt, in both cases, produc