n his able lectures upon education, observes, the
questions incessantly asked by spoiled children. This species of idle,
restless curiosity, does not lead to the acquisition of knowledge, it
prevents the possibility of instruction; it is not the animation of a
healthy mind, it is the debility of an over-stimulated temper. There
is a very sensible letter in Mrs. Macaulay's book upon education, on
the impropriety of filling the imagination of young people with
prospects of future enjoyment: the foolish system of promising great
rewards, and fine presents, she clearly shows creates habitual
disorders in the minds of children.

The happiness of life depends more upon a succession of small
enjoyments, than upon great pleasures; and those who become incapable
of tasting the moderately agreeable sensations, cannot fill up the
intervals of their existence between their great delights. The
happiness of childhood peculiarly depends upon their enjoyment of
_little_ pleasures: of these they have a continual variety; they have
perpetual occupation for their senses, in observing all the objects
around them, and all their faculties may be exercised upon suitable
subjects. The pleasure of this exercise is in itself sufficient: we
need not say to a child, "Look at the wings of this beautiful
butterfly, and I will give you a piece of plum-cake; observe how the
butterfly curls his proboscis, how he dives into the honeyed flowers,
and I will take you in a coach to pay a visit with me, my dear.
Remember the pretty story you read this morning, and you shall have a
new coat." Without the new coat, or the visit, or the plum-cake, the
child would have had sufficient amusement in the story and the sight
of the butterfly's proboscis: the rewards, besides, have no natural
connection with the things themselves; and they create, where they are
most liked, a taste for factitious pleasures. Would you encourage
benevolence, generosity, or prudence, let each have its appropriate
reward of affection, esteem, and confidence;[76] but do not by
ill-judged bounties attempt to force these virtues into premature
display. The rewards which are given to benevolence and generosity in
children, frequently encourage selfishness, and sometimes teach them
cunning. Lord Kames tells us a story, which is precisely a case in
point. Two boys, the sons of the earl of Elgin, were permitted by
their father to associate with the poor boys in the neighbourhood of
their father