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nce on the part of the instructor。 But Heaven knows； that this patience is sufficiently called into requisition when the instructor shall be the greatest disciplinarian that ever existed。 Kind tones and encouragement will animate the learner amidst many a difficult pass。 A grave remark may perhaps sometimes be called for。 And； if the preceptor and the pupil have gone on like friends； a grave remark； a look expressive of rebuke； will be found a very powerful engine。 The instructor should smooth the business of instruction to his pupil； by appealing to his understanding； developing his taste； and assisting him to remark the beauties of the composition on which he is occupied。
I come now then to the consideration of the two engines mentioned in the commencement of this Essay； reprehension and chastisement。
And here； as in what went before； I am reduced to the referring to my own experience； and looking back into the history of my own mind。
I say then； that reprehension and reprimand can scarcely ever be necessary。 The pupil should undoubtedly be informed when he is wrong。 He should be told what it is that he ought to have omitted； and that he ought to have done。 There should be no reserve in this。 It will be worthy of the highest censure； if on these points the instructor should be mealy…mouthed； or hesitate to tell the pupil in the plainest terms； of his faults； his bad habits； and the dangers that beset his onward and honourable path。
But this may be best； and most beneficially done； and in a way most suitable to the exigence； and to the party to be corrected； in a few words。 The rest is all an unwholsome tumour； the disease of speech； and not the sound and healthful substance through which its circulation and life are conveyed。
There is always danger of this excrescence of speech； where the speaker is the umpire； and feels himself at liberty； unreproved； to say what he pleases。 He is charmed with the sound of his own voice。 The periods flow numerous from his tongue； and he gets on at his ease。 There is in all this an image of empire； and the human mind is ever prone to be delighted in the exercise of unrestricted authority。 The pupil in this case stands before his instructor in an attitude humble； submissive； and bowing to the admonition that is communicated to him。 The speaker says more than it was in his purpose to say； and he knows not how to arrest himself in his triumphant career。 He believes that he is in no danger of excess； and recollects the old proverb that 〃words break no bones。〃
But a syllable more than is necessary and justly measured； is materially of evil operation to ingenuous youth。 The mind of such a youth is tender and flexible； and easily swayed one way or the other。 He believes almost every thing that he is bid to believe； and the admonition that is given him with all the symptoms of friendliness and sincerity he is prompt to subscribe to。 If this is wantonly aggravated to him； he feels the oppression； and is galled with the injustice。 He knows himself guiltless of premeditated wrong。 He has not yet learned that his condition is that of a slave； and he feels a certain impatience at his being considered as such； though he probably does not venture to express it。 He shuts up the sense of this despotism in his own bosom； and it is his first lesson of independence and rebellion and original sin。
It is one of the grossest mistakes of which we can be guilty； if we confound different offences and offenders together。 The great and the small alike appear before us in the many…coloured scene of human society； and； if we reprehend bitterly and rate a juvenile sinner for the fault； which he scarcely understood； and assuredly had not premeditated； we break down at once a thousand salutary boundaries； and reduce the ideas of right and wrong in his mind to a portentous and terrible chaos。 The communicator of liberal knowledge assuredly ought not to confound his office with that of a magistrate at a quarter…sessions； who though he does not sit in judgment upon transgressions of the deepest and most atrocious character； yet has brought before him in many cases defaulters of a somewhat hardened disposition； whose lot has been cast among the loose and the profligate； and who have been carefully trained to a certain audacity of temper； taught to look upon the paraphernalia of justice with scorn； and to place a sort of honour in sustaining hard words and the lesser visitations of punishment with unflinching nerve。
If this is the judgment we ought to pass upon the bitter and galling and humiliating terms of reprehension apt to be made use of by the instructor to his pupil； it is unnecessary to say a word on the subject of chastisement。 If such an expedient is ever to be had recourse to； it can only be in cases of contumaciousness and rebellion； and then the instructor cannot too unreservedly say to himself； 〃This is matter of deep humiliation to me： I ought to have succeeded by an appeal to the understanding and ingenuous feelings of youth； but I am reduced to a confession of my impotence。〃
But the topic which； most of all； I was desirous to bring forward in this Essay； is that of the language so customarily employed by the impatient and irritated preceptor； 〃Hereafter； in a state of mature and ripened judgment； you will thank me for the severity I now exercise towards you。〃
No； it may safely be answered： that time will never arrive。
As； in one of my earlier Essays＇33＇； I undertook to shew that there is not so much difference between the talents of one man and another as has often been apprehended； so we are guilty of a gross error in the way in which we divide the child from the man； and consider him as if he belonged to a distinct species of beings。
＇33＇ Essay II。
I go back to the recollections of my youth； and can scarcely find where to draw the line between ineptness and maturity。 The thoughts that occurred to me； as far back as I can recollect them； were often shrewd； the suggestions ingenious； the judgments not seldom acute。 I feel myself the same individual all through。
Sometimes I was unreasonably presumptuous； and sometimes unnecessarily distrustful。 Experience has taught me in various instances a sober confidence in my decisions； but that is all the difference。 So to express it； I had then the same tools to work with as now； but the magazine of materials upon which I had to operate was scantily supplied。 Like the apothecary in Romeo and Juliet； the faculty； such as it was； was within me； but my shelves contained but a small amount of furniture：
A beggarly account of empty boxes； Remnants of packthread； and old cakes of roses； Which； thinly scattered； served to make a shew。
In speaking thus of the intellectual powers of my youth； I am however conceding too much。 It is true； 〃Practice maketh perfect。〃 But it is surprising； in apt and towardly youth； how much there is to commend in the first essays。 The novice； who has his faculties lively and on the alert； will strike with his hammer almost exactly where the blow ought to be placed； and give nearly the precisely right force to the act。 He will seize the thread it was fitting to seize； and； though he fail again and again； will shew an adroitness upon the whole that we scarcely know how to account for。 The man whose career shall ultimately be crowned with success； will demonstrate in the beginning that he was destined to succeed。
There is therefore no radical difference between the child and the man。 His flesh becomes more firm and sinewy； his bones grow more solid and powerful； his joints are more completely strung。 But he is still essentially the same being that he was。 When a genuine philosopher holds a new…born child in his arms； and carefully examines it； he perceives in it various indications of temper and seeds of character。 It was all there； though folded up and confused； and not obtruding itself upon the remark of every careless spectator。 It continues with the child through life； grows with his growth； and never leaves him till he is at last consigned to the tomb。 How absurd then by artful rules and positive institutions to undertake to separate what can n