boy a few words, he as much mistakes his duty, as he does the road to
learning: this is only the first stage of his journey. He has the man to
form for society with ten thousand sentiments.

It is curious to enter one of these prisons of science, and observe the
children not under the least government: the master without authority,
the children without order; the master scolding, the children riotous.
We never _harden_ the wax to receive the impression. They act in a
natural sphere, but he in opposition: he seems the only person in the
school who merits correction; he, unfit to teach, is making them unfit
to be taught.

A man does not consider whether his talents are adapted for teaching, so
much, as whether he can _profit_ by teaching: thus, when a man hath
taught for twenty years, he may be only fit to go to school.

To that vast group of instructors, therefore, whether in, or out of
petticoats, who teach, without having been taught; who mistake the tail
for the feat of learning, instead of the head; who can neither direct
the passions of others nor their own; it may be said, "Quit the trade,
if bread can be procured out of it. It is useless to pursue a work of
error: the ingenious architect must take up your rotten foundation,
before he can lay one that is solid."

But, to the discerning few, who can penetrate the secret windings of the
heart; who know that nature may be directed, but can never be inverted;
that instruction should ever coincide with the temper of the instructed,
or we sail against the wind; that it is necessary the pupil should
relish both the teacher and the lesson; which, if accepted like a bitter
draught, may easily be sweetened to his taste: to these valuable few,