Page:Home Education by Isaac Taylor (1838).djvu/88

 of the general rule, that, in proportion as an intended system of mental culture is protracted, its commencement should be lenient; and that, in such cases, the spontaneous expansion of the faculties should be waited for, rather than hurried on, and that, looking to the remote issue of our en-deavours, the original stock of intellectual power should be husbanded, more than employed. It should be deemed that enough is done if a healthful vivacity of mind is pre-served, in readiness for the season of actual labour.

The general question concerning the desirableness of early excitement, or the contrary, might be argued on the ground of three probable suppositions; and the practical conclusion we must come to, will, I think, be the same in each. In the first place then, let it be supposed that a child exhibits extraordinary intelligence, and manifests an eager and unusual desire for knowledge; and let it further be assumed that this early manifestation of mind is exempt from all suspicion of its arising from a dangerous activity of the brain; but that, on the contrary, the bodily and mental constitution is thoroughly sound. Now, in this case, if we put aside the foolish ambition of showing off a prodigy of erudition, at seven years, there remains no motive what-ever, such as should impel a parent to hasten that culture which, without a shadow of doubt, will proceed rapidly enough, whenever it may be seriously commenced.

Taking due care that the tastes be not directly thwarted, and that the mind be not broken with restraints, why should we not secure for the bodily system a long morning of animal tranquillity, and gay sunshine? Why not allow the eager spirit a long familiarity with Nature's self, before the time when Learningher interpreter, comes in to be the chief speaker?

But, in the second place, if in any case there be reason to fearand when is there not some reason to fear? that precocious intelligence is the ominous symptom of a morbid