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 to bring up and educate, from infancy to mature age. And to perform any one of these experiments with scientific propriety, it would be necessary to know and record every sensation or impression received by the young pupil from a period long before it could speak; including its own notions respecting the sources of all those sensations and impressions. It is not only impossible to do this completely, but even to do so much of it as should constitute a tolerable approximation. One apparently trivial circumstance which eluded our vigilance might let in a train of impressions and associations sufficient to vitiate the experiment as an authentic exhibition of the effects flowing from given causes. No one who has sufficiently reflected on education is ignorant of this truth; and whoever has not, will find it most instructively illustrated in the writings of Rousseau and Helvetius on that great subject.

Under this impossibility of studying the laws of the formation of character by experiments purposely contrived to elucidate them, there remains the resource of simple observation. But if it be impossible to ascertain the influencing circumstances with any approach to completeness even when we have the shaping of them ourselves, much more impossible is it when the cases are further removed from our observation, and altogether out of our control. Consider the difficulty of the very first step--of ascertaining what actually is the character of the individual, in each particular case that we examine. There is hardly any person living concerning some essential part of whose character there are not differences of opinion even among his intimate acquaintances; and a single action, or conduct continued only for a short time, goes a very little way toward ascertaining it. We can only make our observations in a rough way and en masse; not attempting to ascertain completely in any given instance, what character has been formed, and still less by what causes; but only observing in what state of previous circumstances it is found that certain marked mental qualities or deficiencies oftenest exist. These conclusions, besides that they are mere approximate generalizations, deserve no reliance, even as such, unless the instances are sufficiently numerous to eliminate not only chance, but every assignable circumstance in which a number of the cases examined may happen to have resembled one another. So numerous and various, too, are the circumstances which form individual character, that the consequence of any particular combination is hardly ever some definite and strongly marked character, always found where that combination exists, and not otherwise. What is obtained, even after the most extensive and accurate observation, is merely a comparative result; as, for example, that in a given number of Frenchmen, taken indiscriminately, there will be found more persons of a particular mental tendency, and fewer of the contrary tendency, than among an equal number of Italians or English, similarly taken; or thus: of a hundred Frenchmen and an equal number of Englishmen, fairly selected, and arranged according to the degree in which they possess a particular mental characteristic, each number, 1, 2, 3, etc., of the one series, will be found to possess more of that characteristic than the corresponding number of the other. Since, therefore, the comparison is not one of kinds, but of ratios and degrees; and since, in proportion as the differences are slight, it requires a greater number of instances to eliminate chance, it can not often happen to any one to know a sufficient number of cases with the accuracy requisite for making the sort of comparison last mentioned; less than which, however, would not constitute a real induction. Accordingly, there is hardly one current opinion respecting the