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 individually, yet bid it stand still collectively? What is education, but reversing propensities; making the idle industrious, the rude civil, and the ignorant learned? And do you not, for every student thus turned out of his likings, his vagaries, or his vices, to be new modelled, call this alteration improvement? Why, then, must you brand all similar efforts for new organizing states, nations, and bodies of society, by that word of unmeaning alarm, innovation?"

"To reverse, Elinor, is not to new model, but to destroy. This education, with which you illustrate your maxims, does it begin with the birth? Does it not, on the contrary, work its way by the gentlest gradations, one part almost imperceptibly preparing for another, throughout all the stages of childhood to adolescence, and of adolescence to manhood? If you give Homer before the Primer, do you think that you shall make a man of learning? If you shew the planetary system to the child