Elements of the philosophy of the human mind. By Dugald Stewart. Rev. and abridged, with critical and explanatory notes, for the use of colleges and schools. By Francis Bowen ...

18 INTRODUCTION.
ters. In whatever way we choose to account for it, whether by
original organization or by the operation of moral causes in very
early infancy, no fact can be more undeniable, than that there
are important differences discernible in the minds of children,
previous to that period at which, in general, their intellectual
education commences. There is, too, a certain hereditary character (whether resulting from physical constitution, or caught
from imitation and the influence of situation) which appears remarkably in particular families. One race, for a succession of
generations, is distinguished by a genius for the abstract sciences, while it is deficient in vivacity, in imagination, and in
taste; another is no less distinguished for wit, and gaiety, and
fancy; while it appears incapable of patient attention or of profound research. The system of education which is proper to
be adopted in particular cases, ought undoubtedly to have some
reference to these circumstances, and to be calculated, as much
as possible, to develop and to cherish those intellectual and active principles in which a natural deficiency is most to be apprehended. Montesquieu, and other speculative politicians,
have insisted much on the reference which education and laws
should have to climate. I shall not take upon me to say how
far their conclusions on this subject are just; but I am fully
persuaded, that there is a foundation in philosophy and good
sense for accommodating, at a very early period of life, the education of individuals to those particular turns of mind to which,
from hereditary propensities, or from moral situation, they may
be presumed to have a natural tendency.
There are few subjects more hackneyed than that of education; and yet there is none, upon which the opinions of the
world are still more divided. Nor is this surprising; for most
of those who have speculated concerning it, have confined their
attention chiefly to incidental questions about the comparative
advantage of public or private instruction, or the utility of particular languages or sciences; without attempting a previous
examination of those faculties and principles of the mind, which
it is the great object of education to improve. Many excellent
detached observations, indeed, both on the intellectual and moral