more openly and strongly developed,—his imaginations and prejudices less concealed by artificial coverings,—and his actions, generally speaking, under much less restraint. Moreover, as the education of children ought, in one point of view, to be chiefly founded upon a knowledge of their notions and habits, so ought all attempts at civilization (which is only another kind of education) to be built upon our acquaintance with the customs and modes of thinking of the people on whom we wish to superinduce new trains of habits and sentiments,—so that we may educate or lead them out of bad into better,—out of imperfection towards perfection. It is in morals much the same as in physics; if we wish to alter the qualities of a substance, we must first examine what those qualities are, that we may see in what way they are best capable of being changed. It is true, by hard labour with the hammer, we may bend a piece of cold iron; but observation and experience teach us, that at a high temperature this metal becomes so soft, that we can fashion it as we please.
