There is an intermediate period, in which our
powers having made some progress, and the artificial and imaginary wants
being unknown, we are relatively strong. And this he represents as the
principal period of instruction. This remark is indeed still more
striking, when applied to a pupil, the progress of whose imagination is
sedulously retarded. But it is not destitute either of truth or utility
in the most general application we can possibly give it. Let it be
observed, that Rousseau fixes the commencement of this period at twelve
years. I would choose to take it at ten.
However we may find it convenient to distribute the productions of
nature into classes, and her operations into epochas, yet let it be
remembered, that her progress is silent and imperceptible. Between a
perfect animal and vegetable, the distinction is of the highest order.
Between distant periods we may remark the most important differences.
But the gradations of nature are uninterrupted. Of her chain every link
is compleat. As therefore I shall find in commencing at ten years, that
my time will be barely sufficient for the purposes to which I would
appropriate it, I consider this circumstance as sufficient to determine
my election. A youth of ten years is omnipotent, if we contrast him with
a youth of eight.
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