What is useful becomes a question, in some sort depending upon place, and still more on circumstances, it will therefore be better to discuss it at length in the Third Book, where England is the place, and particular circumstances are taken into consideration.
There are, however, some general rules that apply to all places and to all situations.
Good principles, honour, honesty, and integrity, are equally necessary in every rank of society; with those qualities, even a beggar is respectable, and will be respected; without them, no man ever was or ever will be so. In every mode of education, the importance of those should be inculcated; and that they may be adhered to, every man, either by inheritance, or by talents, or by habits of industry, should have it put in his power to command the means of living in the way that he has been brought up.
Were this attended to, many scenes of misery and vice would be prevented. Admitting that there are propensities in some minds, [end of page #97] that lead to evil, independent of every possible check or control, it must be allowed that the far greater proportion of those who do well or ill in the world owe it to the manner in which they have been brought up in their early days.
It follows, from this general rule, that parents should carefully avoid bringing up children in a manner in which they have not the means of being afterwards maintained; and that, in the second place, when they cannot leave them in an independent fortune, they should, by making them learn a trade or profession, give them the means of obtaining what they have been accustomed to consider as necessary for them to enjoy.
There are, indeed, great numbers, and the greatest numbers of all; unable even to have their children taught what is called a trade. But there are none whom poverty prevents from bringing their children up to industry; and, if they have been taught to live according to their situation, they will find themselves above their wants, and therefore the same general rule will still apply.
Most writers have considered the subject of education as relative to that portion of it only which applies to learning; but the first object of all, in every nation, is to make a man a good member of society; and this can never be done, unless he is fitted to fill the situation of life for which he is intended.
Governments and writers on education fall, generally speaking, into the same errors. They would provide for the education of persons destined for the learned professions and sometimes for the fine arts; but agriculture, commerce, and manufactures, are totally left out: {86} the most essential, the most generally useful, are not noticed at all.
As so much value is set upon the language of the Greeks and Romans, surely we might pay a little attention to the example of those distinguished nations.
The Greeks studied the Egyptian learning, and improved upon it; but this was only confined to those who followed learning as a profes-