It is the characteristic of mind to be capable of improvement. An individual surrenders the best attribute of man, the moment he resolves to adhere to certain fixed principles, for reasons not now present to his mind, but which formerly were. The instant in which he shuts upon himself the career of enquiry is the instant of his intellectual decease. He is no longer a man; he is the ghost of departed man. 'There can be no scheme more egregiously stamped with folly than that of separating a tenet from the evidence upon which its validity depends. If I cease from the habit of being able to recall this evidence, my belief is no longer a perception, but a prejudice: it may influence me like a prejudice; but cannot animate me like a real apprehension of truth. The difference between the man thus guided and the man that keeps his mind perpetually alive is the difference between cowardice and fortitude. The man who is, in the best sense, an intellectual being delights to recollect the reasons that have convinced him, to repeat them to others, that they may produce conviction in them, and stand more distinct and explicit in his own mind; and, he adds to this a willingness to examine objections, because he takes no pride in consistent error. The man who is not capable of this salutary exercise, to what valuable purpose can he be employed? Hence it appears that no vice can be more destructive than that which teaches us to regard any judgement as final, and not open to review. The same principle that applies to individuals applies to communities, There is no proposition at present apprehended to be true so valuable as to justify the introduction of an establishment for the purpose of inculcating it on mankind. Refer them to reading, to conversation, to meditation; but teach them neither creeds nor catechisms, either moral or political.
Secondly, the idea of national education is founded in an inattention to the nature of mind. Whatever each man does for himself is done well;Chapter hatever his neighbours or his country undertake to do for him is done ill. It is our wisdom to incite men to act for themselves, not to retain them in a state of perpetual pupillage. He that learns because he desires to learn will listen to the instructions lie receives, and apprehend their meaning. He that teaches because he desires to teach will discharge his occupation with enthusiasm and energy. But the moment political institution undertakes to assign to every man his place, the functions of all will be discharged with supineness and indifference. Universities and expensive establishments have long been remarked for formal dullness. Civil policy has given me the power to appropriate my estate to certain theoretical purposes; but it is an idle presumption to think I can entail my views, as I can entail my fortune. Remove those obstacles which prevent men from seeing, and which restrain them from pursuing their real advantage; but do not absurdly undertake to relieve them from the activity which this pursuit requires. What I earn, what I acquire only because I desire to acquire it, I estimate at its true value; but what is thrust upon me may make me indolent, but cannot make respectable. It is an extreme folly to endeavour to secure to others, independently of exertion on their part, the means of being happy. - This whole proposition of national education is founded upon a supposition which has been repeatedly refuted in this work, but which has recurred upon us in a thousand forms, that unpatronized truth is inadequate to tire purpose of enlightening mankind.