In favour of so early a period one reason may be derived from what I have just been mentioning.  The knowledge of more languages than one, is almost an indispensible prerequisite to the just understanding either of the subject of grammar in particular, or of that of style in general.  Now if the cultivation of elegance and propriety be at all important, it cannot be entered upon too soon, provided the ideas are already competent to the capacity of the pupil.  The Roman Cornelia, who never suffered a provincial accent, or a grammatical barbarism in the hearing of her children, has always been cited with commendation; and the subsequent rhetorical excellence of the Gracchi has been in a great degree ascribed to it.  Fluency, purity and ease are to be acquired by insensible degrees:  and against habits of this kind I apprehend there can be no objection.

Another argument of still greater importance is, that the knowledge of languages has scarcely ever been mastered, but by those, the commencement of whose acquaintance with them was early.  To be acquainted with any science slightly and superficially, can in my opinion be productive of little advantage.  But such an acquaintance with languages must be very useless indeed.  What benefit can it be expected that we should derive from an author, whom we cannot peruse with facility and pleasure?  The study of such an author will demand a particular strength of resolution, and aptitude of humour.  He can scarcely become the favourite companion of our retirement, and the never-failing solace of our cares.  Something of slow and saturnine must be the necessary accompaniment of that disposition, that can conquer the difficulties of such a pursuit.  And accordingly we find that the classics and the school are generally quitted together, even by persons of taste, who have not acquired a competent mastery of them in their course of education.  Very few indeed have been those, who, estranged to the languages till the age of manhood, have after that period obtained such a familiarity with them, as could ever be productive of any considerable advantage.

Brutes and savages are totally unacquainted with lassitude and spleen, the lust of variety, and the impatience of curiosity.  In a state of society our ideas habitually succeed in a certain proportion, and an employment that retards their progress, speedily becomes disagreeable and tedious.  But children, not having yet felt this effect of civilization, are not susceptible to this cause of disgust.  They are endowed with a pliableness and versatility of mind, that with a little attention and management may easily be turned to any pursuit.  Their understandings not yet preoccupied, they have a singular facility of apprehending, and strength of retention.  It is certain this pliableness and facility are very liable to abuse.  It is not easy to believe, that they were given to learn words without meaning; terms of art, not understood by the pupil; the systems of theologians, and the jargon of metaphysics.  But then neither were they given without a capacity of being turned to advantage.  And it should seem that it could not be a very fallacious antidote to abuse, to confine our instructions to such kinds of knowledge, as are of the highest importance, and are seldom learned with success, and even scarcely attainable, at any other period.