That, however, in these theories there is a great deal of truth, is
quite certain, were there but a hope that those who maintain them would
be contented with that admission. A man born in a Mahometan country
grows up a Mahometan; in a Catholic country, a Catholic; in a Protestant
country, a Protestant. His opinions are like his language: he learns to
think as he learns to speak; and it is absurd to suppose him responsible
for being what nature makes him. We take pains to educate children.
There is a good education and a bad education; there are rules well
ascertained by which characters are influenced; and, clearly enough, it
is no mere matter for a boy's free will whether he turns out well or
ill. We try to train him into good habits; we keep him out of the way of
temptations; we see that he is well taught; we mix kindness and
strictness; we surround him with every good influence we can command.
These are what are termed the advantages of a good education; and if we
fail to provide those under our care with it, and if they go wrong, the
responsibility we feel is as much ours as theirs.
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