Here, then, without doubt, is the cause of that almost invincible attachment which man displays to those customs--those prejudices--those institutions of which it is in vain that reason, experience, good sense prove to him the inutility, or even the danger. Habit opposes itself to the clearest, the most evident demonstrations; these can avail nothing against those passions, those vices, which time has rooted in him--against the most ridiculous systems--against the most absurd notions--against the most extravagant hypotheses--against the strangest customs: above all, when he has learned to attach to them the ideas of utility, of common interest, of the welfare of society. Such is the source of that obstinacy, of that stubbornness, which man evinces for his religion, for ancient usages, for unreasonable customs, for laws so little accordant with justice, for abuses, which so frequently make him suffer, for prejudices of which he sometimes acknowledges the absurdity, yet is unwilling to divest himself of them. Here is the reason why nations contemplate the most useful novelties as mischievous innovations--why they believe they would be lost, if they were to remedy those evils to which they have become habituated; which they have learned to consider as necessary to their repose; which they have been taught to consider dangerous to be cured.
_Education_ is only the art of making man contract, in early life, that is to say, when his organs are extremely flexible, the habits, the opinions, the modes of existence, adopted by the society in which he is placed. The first moments of his infancy are employed in collecting experience; those who are charged with the care of rearing him, or who are entrusted to bring him up, teach him how to apply it: it is they who develope reason in him: the first impulse they give him commonly decides upon his condition, upon his passions, upon the ideas he forms to himself of happiness, upon the means he shall employ to procure it, upon his virtues, and upon his vices. Under the eyes of his masters, the infant acquires ideas: under their tuition he learns to associate them,--to think in a certain manner,--to judge well or ill. They point out to him various objects, which they accustom him either to love or to hate, to desire or to avoid, to esteem or to despise. It is thus opinions are transmitted from fathers, mothers, nurses, and masters, to man in his infantine state. It is thus, that his mind by degrees saturates itself with truth, or fills itself with error; after which he regulates his conduct, which renders him either happy or miserable, virtuous or vicious, estimable or hateful. It is thus he becomes either contented or discontented with his destiny, according to the objects towards which they have directed his passions--towards which they have bent the energies of his mind; that is to say, in which they have shewn him his interest, in which they have taught him to place his felicity: in consequence, he loves and searches after that which they have taught him to revere--that which they have made the object of his research; he has those tastes, those inclinations, those phantasms, which, during the whole course of his life, he is forward to indulge, which he is eager to satisfy, in proportion to the activity they have excited in him, and the capacity with which he has been provided by Nature.
