body, and is nearly related to the shame attending bodily infirmities and diseases. But this shame, as it respects the fæces and urine, has also a particular connexion with that which relates to the pudenda, arising from the vicinity of the organs; and thus they give and receive mutually. They are also both of them much increased by education, custom, and the precepts and epithets of parents and governors. The original sources of the shame relating to the pudenda are probably the privacy requisite (which is both cause and effect), the greatness of the pleasure, and the sense of guilt which often attends; and there may be perhaps something of instinct, which operates here quite independently of association.
The intellectual accomplishments and defects which occasion honour and shame, are sagacity, memory, invention, wit, learning; and their opposites, folly, dullness, and ignorance. Here we may deduce a considerable part from the many advantages arising from the accomplishments, disadvantages from the defects, in the same manner as has been done already in the two foregoing articles. But a great part, perhaps the greatest, is deduced from the high-strained encomiums, applauses, and flatteries, paid to parts of learning, and the outrageous ridicule and contempt thrown upon folly and ignorance, in all the discourses and writings of men of genius and learning; these persons being extremely partial to their own excellencies, and carrying the world with them by the force of their parts and eloquence. It is also to be observed, that in the education of young persons, and especially of boys and young men, great rewards are conferred in consequence of intellectual attainments and parts; and great punishments follow negligence and ignorance; which rewards and punishments, being respectively associated with the words expressing praise and censure, and with all their other circumstances, transfer upon praise and censure compound vivid miniatures, pleasant and painful.
In like manner all the kinds of honour and shame, by being expressed in words and symbols, that are nearly related to each other, enhance each other: thus, for instance, the caresses given to a child when he is dressed in fine clothes prepare him to be much more affected with the caresses and encomiums bestowed upon him when he has been diligent in getting his lesson. And indeed it ought to be remarked, that the words and phrases of the parents, governors, superiors, and attendants, have so great an influence over children, when they first come to the use of language, as instantly to generate an implicit belief, a strong desire, or a high degree of pleasure. They have no suspicions, jealousies, memories, or expectations of being deceived or disappointed; and therefore a set of words expressing pleasures of
