To understand this we must consider, that custom, to which I attribute all belief and reasoning, may operate upon the mind in invigorating an idea after two several ways.

For supposing that in all past experience we have found two objects to have been always conjoined together, it is evident, that upon the appearance of one of these objects in an impression, we must from custom make an easy transition to the idea of that object, which usually attends it; and by means of the present impression and easy transition must conceive that idea in a stronger and more lively manner, than we do any loose floating image of the fancy.

But let us next suppose, that a mere idea alone, without any of this curious and almost artificial preparation, should frequently make its appearance in the mind, this idea must by degrees acquire a facility and force; and both by its firm hold and easy introduction distinguish itself from any new and unusual idea.

This is the only particular, in which these two kinds of custom agree; and if it appear, that their effects on the judgment, are similar and proportionable, we may certainly conclude, that the foregoing explication of that faculty is satisfactory.

But can we doubt of this agreement in their influence on the judgment, when we consider the nature and effects Of EDUCATION?
All those opinions and notions of things, to which we have been accustomed from our infancy, take such deep root, that it is impossible for us, by all the powers of reason and experience, to eradicate them; and this habit not only approaches in its influence, but even on many occasions prevails over that which a-rises from the constant and inseparable union of causes and effects.