Mill’s Education (and Analysis) was criticized for blending together two different projects: epistemology and psychology. The confusion, Wyndham Hedley Burston argued, was due to Mill’s failure to acknowledge the synthetic/analytic or conceptual/empirical distinction (Burston 1973, chs. 5–6; Wilson 1990, ch. 4), a critique which was also levelled at his son’s A System of Logic. However, given that epistemology concerns itself, not only with what knowledge is, but also with questions such as how it can be attained and with which cognitive processes do actually allow the attainment of knowledge, James Mill’s enterprise in both Education and Analysis might not appear as suspect as on first glance from a philosophical point of view. Still, Mill’s interest laid indeed primarily in the shaping of the mind, the beliefs, and the behavior of the “knowing subject.” His fundamental doctrine in psychology, his son reported, “was the formation of all human character by circumstances, through the universal Principle of Association, and the consequent unlimited possibility of improving the moral and intellectual condition of mankind by education” (J.S. Mill 1873, 109, 111). For James Mill, education was all-powerful: “if education does not perform every thing, there is hardly anything which it does not perform” (Mill 1992, 160).