and ask his advice; and when he ever lights on the right, follow it as his; and if he succeeds well, let him have the commendation."

. It is impossible to give rules in education that shall always serve, for as there are not two characters alike, so there are not two cases where the same method of treatment will be attended with the same results. The peculiar temper of the child must be industriously noted, and this at times when he is least under restraint, for so his natural disposition will peep out, and you will be able to form your plans accordingly. There will always be some predominant qualities, good and evil, and these will, more or less, for ever belong to him; but, by this timely knowledge of them, the latter may be so modified and the former so strengthened, as to increase tenfold the value of the general stock. One general truth may be confidently affirmed, viz., that the love of liberty-nay more, the love of dominion-is implanted in all breasts, and comes into operation with the very first emotions of the mind. It will never be necessary to watch the actions of a child to ascertain this; it may safely be taken for granted, and ought to be added to the account in every scheme for his education. Besides this, and accompanying it, is the sense of property and the desire of possession. Almost all the injustice and contention which we witness spring from these roots. They are weeds which rapidly fasten themselves into the character; but, with determination, may be mastered and thrown out in the season of childhood. Children are to have nothing conceded to their fancy, but only to their wants. If they have been rightly educated, they will have been taught to know that their good is sought in every thing that is done for them, and with this confidence

they will learn to leave all matters to the judgment of their guardians. Therefore, although their satisfaction should always as much as possible be considered, any fanciful or wilful preference of one thing to another must be treated as an unallowable movement of caprice, and withstood accordingly. They will thus be taught a habit of suppressing their desires in the outset, and become their own moderators by a virtue founded in necessity. Here, as before, great care must be taken that all these calculations be not overthrown by the intervention of foolish servants. There is one case, however, wherein fancy must be indulged; this is in the choice of games, and the materials of recreation. Here all should be free and unrestricted, for recreation is not good without there be a delight in it, and delight cannot be always amenable to reason, but must depend mostly on fancy. Also the child's particular bent and disposition, which it is so desirable to know, will best be made apparent by leaving his actions free at these moments. But no violence must be suffered at any time to pass uncorrected, and if one child exhibits a disposition to domineer over another, it must be made the subject of immediate reprehension. On the other side, complaints and accusations of one against another should be discouraged, for sufferance without redress is better than an indulged sensitiveness. If the aggressor is to be reprimanded, it should not be in the presence of the aggrieved, but alone. Encourage a contention amongst children who shall surpass the rest in liberality, that by a practice of parting freely with what they have, good-will and good-nature may become habits of the mind. But above all let the principles of justice be inculcated from the first dawn of reason, and every

defection from it-how trifling soever the matter-be noticed and rectified; but not without discriminating between the acts of a perverse will, and the results of mere ignorance. The first evidences of the spirit of injustice, and the same of all considerable vices, should be met with a show of wonder, as if the thing were new and inconceivable; and it is to be remarked likewise with respect to all such vices, that they should never be named, till such time as they come unfortunately under notice; children should not be warned against a fault which they have not yet committed; they should be presumed incapable of it; to talk of it is to set them thinking of it, and this sort of contemplation familiarises the mind with ideas which it might not otherwise have entertained at all. Crying is either from pain or from wilfulness; in either case it is not to be suffered, but promptly checked. Crying, because something is refused, is obstinately disputing the justice of the refusal, and is, therefore, tantamount to disobedience, and to be treated so. For the other sort of crying, the indulgence of it fosters sensibility and effeminacy, and should for that reason be discountenanced as a fault, as much as the other. Fear is not wholly a defect, nor courage in every extent a merit. No one braves danger for its own sake, and if we see a person voluntarily running into danger, it is either by the impulse of some passion, such as rage, pride, and the like; or through ignorance of what he goes to encounter; therefore in manifestations of this kind in children, we are to analyze the moving principle, and satisfy ourselves how far it be genuine. A proper courage is not confined to the objects of personal danger, but is prepared to meet poverty, disgrace, &c.; unless it reaches to this, it is not complete.

The foundation of fear is the sense of pain; therefore the best provision that can be made against a timid habit of mind, is an early training to endurance and self-possession under suffering; and one of the best arguments against the use of the rod is, that bodily pain should not be as by the rod it is-recognised as the greatest punishment, but boys should be rather taught to despise such terrors, and to look upon shame as the only real thing terrible. A boy who should seem to have an undue concern for his personal safety might be sometimes designedly tried-but only when there was perfect good humour-and a blow given him such as he might bear without complaint; he might in this manner get an ambition to be thought brave, and a new sort of reputation would open to him.

On the subject of cruelty to animals, which seems so extraordinary a vice for children, and yet is so often found in them, Locke delivers some sentiments deserving of the attention of all classes, which we give in his own words.

"They (sect. 116.) who delight in the suffering and destruction of inferior creatures, will not be apt to be very compassionate or benign to those of their own kind. Our practice takes notice of this in the exclusion of butchers from juries of life and death.* Children should from the beginning be bred up in an abhorrence of killing or tormenting any living creatures. And truly, if the preservation of all mankind, as much as in him lies, were every one's persuasion, as indeed it is every one's duty, and the true principle to regulate our religion, politics, and morality by, the world would be much quieter, and better natured than it is."—And

This, however, is a mistake of Locke's. The law makes no such exclusion, and never did.-Editor.

again-" This pleasure that they take to put anything in pain that is capable of it, I cannot persuade myself to be any other than a foreign and introduced disposition, a habit borrowed from custom and conversation. People teach children to strike, and laugh, when they hurt, or see harm come to others; and they have the examples of most about them to confirm them in it. All the entertainment and talk of history is of nothing almost but fighting and killing; and the honour and renown that is bestowed on conquerors (who for the most part are but the great butchers of mankind) further mislead growing youth, who by this means come to think slaughter the laudable business of mankind, and the most heroic of virtues. By these steps unnatural cruelty is planted in us; and what humanity abhors, custom reconciles and recommends to us, by laying it in the way to honour."

Besides cruelty to animals, there is another species of cruelty, or something like it, which must be put down as summarily as the other. Children must not be suffered to treat servants with insolence, as if they were inferior creatures, undeserving of the same kind of civility and consideration which is paid to others; this vanity is to be rooted out, or it will lead in after life to the worst acts of injustice and oppression.

Amongst the various natural propensities which ought to be made use of to further the objects of education, curiosity is one. The inquiries of children are to be hearkened to with patience and attention, and no satisfaction to be withheld from them. Consider well what they seek to know, and enlighten them on that particular point, not throwing in more information than they can pleasantly receive; thus they will be pleased