respects that this conduct is, so will the young be the more likely to form those habits which their best friends could wish. We will not pause to consider the effect which a positively vicious course of life is calculated to have on such of the young as witness it. The kind of bad example which we have here a chance of helping to abolish, is that which shows itself in acts far within the circle of positive vice. Such are the use of offensive and uncivil language, wranglings, domineering, low and sordid habits of all kinds. If parents and the other grown-up members of a family do not restrain themselves from all such acts in the presence of children, there cannot be a doubt that the children will likewise be addicted to them. It may be a somewhat startling doctrine, but we nevertheless declare our full conviction that there is not the least need for ever using, in the presence of or towards children, any language which might not be addressed by a well-bred person to a perfect equal. All ordering, dragooning, scolding, and, much more, all violence, exerted for the purpose of managing or punishing a child, are unmitigated errors and evils. A child has feelings to be wounded and roused up into contradiction by harsh usage, as well as any grown-up person; and it is well known that such means are not serviceable for gaining any end with our fellow-creatures. A civil request, if reasonable, will succeed with a child as with a man. Gentle and respectful language gain as much upon an uncorrupted child's nature as upon a man's. Such treatment can have no chance of spoiling a young person: it will only promote his being made a rational well-bred being, instead of a wrangler or tyrant.

opposive feelings might have only presented resistance and defiance. At some schools, including those for infants, it has been found possible to impress such lessons by means of a kind of trial, the school-fellows being the jury. The case is stated to the assembled children: they are asked to say if such conduct is right or wrong. They invariably give a sound decision, and the effect is most powerful. Obdurate natures, to which a reprimand from master or parent would at the moment be as nothing or worse, are found unable to resist the force of the public opinion of their own society as is every day found to be the case with grown-up people, such being, in fact, a law of human nature. Circumstances, example, precept, are all inferior in effect to Training, which is more particularly the novel feature of modern education. This principle may be said to have its natural basis in the law of habit. It is indicated in the text, "Train up a child in the way he should go, and when he is old he will not depart from it ;" and in the maxim, "Just as the twig is bent, the tree is inclined." We are so constituted, that, when accustomed to do any thing, we do it almost without the governance of our will or judgment. We do it easily, and generally well. If accustomed, for instance, to a particular class of intellectual operations, we acquire a facility in going through them which generally strikes others with wonder. If accustomed to the exercise of a particular class of feelings, be they good or bad, they in time awake in us unprompted, and we be come their almost passive instruments. To habituate the feelings to the exercise and regulation which is productive of the best results, is moral training.

The feelings are of very various character. Proceeding upon Dr Gall's description of them, which seems to us to be the best, we find the first class described as selfish, yet necessary for the preservation of the individual and the species; others directed to objects apart from self, yet as liable also to misdirection and abuse. It is altogether a strangely mingled web, yet not without a certain definiteness of constitutional arrangement and of purpose. Here it may be at once admitted, as a fact not less clear from philosophical inquiry than from revelation, that perfection in the complicated operations of our moral nature is not to be looked for. But it is equally certain that there are influences which may act advantageously in regulating, directing, and harmonising these operations.

The preceptive part of moral education, though the lowest in power, is not to be overlooked. A good maxim or a sound advice, well-timed, and made thoroughly intelligible and thoroughly acceptable, will rarely fail to have a good effect. Even supposing it to be little regarded at the time, it may remain in the memory, and come into play on some future occasion, when perhaps more necessary than now. In such moral seeds, there is a vitality like that of the seeds of plants, which may have been buried too deep for germination for thousands of years, and yet, when placed in the proper circumstances, visited by sap and heat, will send up as goodly specimens of their kind as if they had been shed from a parent stem of last year's growth. It will therefore be proper, from time to time, to inculcate moral lessons, appropriate to the capacity of the child. The selfish or lower feelings are the first in the indi This may be done directly, by giving good maxims to vidual to call for attention, and they may therefore be be learned by heart; but it will be done better by first treated in this place. That early developed instinct means of narratives showing the virtues in action. which regards food, is so liable to be over-indulged by This is because a child much more readily apprehends a mistaken kindness, that we feel particularly called a series of incidents than an abstract truth. It will upon to give a warning with regard to it. The una also be well to allow the simple narration, in the first voidable effect of such over-indulgence is to produce place, to be received into his mind, and then to allow pampering and fastidious habits, equally degrading to himself, if possible, to make out the moral. Call his the moral as they are dangerous to the physical system. own moral feelings, as far as may be, into judgment The food of the young should never be otherwise than upon the case, and only tell him whether he is right or simple, if we were merely to regard their health; sti wrong, till he fully comprehends it in all its bearings. more should it be so, if we would preserve in them Thus his own good feelings, as well as his judgment, manly and hardy habits. On the rare occasions when are brought into exercise, and thus a far deeper im- a little treat is afforded, care should of course be taken pression is made than if the whole case, including the that it is of a nature in all respects harmless. Comfits moral, were merely related to him. (8)* It is a duty of should be few and far between, if ever given at all; and preceptive education to warn against and check evil, as rewards and punishments should never have reference well as to inculcate good. When any thing wrong is to edible things. As to liquor of any kind, such as done, we but imperfectly correct it by saying, "Don't men are themselves but too much accustomed to indo that," or inflicting censure or punishment. It is dulge in, certainly one drop should never enter the necessary that we should convince the understanding lips of a young person on any pretext whatever. and move the feelings of the child to a sense of the im- There are few sights more distressing to a reflecting propriety of his conduct. This may be done by mild mind, than that of parents handing the so fatal wineargument and illustration, calling upon himself ulti-cup to their children. The quantity of food given to mately to say whether such conduct is commendable or not, and whether it ought to be repeated or avoided. He thus becomes judge upon his own case, and is forced to condemn himself, where, if condemned by others, his

* The Moral Class-Book, here referred to, supplies a variety of narratives showing the virtues in action, together with a selection of moral maxims from Scripture and other sources.

the young should never be stinted from penurious or
ascetic motives; but it is very certain that great errors
are committed in giving too much and too frequentis
Eating is altogether much a matter of habit, and that
with regard to quantity as well as quality. The amount
actually required for the efficient support of the syste
is, under natural circumstances, not great: it is gene
rally much exceeded. There is therefore room for

a judicious restriction, within the range of common |
practice. It is but a result of the general law, that a
systematic moderation at this period of life will lead
to an easily maintained temperance in future days, and
thus be productive of the greatest blessings.
The combative and destructive dispositions of chil-
dren are also early manifested. The great activity of
these faculties in boys is particularly remarkable,
being shown as much in a wild spirit of adventure, for
innocent objects, but often leading into danger, as in
any direct form of violence. The superabundant vita-
lity of this period of life seems to be a cause, or at
least a necessary accompaniment, of the energy of
these faculties. No peril intimidates; little compune-
tion is felt in dealing with either man or beast. In
all this there is no doubt a good end in view; but it
still remains for the educator to regulate these dis-
positions. The contendative spirit may be directed to
the overcoming of difficult tasks, the taking of ener-
getic exercise, and the visiting of places and objects
e examination of which may be useful. The other
feeling, instead of being allowed to show itself in rage,
passion, and resentment, to inflict pain on harmless
animals, to torture or oppress companions, or take
delight in defacing and destroying inanimate and per-
Laps ornamental or useful objects, may be trained to
reserve actual manifestations of its energy for objects
clearly noxious. It is to be lamented that education,
as heretofore and still in many places conducted, rather
tends to foster than to regulate or moderate this pro-
pensity. The old notion that to be able to fight is
essential to a youth, still, we fear, in some measure
guides directors of education, at least so far as to
induce their taking little pains to prevent scenes of
cutrage where only youthful good humour and kind-
Dess should prevail. The oppressive system of fag-
ging is also still, to the disgrace of our age, allowed
u some of our public seminaries. It is well, no doubt,
that he who is to find life a thorny and difficult path,
should not enter it with too gentle or timid disposi-
tions; but surely it is not impossible to draw a distinc-
tion between quarrels, blows, and tyranny, and the
encouragement of a spirit sufficiently manly and ener-
tic for all the common needs of our life.

truth, if such expedient seem calculated to save them any harm or inconvenience. It is only when the greater evil of lying is thoroughly understood, that this tendency ceases. It becomes, therefore, of great consequence to check the first instances that are observed in the young of a disposition to conceal the truth for selfish or base purposes, and to seek to establish principles and habits of a contrary character. For this end nothing is so necessary as a mild and just treatment of children under all circumstances, seeing that when severity or injustice is to be apprehended, a direct and far too great temptation is given for secretive conduct.

It is difficult to legislate between the evils of blabbing, and the equally notorious evils of a habitual system of conspiring for the concealment of truths which conscientiousness would direct being told. There can be little doubt that the "don't tell" practices of the nursery and school are calculated to implant and foster the seeds of disingenuousness in the youthful mind. Yet it is not less true, that to encourage a tale-bearing habit would be destructive to all manly and honourable feeling. Here caution, judgment, and a careful discrimination of cases, must be the chief guides of the educator. We would, for our part, deem it a duty to lean as much as possible to the principle of having the truth told at all hazards. The educator may do much by a rigid system of inspection, and omitting no opportunity of breaking up all confederacies against the truth. As he never will allow shirking, if he can help it, so also he will never, on his own part, be guilty of the meanness of winking. The more open and candid his own conduct in all his relations towards his pupils, the better will it be for them. There exists a school on improved principles, where the most lively mutual confidence exists between the masters and their pupils, and on the part of the pupils towards each other, with the best effects on all hands. Honour is thus so habitually observed, that the desks containing the little property, letters, &c., of the pupils need no locks. much evil in families from children being brought up in non-confidential habits with their parents and with each other. The family parlour and table should be a scene where all can unfold their ordinary thoughts, without fear of censure or ridicule. It is the best means of ensuring that the young people will act with the concurrence of their parents, when they come to take any of the more serious steps of life.

There is

The first object of the educator with regard to these feelings, ought to be to impress the lesson that their exercise is good or bad just as they have good or bad objects in view-that they must, in all cases, be under the guidance of the moral sentiments and judg- The acquisitive feeling requires much more educathent. The pupils should be trained to check every tional care than it has usually received. We need impulse of these feelings which they are conscious has not detain the reader with an exposition of the legitieta legitimate object in view, and only to allow them mate use of this faculty, which prompts man to accuany freedom when careful reflection has satisfied them mulate or store up the goods of life, for regular that such a course is entitled to the entire sanction of instead of precarious use. To this impulse capital the moral law. Particular regard should be paid to owes its existence, without which there could be no the suppression of the spirit of wanton cruelty, of civilisation. The Author of our being has stamped malice, of revenge, of uncharitableness. And one importance on this faculty, by the strength of the proimportant means of working out these ends will be to pensity. None more requires modification, regulation, adow no example of harshness, cruelty, or quarrel- and right direction. It is often too strong for contomeness, ever to appear before the eyes of the young. scientiousness, and is the source of by far the largest it is very desirable that those who conduct schools in amount of crime. But, besides this, it is even with the which the children of the humbler classes are educated, honest too much manifested in abuse. Its objects are should address themselves particularly to the formation made the paramount pursuit of life, and in its intense of habits favourable to humanity. Large sections of selfishness it withers to dust every generous and kindly the humbler classes, particularly those who have any feeling of the heart. In a commercial country, like our thing to do with animals, are habitually cruel. Much own, it deeply degrades a large proportion of the commight be done to mitigate this distressing characte-munity, and leads to much individual and social sufferristie, by carefully impressing at school the wicked-ing. Less involved in every description of cruelty to animals.

The secretive disposition calls for a large share of attention from those who would bring up a child well. This tendency of our nature appears to have a legitimate operation in dictating such a reserve as may be necessary for the restraint of our ordinary feelings, where their expression would be disagreeable or misthievous; but it is liable to great abuse, and particularly amongst the young. The first impulse of all unregulated minds, young and old, is to conceal the

These evils are the consequences of the natural strength of this fecling, the absence of regulating education, and the presence of positive mis-education. Selfish and exclusive appropriation of desirable things, either to eat or hoard, is a lesson taught the youngest, both by precept and example; and there is none more easily learned. Here bribery operates, till infant morality becomes mere matter of barter, and good conduct and attentive study are estimated by the infant merchant by what they will bring. Perhaps we err in so soon introducing children to the use of money;

it is at least desirable that they should not be accustomed too soon, or at any time, to an engrossing sense of its value and importance. It is well to accustom them to take care of any thing that is their own, but not to set too great store by their little possessions, or to be too exclusive in the use of them. A habit of scrupulous regard to the distinction between mine and thine, is one which cannot be too early formed, at the same time that they are accustomed to make a generous use of whatever is their own.

Self-esteem and love of praise or approbation are early awakened feelings, and the more call for regulation that they are so liable to be called into exercise by the procedure of education itself. Here it is particularly important to keep in mind what are the legitimate uses of these feelings. A well-regulated selfesteem obviously gives that confidence in ourselves and our powers which is necessary for all our efforts in life; while a moderate regard to the opinions of others is useful in prompting to such efforts, and in restraining us from many displays of caprice and absurdity to which we should otherwise be liable. It will of course be well to encourage these feelings, as far as they tend to give necessary confidence, and to maintain a decent regard for character in the world, but no further. Their vices, pride and vanity, too much reliance upon self, and too abject a regard to the world's opinion, are to be sedulously guarded against. In the procedure of education, they are so readily available as means of stimulating to exertion and encouraging good (that is, not troublesome) behaviour, that it is not surprising that they are so extensively made use of for those purposes. The whole system of place-taking, prizes, medals, &c., is founded on them. It cannot be doubted that educators are thus guilty, in many instances, of fostering invidious and even destructive feelings in those under their charge; the whole system is unquestionably a selfish one. Feeling strongly these objections, some modern educationists advocate the entire abolition of all marks of emulatively comparative proficiency or good behaviour at school, retaining only an accurate register of individual advancement, to enable the pupil to mark his own progress. Theoretically this is right; and we may hope that, when education is fully organised on a right footing and supported by an improved adult society, the whole system of competition, including every kind of rewards and punishments, will be dispensed with. Meanwhile we must leave educators to act on these points according to their best discretion, only strongly recommending them to dispense as far as possible with all these inferior, and, to a certain extent, degrading and corrupting influences.

Cautiousness a feeling intended, in its right direction, to prompt to foresight and the avoidance of unnecessary dangers, but, in its excess, pusillanimity and cowardice calls for a careful treatment. Amongst unthinking persons, it is mere sport to frighten children with narratives, objects, and exclamations, calculated to inspire terror. Thus their imaginations are filled with bugbears, which harass them constantly, and make it the severest punishment to be left at any time alone, or to be in the dark. In cases where a predisposition exists, the most serious consequences sometimes flow from this irrational treatment. An enlightened educator never allows an ideal terror of any kind to enter the mind of his child or pupil. As the feeling may be strong or weak in the particular case, he seeks to moderate or to foster it, giving encouragement and stimulus if it be defective, and prompting to caution if it be otherwise. He carefully impresses the lesson that danger and hazard may be laudably encountered for a good object, but that it is folly to undertake the least risk when no end is to be gained by it. For example, he would approve of his pupil perilling his own life to save a friend from drowning, but not of his going across a lake thinly frozen, merely to show his courage.

The selfish feelings appear in a natural subordination to those which are usually called "higher," and

sometimes, by excellence, "the moral sentiments." These are what mainly give the characteristic, "goodness," to an individual, and so rule the social machine, that general movements are usually of a virtuous character, and vice is obliged to remain in nooks and corners, or put on the garb of virtue when she appears. It is to the proper training and regulation of this class of feelings that the educator chiefly looks for the result he aims at—namely, the right formation of character. Conscientiousness, the conscience, the moral sense, or by whatever other name it is called, is that innate feeling which gives the disposition to follow right and avoid wrong in all circumstances. To bring this feeling into its full force, it is necessary to train it with the aid of intellect to lend it discrimination. The pupil must be accustomed to observe its rules, as to the property of others, their reputation, their comfort, and happiness, the right decision of every question in which their interests are concerned, and also with regard to the truth in all things. He thus becomes fixed in equitable, disinterested, and ingenuous habits, beyond all the powers of ordinary temptation. It will be no exercise to this sentiment, to tell the young to avoid certain acts, because they are mean and only practised by the vile, or because they will procure unversal odium. That is an appeal to love of approbation, not to conscientiousness, to the development of which it will be rather unfavourable than otherwise, To fortify conscientiousness against what is wrong, we must directly address itself, by an endeavour to show the actual unjustness or baseness of any particular course of conduct, or the integrity and purity of the opposite; taking care to induce an act positively conscientious on all possible occasions, as in the acting upon a sentiment does the means of improving it chiefly lie.

So, also, with benevolence. We must not content ourselves with presenting ideal pictures of the distresses of our fellow-creatures to the minds of the young, thinking that to excite their commiseration is enough. We must endeavour to induce them to perform acts of kindness and charity-we must endeavour to make them give, from their own means, or at some expense of selfdenial, succour to the unfortunate; and for this reason it will be proper that they are occasionally brought to witness cases of actual suffering, and made to administer relief with their own hands. It was a beautiful old custom of Christian princes and princesses, to have a number of poor persons occasionally brought before them, that they might minister to their relief and comfort by washing their feet with their own hands. It was its least good effect to humble rank to the level of mortality: the better one was to give activity to the sentiment of benevolence, too apt in such persons to become dor mant, from their very elevation above all spheres in which human suffering exists. Benevolence is also to be shown in what is called an obliging disposition, a readiness to sacrifice ourselves and take some trouble whenever our doing so can at all promote the happiness of our fellow-creatures. It is likewise shown in mercy towards the weak, including animals, and in a forgiving placable temper. "Teach your children never to wound a person's feelings because he is poor, because he is deformed, because he is unfortunate, because he holds an humble station in life, because he is poorly clad, because he is weak in body and mind, because he is awkward, or because the God of nature has bestowed upon him a darker skin than theirs."*

Justice and kindness to others have a worthy associate in respect or veneration for others who are of superior worth, and for superior objects in general, including the objects of religious faith. This is also a native sentiment of the mind, and one which sends a beautiful light throughout the world. The scoffing and undervaluing propensity is its opposite, a disposition rarely found associated with estimable qualities. The sentiment of veneration is that on which all social

*Goodrich's Fireside Education.

grades depend; it is the spirit of subordination itself. | in importance. In order to impress our lessons still more pointedly, we beg to add some express directions, which we think may be advantageously followed in the management of the young, more particularly those at the infant stage.

It is a folly when exercised with regard to mere artificial rank unattended by worthy qualities; but with regard to persons elevated either by their native good qualities, or the function which has been intrusted to them to execute, it is as much due as is our pity and Anticipate and prevent fretfulness and ill-temper, succour for the unfortunate. It is perhaps this feeling by keeping the child in good health, ease, and comfort. which chiefly gives a regard for the feelings of others; Never quiet with giving to eat, or by bribing in any for we must think our fellow-creatures of some conse- way, still less by opiates. For the first few months quence, before we will be disposed to go out of our way avoid loud and harsh sounds in the hearing of chilon their account. The feeling, therefore, eminently dren, or violent lights in their sight: address them deserves the care of the educator; but great pains in soft tones; do nothing to frighten them; and must be taken to give it right direction. We must never jerk or roughly handle them. Avoid angry teach the young to discriminate judiciously as to ob- words and violence both to a child and in its prejects really entitled to their reverence. It may here sence, by which means a naturally violent child will be remarked, that the feeling of veneration is one which be trained to gentleness. Moderate any propensity of may prove of great importance in certain contingencies a child, such as anger, violence, greediness for food, to which the educator is liable. When a child has cunning, &c., which appears too active. Show him no been indulged or mis-trained to such an extent that he example of these. Let the mother be, and let her sedefies all the reins to which he has been accustomed, it lect servants, such as she wishes the child to be. The will generally be found that removing him to a new youngest child is affected by the conduct of those in seene, and into the charge of individuals who, whether whose arms he lives. Cultivate and express benevofrom their character or from the force of novelty, ex-lence and cheerfulness; in such an atmosphere a child cite the veneration of the young delinquent, is attended must become benevolent and cheerful. Let a mother with a good effect, which it only requires firmness, dis-feel as she ought, and she will look as she feels. Much cretion, and kindness in the new teacher to follow up, for a complete reformation.

of a child's earliest moral training is by looks and gestures. When necessary, exhibit firmness and authoThe above may be said to be the natural means of rity, always with perfect temper, composure, and selfroltivating and forming the moral character of those possession. Never give the child that which it cries trusted to our hands. And these natural means are for; and avoid being too ready in answering children's ef great consequence, and entitled to all the respect we demands, else they become impatient of refusal, and a give them; for they are in reality means of divine selfish. When the child is most violent, the mother appointment, designed to serve in the great work of should be most calm and silent. Out-screaming a mutual improvement. But the most powerful means screaming child is as useless as it is mischievous. of modifying human character is that other revelation Steady denial of the object screamed for is the best which has come to us in a more direct manner, and cure for screaming. In such contests, witnesses should which is fully disclosed in the pages of Scripture. As withdraw, and leave mother and child alone. A child on as this can be made intelligible to the young, it is very ready to look round and attract the aid of ould be imparted, not under those rudely familiar foreign sympathy in its little rebellions. Never proarcumstances which too often attend religious educa- mise to give when the child leaves off crying: let the bra in the school-room and at home, where the child crying be the reason for not giving. Constant warnings, conscious of little besides a struggle to commit cer- reproofs, threats, and entreaties-as, let that alone-be tan texts and dogmas to memory, but in the quiet of quiet-how naughty you are, &c., all uttered in haste nfidential converse, when the thoughts are called and irritation, are most pernicious. No fixed or definite ime, and the soul is open to awe, love, hope, and all moral improvement, but the reverse, results from this the gentler emotions of our nature. Then may we too common practice. Watch destructiveness, shown bpe to convey some just impressions of the grand yet in fly and insect killing, and smashing and breaking, fender relation in which man stands to his Creator, his quarrelling, striking, &c. Never encourage revenge. destiny on earth, and the appointments for the future. Never allow a child to witness the killing of animals. Then only may we hope to impart just feelings with Counterwork secretiveness by exposing its manoeuvres. regard to the inscrutable scheme on which the weal or Regulate notions of property-one's own and another's. Vos of an eternity depends. It is obvious that, if we Never strike a child, and never teach it to strike again. acceed in these things, we must awaken in the moral Never tell a child to beat or threaten any animal or atore a self-sustaining influence infinitely more power- object. Corporal correction may be avoided by judife than precept, example, training, and all the other cious substitutes. Set an example of cleanliness, order, atural machinery of a moral education. Yet it should punctuality, delicacy, politeness, and proper ease of Sever be lost sight of, that neither means will singly be manner. This is better than teaching manners, as perative. Upon a mind which has been left rude it is called. Inculcate early, and manifest in yourand unregulated, the efforts which ultimately take the self, a delicate regard for the rights of others and ase of religious education can make little impres- their feelings, in contrast with selfish vanity, arroThe words which have been learned will pro- gance, and exclusive attention to one's own ease, ly remain only as words, without producing any comfort, and gratification. Prevent all indelicacies nal religious feeling, much less any improvement of and slovenly habits at table-touching the utensils, duet. Indeed, both the morals and the intellect stretching for what is wanted, sitting awkwardly, &c. must be cultivated to a considerable extent, before re-Study early to gain a child's confidence by judicious nean be any thing but a passing sound. There sympathy in its joys and sorrows. Have no concealtt be a prepared intellect to understand it, and ment with it. Govern by love, and not by fear: the pared moral feelings to give it a reverential recep- contrast between children governed by the one and the n, and entertain its behests in the spirit due to them, other is truly instructive. Never forget that kindness 4 to speak of acting upon its precepts. is power with man and beast. The Arab never strikes To recapitulate the moral nurture of the young is his horse. Cultivate truth, justice, and candour in the be accomplished by a variety of means: first, by child, and manifest them in yourself. With a child acing them in a pure moral atmosphere, presenting whose firmness is apt to run into obstinacy, never constat is good and nothing evil of human conduct before tend; in doing so, you aggravate the feeling by manirsight, familiarising them with every sound precept, festing the same feeling in yourself; and by further d giving their various feelings due regulation, exer- showing your combativeness, exciting the child's oppoand training; next, by imbuing them, under the sition. Divert the child from the object, and put in Framstances most calculated to be effective, with those activity its benevolence, justice, and reason. Never Kous truths which so infinitely transcend all others frighten to obtain a child's obedience: threats of hob