to you, and before you answer, her eyes wander to the ceiling, she counts all the figures on the paper, or the panes of glass in the windows; if you wish to recall her to her first object, you constrain her as really as if you confined her in a prison. You must therefore consult her capacity, till her intellectual powers are strengthened; be prompt in answering her questions, and permit her to propose others, just as she chooses. Endeavor simply to gratify her curiosity, and store a mass of good materials in her memory. The time will come, when these materials will mingle of themselves, and, as the mind ist invigorated, the child will commence the process of reasoning. In the mean time, confine yourself simply to setting her right, when she reasons incorrectly, and to making her understand, without precipitation and as she gives you opportunity, what it is to draw a correct conclusion.

Permit children to play, and mingle instruction with their sports; let wisdom display herself only at intervals, and with a smil

1

ing aspect; avoid fatiguing them by a rigorous and indiscreet exactness. If children form sad and melancholy ideas of virtue, if irregularity and licentiousness present themselves under an agreeable aspect, all is lost, you labor in vain. Never suffer them to be flattered by weak and profligate people. It is natural to love the manners and sentiments of those for whom we have contracted a fondness; the pleasure that is at first experienced in the society of licentious persons, gradually produces an esteem for what in them is really deserving of contempt.

In order to render persons of virtuous character agreeable to children, make them observe whatever amiable and engaging qualities they may possess ;—their sincerity, their modesty, their disinterestedness, their fidelity, their discretion, but, above all, their piety, which is the source of all the rest. If any one of this class, is possessed of qualities which are not pleasing, tell them that piety does not occasion these defects: that, on the contrary, where it exists in an eminent de

gree, it removes, or, at least, softens them. After all, it is not necessary to resolve to make children fond of certain pious persons whose exterior is displeasing.

However watchful you may be to show them only the bright side of your own character, do not expect that they will discover in you no defect; often they will detect your most trivial errors. St. Augustine informs us that he had remarked from his infancy the vanity and pedantry of his instructors. You will find it of the greatest utility and importance to know your own faults, as well as the child can know them, and for this purpose, to obtain the aid of a few sincere friends. It is generally the case that those who have the superintendence of children, show them no favor with respect to their faults, but view their own failings with great lenity. This excites in children a spirit of malignant criticism, so that, when they discern any imperfection in their governess, they are delighted with the discovery, and seek only to show their disregard for her.

Avoid this evil; never fear to speak of the defects visible in you, and of the faults you

may have committed in presence of the children under your care; if you find them capable of reasoning on the subject, tell them that you wish to show them the example of correcting their faults, by correcting your own. In this way, you will draw from your very imperfections, expedients by which you may instruct and improve them, and encourage them to correct their faults; at the same time, you will avoid exciting that disregard and aversion toward yourself, with which your failings might otherwise inspire them.

Every method should be taken to make what you require of them agreeable; if you have anything unpleasant to propose, make them understand that the pain will be soon followed by the pleasure; show them the utility of what you teach; make them see the advantage of it, with reference to the intercourse of life and the duties of different stations and offices. Otherwise study will appear to them useless and vexatious labor,

"Of

unconnected with the business of life. what use can it be," say they within themselves, "to learn all these things that are never mentioned in conversation, and that have nothing to do with common occupations ?" They should have a reason assigned for all their studies. "This is designed," you may say to them, "to give you the ability to perform well, what, at some future time, it will be necessary for you to do,-to form your judgment, to accustom you to reason correctly on all the circumstances of life." You should always present to them an important and pleasing object, to encourage them in labor, and should never attempt to compel them by a severe and absolute exertion of authority.

As their reason improves, you can more frequently converse with them on the system of education proper for them, not to follow implicitly their sentiments, but to profit by them when they discover their true situation, and the advancement which they have made, as well as to test their discernment, and give them a rel