And is not authority often converted into an instrument of evil rather than of good, by being exerted for self-gratification, from temper, from impulse, and sometimes from that love of rule which closely borders up-on tyranny?

What is more common, too, than a frequent, weak, irritating exercise of power, which teases the child, and frets his temper,. while it rarely commands his obedience?

A nurse forbids a child to meddle with the pen and ink with which he is playing, but he goes on, as if deaf to her voice.She repeats her prohibition, in a louder and more peevish tone, "Don't do so, I will tell your papa, I shall punish you if you go on." The child obeys, perhaps, for a minute, but having often heard the like threats, and as rarely found them executed, he soon creeps to the table, and again lays hold of the for. bidden objects.

The nurse complains how unmanageable are her children, little supposing that she herself is the cause!

She should, in the first instance, with

kindness and decision, have told the child that she forbad his playing with ink and pens, and therefore that it must not be done. Should more be necessary, let her add, that, in case of his once again transgressing, she shall be obliged to send him out of the room, or take him to his papa.

The absolute necessity of executing these threats has already been remarked.

When the child sees his attendant rise to do it, he will, very often, then relent, and then submit, promising to repeat his offence no more; but this should make no difference; it would be merely adding to future trouble, and to future disobedience. Our word, once passed, must not be broken.

Also, if a child be fretting, or crying, it will little avail to say that he is naughty, and to order him, many times to be still. Rather let him be told, that if, in five minutes, (for we should allow him time to recover himself) he is not perfectly quiet, he must be removed from the table, or sent into the next room.

In such cases it is of comparatively little

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use to threaten punishment, generally-we should always state the particular privation which we mean to impose.

It is the result of experience that authority is to be established, rather by actions than words. What is vulgarly called scolding, is altogether unnecessary; the government of the tongue is therefore essential to those engaged in the business of education. In mind and action we should be firm; in manner, mild and quiet. It is a common mistake to talk too much, to make too much noise in managing children. A multiplicity of words-complaints encouragements -rebukes-threats-but nothing done, nothing effected, when, probably, one decided action would have accomplished the object without further trouble.

For example; a child gives way to temper and passionate crying at his morning dressing. The nurse prolongs the evil and adds to the noise, by her upbraidings and persuasions, which, at the moment of irritation, of course, avail nothing. She had better be silent at the time, calmly pursuing

her usual course, and at breakfast, should her mistress approve it, the offender may be deprived of some little indulgence which the other children are enjoying. Only let her take care to do this with kindness, explaining the reason of her conduct, but not upbraiding him with his fault; assuring him of the pain it gives her to deprive him of any gratification, and of the pleasure she will feel, in bestowing the same upon him, when his behavior shall deserve it. This mode of proceeding will effect more, than an abundant repetition of mere admonitions and rebukes.

So, also, if a child behave unusually well, or obtain some victory over himself, encouragement will leave a more beneficial and more lasting impression, if, instead of saying any thing to him at the time, we take an early opportunity of bestowing some favor upon him, reminding him of the cause of this indulgence, and, then, expressing our approbation of his conduct.

With children, a vigilant superintendence is required, but not a frequent interference.

The object of education, "is to preserve them from evil, not from childishness."

We should, therefore, be very lenient to those errors, which are more "the defects of the age than of the individual," and which time, there is little doubt, will remove, reserving our authority to be exercised with the more effect, on important occasionssuch occasions, as bear upon fundamental principles and moral habits.

Children must, and should be, children still, and it is our duty to sympatize with them as such; to impose upon them no un necessary restraint, to grant them every harmless gratification, and, as far as possible, to promote their truest enjoyment, remembering, that, although the day is often cloudy, yet it is mercifully ordered that the dawn of life should be bright and happy, unless by mismanagement it be rendered otherwise.

It may, at first sight, appear inconsistent with what has been just said, strongly to recommend that the will be effectually subjected in very early childhood. This ob→