ject must be obtained, if we would proceed in the business of education, with comfort, or ensure the welfare and happiness of our children. A portion of stricter discipline may, for a time, be required, but discipline, be it ever remembered, is perfectly compatible with the tenderest sympathy and the most affectionate kindness. Many persons who allow themselves to treat children, during their earliest years, merely as playthings, humoring their caprices, and sacrificing, to present fancies, their future welfare, when the charm of infancy is past, commence a system of restraint and severity; and betray displeasure and irritability at the very defects, of which they themselves have laid the foundation. But if authority has been thoroughly established in the beginning of life, we shall have it the more in our power to grant liberty and indulgence, and to exercise a genial influence over our children, when their feelings are ripening, and when their affection and confidence toward their parents are of increasing importance. Amidst the various ob jects of education, the cultivation of confi dential habits is too often overlooked even by affectionate and attentive parents. They are, perhaps, obeyed, respected, and beloved; but this is not sufficient. If, in addition, a parent can be to her children the familiar friend, the unreserved confident, the sympathizing partner in their joys and sorrows, hopes and disappointments, a hold on the mind is obtained, which will continue when authority ceases, and prove a safeguard through the most critical period of life. It is important, in the managemennt of children, to make but few rules, and to be unalterably firm in enforcing those which are made to give no needless commands -but to see that those given are strictly obeyed. We should also be cautious of employing authority on occasions in which it is likely to be exerted in vain; or of commanding what we cannot enforce. If, for example, we desire a child to bring a book, and he refuse, we can clasp the book in his hand, and oblige him to deliver it. But if we have imprudently declared that he shall not dine or walk till he has repeated a poem, or spoken a particular sentence, should he choose to resist, we cannot compel him; and this affords an obstinate child the opportunity for obtaining a victory over those to whom he ought to submit. There are cases in which children, without any ill intention, are unable to obey; and in these, also, they should not be commanded. Of this, personal tricks are an example :-" "My dear, don't bite your nails," may be repeated a dozen times in the course of a lesson; but such is the force of habit, that the hand still, involuntarily, finds its way to the mouth. If we are determined to overcome the propensity, it must be done by some external restraint, as by fastening the hand in a glove, &c.;--not by commands, which, as they cannot be obeyed, serve only to impair the habit of ready obedience. It is the part of wisdom, as far as possible, so to exercise authority, that it should be considered as inviolable, never to be disobeyed or contemned with impunity. The restraint of the tongue, which has before been mentioned as necessary to those who educate, is one of the most important habits to be enforced also upon children themselves, and is a great security to proper submission under authority; forming no small part of that self-subjection, which is essential to true discipline. Impertinent and disrespectful language is not to be allowed; for this, once admitted, is the certain harbinger of actual insubordination, and a train of other evils. I REWARDS AND PUNISHMENTS, PRAISE AND BLAME. REWARDS and Punishments, Praise and Blame, are the main supports of authority, and its effect will greatly depend on our dispensing these with wisdom and caution. A very frequent recourse to rewards does but lesson their effect, and weaken the mind by accustoming it to an unnecessary stimules, whilst punishment, too freely administered, will fret the temper, or, which is worse, break the spirit. Locke remarks, "that those children, who are the most chastized, rarely prove the best men; and, that punishment, if it be not productive of good, will certainly be the cause of much injury." *Two children, the sons of two distinguished Amer. can divines, were left orphans at the death of their pa rents. Their education devolved on a near relative. From a strict regard to the welfare of the young orphans, he put them under severe restrictions, and enforced his restrictions by corresponding punishments. The chil dren seemed to receive the impression, that they were restrained from wholesome enjoyments, and they con D |