ON no part of the character has education more influence, than on the temper; the due regulation of which is an object of so great importance to the enjoyment of the present life, and to the preparation for a better.

An authority such as has been described, firm, but affectionate; decided, yet mild; imposing no unnecessary restraints; but encouraging every innocent freedom and gratification, exercised according to the dictates of judgment, and supported by rewards and punishments judiciously dispensed; is the best means of securing good temper in our children; and evinces that self-subjection on our part which is essential to its successful cultivation on theirs. This, at once, will put an end to those impulses of temper in ourselves which are the most fruitful sources of irritation to others; for, it is surprising, how quickly our own irritability will be reflected in the little

1

ones around us. Speak to a child in a fretful manner, and we shall generally find that his answer partakes of the same character. We may reprove; we may punish; we may enforce obedience; but all will be done with double the effect if our own temper remain perfectly unruffled; for what benefit can reasonably be expected, when we recommend that by our injunctions which we renounce by our example?

The variations and inconsistency to which characters of impulse are also liable, are particularly trying to children. There are few tempers that can resist the effect of being sharply reproved at one time, for what, at another, is passed over without notice; of being treated one day with excessive indulgence, and the next day with fretfulness or severity.

We all have our weak and irritable moments; we may experience many changes of temper and feeling; but let us beware. of betraying such variations in our outward -conduct, if we value the good temper and respect of our children; for these we have

E

no right to expect on their part, without consistency on ours.

If a fault be glaring, it must be seriously taken up; but in the management of the temper, especially in early childhood, much may be effected by a system of prevention. A judicious attendant may avert many an impending naughty fit, by change of object, gentle amusement, and redoubled care to put no temptation in the way, if she observe any of her little ones weary, uncomfortable, or irritable. This, for instance, will generally be the case with children when they first awake. They should therefore, then be treated with more than common tenderness; never roused from sleep suddenly or violently; nor exposed to any little trials, till they have had time thoroughly to recover themselves. It is scarcely necessary to add, how peculiarly this tender consideration is required, not only in illness, but under the various lesser indispositions so frequent in infancy.

Children ought not to be, unnecessarily, thwarted in their objects; which, at a very

early age, they pursue with eagerness. Let them, if possible, complete their projects without interruption. A child, for example, before he can speak, is trotting after a ball; the nurse snatches him up at the moment, to be washed and dressed, and the poor child throws himself into a violent passion. Whereas, had she first entered into his views, kindly assisted him in gaining his object, and then gently taken him up, this trial would have been spared, and his temper uninjured.

We should avoid keeping children in suspense, which is often done from a kind motive, though with very ill effect. If a child ask his nurse for a cake, and she can give it him, let her tell him so at once, and assure him that he shall have it; but, should she be unable to grant his request, or know it would be improper for him, do not let her hesitate; do not let her say, "I will think of it, we shall see," but kindly and decidedly refuse him.

If he sees his mother going out, and petition to accompany her, it will be better

she should say "no," or "yes," at once, for he will receive with ease an immediate, but kind, refusal; when, probably, he would cry bitterly at a denial, after his expectations had been raised by suspense...

When a child is to go to bed, we ought not to fret him for the last half hour, by saying every few minutes, "I shall soon send you to bed-Now, my dear, it is time to go →Now, I hope you will go"--but let him be told that, at such a time, he is to go to bed, and when that time arrives, no common excuse should prevent it.

We ought also to be guarded against attaching too much importance to trifles; from this mistake, many an useless combat arises in most nurseries. How of ten have I observed a nurse more disturbed, and a child more alarmed and fretted, at a torn or dirty frock, than at a breach of truth, or a want of generosity! Here the lesser good is preferred to the greater, and the primary object of education forgotten.*

*It is much to be regretted that dress is thus often made the subject of dispute and irritation. Personal