ice. As he advances in age and strength of mind, he will be able to profit by some reasoning on the subject. We may animate him to overcome his fears by an exertion of his own, encouraging him by rewards and approbation; but let the effort which he makes be wholly voluntary and not by constraint.

It is not uncommon, with the idea of removing the groundless fears of children, to give them histories of strange, terriffic, or perhaps, ghost-like appearances, to be in the sequel cleared up and explained away. But experience will convince us, that this is a very mistaken system; for, in childhood, the imagination is quick and retentive, but the reasoning powers slow and weak. The alarming image and nervous impression may continue, whilst the subsequent explanation and practical inference will most likely be forgotten.

There are few more fruitful sources of fearfulness than mystery: it is therefore a mistake to assume an air of concealment toward children-to speak in their presence

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by hints, or in a suppressed voice, on subjects unsuited to them. We are apt also to forget how many things are to them fearful and mysterious, which experience has rendered to us familiar and simple. In the course of conversation, and amidst the common occurrences of life, many things will strike the mind and even the senses of a child as strange and alarming, merely because he understands them but by halves ; and this not unfrequently arises from the thoughtless manner in which we are apt to speak before children of distressing circumstances, as of terrible diseases and other calamities. Such impressions, when perceived, ought neither to be ridiculed, nor carelessly overlooked. We should endeavor to ascertain from what they proceed, and to state the subject in question in so simple and familiar a manner as may strip it of its alarming character. To succeed in this, it will be necessary to cultivate that quick penetration which readily understands the looks and manners of children, a language which often conveys more than

their words. I had, a few weeks since, an example of this with a little boy of my own, about five years old. He was walking with me in the dusk of the evening; as we passed one corner of the garden, I found my hand squeezed more tightly, and an inclination to cling to my side, but nothing was said; in returning to the same spot, this was again and again repeated. I was certain it must arise from an emotion of fear, though I could perceive nothing likely to produce it. I would not however pass it over, and at length induced my little companion to confess,-"Mamma! I think I see under that bush an animal with very large ears!" I immediately approached the object, gently persuading him to follow me, when we found to our amusement a large tin watering pot, and "the very great ears" converted into the spout and handle. Had the squeeze of the hand been unheeded, a fearful association with the dark, and with that spot in the garden, would, there is little doubt, long have continued.

Endeavouring to guard those under our

care from fearfulness, we are not to forget the importance of inspiring them with prudence.

Fearfulness does but embitter life, witla the useless dread of evils, which cannot or may not happen,-prudence promotes our safety, by teaching us to use all reasonable precautions against positive evils. Whilst, therefore, we do our utmost to secure our children from useless fears, we should strongly but coolly warn them against real dangers, as those from fire, water, &c. Although prudence and fearfulness are sometimes confounded, it is remarkable how often they act in direct opposition to each other, the coward being hurried by his groundless or imaginary terrors into actual dangers.

"Fortitude is not only essential as a Christian virtue in itself, but as a guard to every other virtue."-LOCKE

Although by securing our children from useless fears and alarming impressions, we gain the first step toward the cultivation of courage and fortitude, yet this alone is not sufficient. If we would ensure the attain

ment of these excellent endowments, it will be necessary to infuse into our system of education a certain portion of resolution and hardihood. We wust bear in mind that we have to train up those entrusted to us not for a life of rewards, ease and pleasure, but for a world, in which they will meet with pain, sickness, danger and sorrow. That we are bringing them up, not only to be useful in the various engagements of this life; but chiefly to carry on that great work, the salvation of their souls, in which fortitude and self-denial are essential!

Although we cannot be too careful to promote the happiness of children, an object surely too often neglected in education, yet do we not defeat our purpose in proportion as we unfit them for the life upon which they are entering by too tender and enervating a system? By so doing, we increase their sensibility to pain, whilst we add nothing to their sources of true enjoyment. It is the path of wisdom to steer between opposite evils, avoiding on the one hand every appearance of unkindness, or a

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