It is our business to steer as clear as possible between these opposite evils→→→ bearing in mind that it is essential to the welfare of children to know how to obey, to submit their wills, and to bear a denial; while at the same time, their minds should be left free and vigorous, open to every innocent enjoyment, and unfettered by the thraldom of fear. We shall best unite these important advantages by an authority firm, but affectionate, equally free from peevishness or ill temper, and an excess of indulgence, regular and consistent, never unnecessarily called into action, but, always, with effect; exercised with a simple view to the good of those under our care, according to the dictates of judg ment, and from the principle of love; for the reproofs, corrections, and restraints, which are necessarily imposed upon children, should spring from love, as well as the encouragements and indul- When most severe, and must'ring all its force, Authority, thus guarded, combining in right proportion, decision and mildness, will produce, in the subjects of it, an invaluable union of happy freedom and ready obedience. But 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 quickly degenerates into tyranny ? book What is more common, too, than a 4 frequent, weak, irritating, exercise of power, which teases the child, and frets his temper, whilst 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 forbidden objects. The nurse complains how unmanage able 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 C 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 to 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 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, pro |