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 od e bluate C 5

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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 im punity.

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 selfsubjection, which is essential to true discipline. Impertinent and disrespect

ful language is not to be allowed; for, this once admitted, is the certain harbinger of actual insubordination, and a train of other evils.

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 lessen their effect, and weaken the mind by accustoming it to an unnecessary stimulus, 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 chastised, rarely prover the best men; and, that punishment, if it be not productive of good, will certainly a be the cause of much injury.”st mori mid

It is better, therefore, if possible, to effect our purposes by encouragement and rewards, rather than correction. But if this be impracticable, we should still keep in view, that punishment, being in itself an evil and intended simply to deter from what is wrong and to induce submission and penitence, ought never to be extended beyond what is absolutely necessary to secure these objects, and, unless inflicted by parents,' or those who are possessed of the first authority, should be of the mildest and least alarming character.

Not only the rod, but severe reproaches, rough handling, tying to bedposts, the hasty slap, the dark closet, and every thing that might terrify the ima-" gination, are to be excluded from the nursery. If a nurse be under the necessity of punishing a child, she may confine him for a time in a light room, remové him from table, or allow him simply to