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hood," which are spent in the society of a good mother; and it is evident, that a mother cannot do full justice to her family, unless a considerable portion of her time be devoted to it. But, in the various engagements and duties of life, her children cannot be her exclusive object; and, as an injurious influence, though but casually exerted, may coun teract the effects of continued care; it is of no small importance that those, to whom she confides them, whatever be their office, should be fitted, as far as they are capable of it, to supply her place during her absence. They should there. fore be chosen with caution and discretion, instructed in that part of education which devolves upon them, and their defects, as far as possible, remedied. -Good education must be the result of one consistent and connected system; and both the nursery and school-room will become scenes of insubordination

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or sources of disappointment, if authority be opposed to authority, and influence counteract influence. A judicious mother will, therefore, keep the reins in her own hands; she will be the only source of power; and her assistants should exercise authority, whether more or less, simply as derived from her, and in subjection to her. If, at any time, they assume a power which does not belong to them; if they take more than is given; they outstep the bounds of duty, and, in that proportion diminish their value to the parent, and their usefulness to the children. On the other hand, an assistant should receive the unvarying support and sanction of a mother, whilst acting within the prescribed limits and exercising that portion of authority, which has been confided to her, To lay down these limits to determine what should be this portion, requires an exercise of discretion on the part of the

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mother. It must depend upon the situation and character of those to whom she entrusts her children, and upon her own individual circumstances.

The principles touched upon in the following Remarks may be applied to education in general; although they are brought forward with a more particular reference to the earlier periods of childhood. It is probable that education may be begun sooner than is generally supposed. The sympathies, even of infants, are quick, and powerfully affected by the manner, looks, and tones of voice, of those about them. Something, therefore, may, undoubtedly, be done toward influencing the mind in the first two or three years of infancy; but this will be effected more by avoiding what is hurtful, as irritation or alarm, than by aiming at premature excellence. The minds of children, as their bodies, are not to be forced. We are to follow the lead

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ings of nature" to go her pace"-to be ever watchful, diligent, and alert, to make the best use of the opportunities and advantages which she throws in our way: for, it is to be remembered, that nature may be cramped and forced, rather than corrected and improved; and that, in every doubtful case, it is wise to incline to the lenient, rather than to the severe side of the question; because an excess of freedom is safer than too much restraint.

GENERAL PRINCIPLES OF EDUCATION.

SUCCESS in Education depends,

FIRST, More on Prevention than Cure; more on securing our children from injury, than on forcing upon them what is right. If we wish, for instance, to render a child courageous, we shall effect it, not so much by urging and compelling him to feats of hardihood, as by guarding him from all impressions of terror, or from witnessing a weak and cowardly spirit in others.

SECONDLY, On Example rather than on Precept and Advice.

As the bodies of children are imperceptibly affected by the air they breathe, so are their minds by the moral atmosphere which surrounds them; that is,

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