the tone of character and general influence of those with whom they live.

SM THIRDLY, On forming Habits rather than on inculcating Rules.

It is little to tell a child what to do, we must shew him how to do it, and see that it is done. It is nothing to enact laws, if we do not take care that they are put into practice, and adopted as habits. This is the chief business of education, and the most neglected; for it is more easy to command, than to teach and enforce. For example; a child will never know how to write by a set of rules, however complete: the pen must be put into his hand, and the power acquired by repeated efforts, and continued practice, and m

EnFOURTHI,On regulating our Conduct, with reference to the Forma

tion of the Character when matured; rather than by confining our Views to the immediate effect of our labour.

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Premature acquirements, premature quickness of mind, premature feeling, and even premature propriety of conduct, are not often the evidences of real strength of character, and are rarely followed by corresponding fruits in future life.

LASTLY,-On bearing in mind a just sense of the comparative Importance of the Objects at which we aim.

As in the general conduct of life, it is the part of wisdom to sacrifice the less to the greater good; so is this eminently the case in the subject before us. Now `the primary, the essential object of edu

cation is this,-to form in children a religious habit of mind, founded on the divine principles of Christianity, and leading to the habitual exercise of prac

tical virtue.

To this, all other attainments are wholly subordinate.

These points, though frequently referred to in the following Observations, are thus stated separately, that they may be the more easily kept in view, as fundamental principles of universal application, in executing the particular directions that follow.

TRUTH AND SINCERITY.

NOTHING, perhaps, is more beautiful, or more rare, than a character in which is no guile; Guile insinuates itself into our hearts and conduct to a degree of which we are little aware. Many who would be shocked at an actual breach of truth, are, notwithstanding, far from sincere in manner or conversation. The mode in which they speak of others, when absent, is wholly inconsistent with their professions to them, when present. They will relate a fact, not falsely, but leaning to that side which tells best for themselves; they represent their own actions in the fairest colours; they have an excuse ever ready for themselves, and, too often at the expense of others. Such conduct, if not coming under the character of direct falsehood, is certainly

a species of deceit, to be severely condemned, and strictly guarded against, not only in, ourselves but in our children: for we shall find them early prone to art, and quick in imbibing it from others. It is not enough, therefore to speak the truth, our whole behaviour to them should be sincere, upright, fair, and without artifice; and it is experience alone that can prove the excellent effects that will result from such a course of conduct. Let all who are engaged in the care of children consider it a duty of primary, of essential importance, never to deceive them, never to employ cunning to gain their ends, or to spare present trouble. Let them not, for instance, to prevent a fit of crying, excite expectation of a pleasure which they are not certain can be procured; or assure a child that the medicine he must take is nice, when they know to the contrary. If a question be asked them, which they are unwilling or