not to pass too severe a sentence on them, as they often appear greater than they really are-that they are even compensated for by many good qualifications—and that as there is no perfection in this world, they should admire admire that that which approaches the nearest towards it. Lastly, although this advice should not be offered but in extreme cases, we should, nevertheless, engraft on them true principles, and preserve them from imitating all the evil that is set before them.

We must also be on our guard to prevent their imitation of ridiculous people; whose low and buffoon-like manners have something in them extremely revolting to noble and generous sentiments ; we should be apprehensive lest children afterwards assume these very manners;

as the warmth of their imagination, and pliability of body, added to the pleasure they seem to take in such diversion, gives them a peculiar aptitude to represent every ridiculous object they behold.

This proneness to imitation, which is natural to children, is the source of infinite mischief when they are delivered up to improper people who are hardly able to restrain themselves before them. But providence has ordained this imitative power, that children may be also capable of applying themselves to what is good and virtuous. Often, without speaking to them, we have only to shew them in others what we would have them do themselves.

CHAP. V.

Indirect Instructions: we should not be toc urgent with Children.

I

THINK We should often make use of indirect instructions, which are not so tedious and uninteresting as lessons and remonstrances, in order to excite their attention to certain examples which are placed before them.

A person may sometimes ask another, in their presence, "Why do you do so❞—and the other may answer" I do it for such a reason." For example-"Why did you confess your fault?" " Because I should have been guilty of a much greater one by disavowing it with a lye—

and because nothing is more praiseworthy than to say frankly, "I am wrong." Then the first person should commend the one who has thus accused herself-but care must be taken that all this be done without art or affectation, for children have much more penetration than we are aware of—and as soon as they discover any finesse in their teachers, they lose that simplicity and confidence which is natural to their character.

We have before observed that the brain of children, from being at the same time moist and warm, produces continual motion. This softness or pliancy of the brain causes impressions to be easily made, and images of every sensible object to be vividly and strongly imprinted; hence we should be

anxious to engrave, as it were, on their minds such characters as are

easily formed. But great care

must be shewn in the selection of such objects as we wish to impress: for in so small and precious a cabinet, none but the most exquisite furniture should be admitted. Let it be remembered, that at such a tender age, no knowledge should be engrafted but such as we wish to remain there for life. The first impressions that are made, when the brain is so soft and susceptible, are in general the most durable; and in proportion as age hardens the brain, do such impressions become indelible. Hence it is, that in old age we remember distinctly the images of youth, however remote ; whereas as age advances we have a fainter recollection of such things