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loving, it prepares a mood and temper like its own.

There room to doubt, that all most crabbed, hateful, resentful, pass natured characters; all most even, lovely, firm and true, are pr a great degree, by the handling of the nursery. To these an modes of feeling and treatment as make up the element of t life, it is passive as wax to the seal. So that if we consider ho speck, falling into the nucleus of a crystal, may disturb its form even a mote of foreign matter present in the quickening egg, to produce a deformity; considering, also, on the other hand, conditions of repose, in one case, and what accurately modu plies of heat in the other, are necessary to a perfect product; do we begin to imagine what work is going on, in the soul of this first chapter of life, the age of impressions.

I have no scales to measure quantities of effect in this matt training, but I may be allowed to express my solemn convic more, as a general fact, is done, or lost by neglect of doing, of immortality, in the first three years of his life, than in all hi discipline afterwards. And I name this particular time, or da may not be supposed to lay the chief stress of duty and care on part of what I have called the age of impressions; which, as i ter somewhat indefinite, may be taken to cover the space of the times this number of years; the development of language, and ideas being only partially accomplished, in most cases, for so lo Let every Christian father and mother understand, when the three years old, that they have done more than half of all they do for his character. What can be more strangely wide of all j hension, than the immense efficacy, imputed by most parents to tian ministry, compared with what they take to be the almost cant power conferred on them in their parental charge and dutie if all preachers of Christ could have their hearers, for whole m years, in their own will, as parents do their children, so as to m by a look, a motion, a smile, a frown, and act their own senti emotions over in them at pleasure; if, also, a little farther on, them in authority to command, direct, tell them whither to g learn, what to do, regulate their hours, their books, their pleasu company, and call them to prayer over their own knees every morning, who could think it impossible, in the use of such a produce almost any result? Should not such a ministry be ex fashion all who come under it to newness of life? Let no par ing off his duties to his children, in this manner, think to have h made up, and the consequent damages mended afterwards, w have come to their maturity, by the comparatively slender, alwa ful, efficacy of preaching and pulpit harangue.

DR. BUSHNELL. Christian N

Some recreations, to be taken from time to time, are not only always necessary, but are also expedient, because after such pauses the children return to their studies with more pleasure and earnestness.

Playing is also in itself a mark of activity of mind; and children who play in a slow and spiritless manner, will not show any remarkable aptitude for any branch of science.

Many plays, such as the answering of riddles, strengthen the reflective faculties; and afford the teacher valuable hints as to the character and capacity of the young people.

But on this subject also a judicious mean must be observed.

QUINTILIAN.

In education, as in the arts and sciences, and as in virtue itself, there are three things to consider; nature, instruction, and custom or practice. Nature without instruction is blind. Instruction without nature is faulty; practice without either of them, is imperfect.

For as in farming, there are necessary good land, a good husbandman, and good seed, so must good natural endowments have the assistance of good teaching and admonition. PLUTARCH.

The younger any one is, the more easily can be be improved in morals; for virtue is in its essence natural to men, while vice is strange to them. SENECA.

It is an evil thing when by reason of severe punishments, children become angry at their parents, or at enmity with their teachers.

For many unskillful school-masters injure excellent minds with their banging, scolding, rapping and beating, treating the children exactly as hangmen and jailers do a thief.

Solomon, who was a judicious school-master, did not prohibit scholars from sports at the proper time, as the monks do their pupils, who thus become mere logs and stocks, as Anselmus says.

A young man shut up in this way and kept apart from men is like a young tree which ought to bear fruit, but is planted in a kettle.

Such treat

The monks shut up the young, as people do birds in a cage; so that they can neither hear nor see anybody, nor talk to any one. ment is dangerous to youth.

Therefore they should be allowed to hear and see, and go about to various places, but should at the same time be made to behave decently and orderly. LUTHER.

The reflecting understanding teaches what is expedient with a view to goodness. But it is habit which gives men the real possession of the wisdom which they have acquired, and gives enduring strength in it.

PYTHAGORAS.

This is the most excellent way of living; to devote only so much care to the body as is sufficient for the health.

It should be kept under somewhat strict subjection, so as not to be disobedient to the mind.

Bodily exercises, if they are moderate, are useful, but those are harmful which are excessive, and make athletes. These latter obstruct the youth of the mind.

Light and easy exercises on the other hand, such as running races, swinging weights in the hand, and dancing, are beneficial.

Almost any bodily exercise, however, may be taken, if the student soon

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table.

Some repose should be given to the mind, but such as to not to relax its efforts entirely.

However difficult it may be to root out bad habits when once we ought no more to despair of doing it, than a physician sho ing a tedious disease, when the patient also is opposed to him. Spoken words more easily make an impression, and are remembered.

Mo lesty should be carefully cultivated. As long as it rem soul, there is hope of improvement.

Solitude is in various ways calculated to betray youth into a of wickedness.

As unhealthy localities endanger the firmest health, so are m dangerous for the best dispositions.

Knowledge of youthful faults is the beginning of their cure. can he lay aside his vices, who considers them virtues? For noble souls, work is nutriment.

It is not enough to begin the education; it must be continue It is better for a young man to be serious, than to be jovial a ite in large companies.

For it is with young people as it is with wine; that which when new, gains a fine flavor when it is old; but that which is begin with does not long retain its goodness.

For the sake of accommodating the weakness of pupils, spea often in parables.

In order to prepare good soil for the reception of instruction i and virtue, delusion and error must be extirpated.

As leaves can not grow green by themselves, but must have stand on and to draw sap through, so do the best precepts perist stand alone, without being based upon substantial principles tion, an 1 being rooted in such knowledge as is consistent with virtue.

"Yes," people say, "they are only children; they do not u what they are doing."

It is true.

But animals do not understand what they are doing; and yet them to go and come, and to follow us, to do or not do this and tl Wood or stone does not understand that it is proper to buil of; but the artizan puts it into the proper shape.

How much more should the like be done for man!

Or do other people's children understand what they are doing your own children only who do not?

People who indulge their children must bear their sins, as m they had the.nselves committed them.

Another class of people who destroy their children are those with them by shameful words and curses, and also who present evil examples and conduct.

These will in the end be well paid for their folly, because they feel grief and sorrow of heart by reason of their sons.

Also, children, as is the custom of fiery youth, are inclined to and to anger.

Therefore is it necessary that their parents should give them i occasion for such actions by words or gestures.

For what else can you expect a child who hears cursing an at home, to learn, except cursing and foul words?

foul words

A third class who destroy their children, are those who teach their children to love the world; who care for them in nothing except to see that they go bravely, can dance and adorn themselves, can please people, gratify their desires, and make themselves part of the world.

No one ought to become a father until he is able to repeat to his children the ten commandments and enough of the gospels to make them good Christians.

But many persons hasten to enter the sacrament of holy matrimony when they can scarcely say the Lord's Prayer. They know nothing and can therefore neither recite nor teach their children anything.

Parents should instruct their children aright in the fear of God.

If Christianity is to become part of their mental character, instruction must be given from childhood up. I would even permit it to be given in

the cradle.

I say and admonish; that children should timely be taught by warnings, fear, admonitions and punishment, to abhor lying, and especially of calling God to witness it.

It is most excellent to watch carefully over the young, and keep them under good discipline and in good habits; and to this end all possible industry should be exerted, to keep the young boys and girls from seeing and hearing any shameful thing; for they have abundance of evil desires in their blood without it. LUTHER.

To learn is, to proceed from something that is known, to the knowledge of something unknown.

Everything is learned, either by example, rule, or practice.

The truth is what must be held up before the understanding, the good before the will, the possible before the executive faculties; to which may be added practice, governed by rules.

Rules should not be set forth before examples.

In this particular artizans must be initiated; who do not deliver a theoretical lecture to their apprentice upon their trade, but cause him to observe how they, the masters, set about it.

Doing can only be learned by doing; writing by writing, painting by painting.

No second thing should be taken up until the first is well learned.
In connection with the second, repeat the first.

Teaching should be progressive; should proceed from the easy to the difficult; from few to many; from the simple to the compound; from the near to the more distant; from the regular to the irregular.

Actual intuition is better than demonstration.

It is useful to apprehend the same thing with several senses.

A matter is understood, when its inner nature is recognized in like manner as is its outer nature, by the senses.

For this inner comprehension is requisite a correct mental vision, a definite object, and persistent study.

Only one object should be considered at one time; and the whole of it first, and its parts afterward.

Memory has three purposes; to receive, to hold fast, to render up again. The matters to be remembered must be distinct, connected, well-ordered; the mind not over-loaded with impressions, which will confuse each other but calm and directed only to one thing, and that with love or

Examples are for them; and precept; but not antique
The teacher should not be too much of a genius.
Or if he is, let him learn patience.

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It is not always the pupils who understand quickest who are th The sloth of pupils must be compensated by the teacher's indus Beginners must work slowly; and then faster and faster, a advance.

Learning will be pleasant to the pupils, if their teachers treat a friendly and suitable manner; show them the object of their we not merely listen to them but join in working with them and e with them; and if sufficient variety is afforded.

It is especially important that the pupils should themselves be teach; Fortius says, that he learned much from his teachers, mo his fellow-pupils, and most from his scholars.

The school is a manufactory of humanity.

The art of training up men is not a superficial one, but one of foundest secrets of nature and of our salvation.

COME

As soon

Be careful of your children and of their management. begin to creep about and to walk, do not let them be idle. Young people must have something to do, and it is impossible f to be idle.

Their bodies must be kept in constant activity; for the mind is able to perform its complete functions.

But in order that they may not occupy themselves in vicious or ways, give them fixed hours for relaxation; and keep them all the the time, as far as possible, at study or at work, even if of trifling ness, or not gainful to you.

It is sufficient profit if they are thus kept from having an opp for evil thoughts or words.

Therefore it is that children are nowhere better situated than a or at church.

MOSCHEL

Domestic government is the first of all; from which all gove and dominions take their origin.

If this root is not good, there can be neither good stem nor go from it.

Kingdoms, moreover, are made up of single families. Where fathers and others govern all at home and let their c obstinacy prevail, neither city, market, village, country, princip kingdom can be governed well and peacefully.

L

Doctor Martin Luther wrote to his son as follows: Grace and Christ, my dear little son. I see with pleasure that you learn When I come hon pray constantly. Continue to do so, my son. bring you a beautiful present.

I saw a beautiful pleasant garden, where many children were with golden clothes, an eating beautiful apples under the tr pears and cherries and plums, and were singing and jumping and themselves; and they had beautiful little ponies with golden br silver saddles.

Then I asked the man who owned the garden, what childr were. And he said, "These are the children who pray willing well and are good."

Then I said, "Dear man, I also have a son, called Hanschen May he not also come into the garden, so that he can eat such

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