descending from such a state of heroism, to the lowest offices of housewifery!

Some there are who push their curiosity still further, and without the least qualifications, presume to decide upon theological points.—But those who have not sufficient grasp of intellect for these curiosities, have other pursuits, better proportioned to their talents: they are extremely desirous of knowing what is said, and going on in the world—a song—news—an intrigue—to receive letters, and to read those that other people receive; these things delight prodigiously; they wish every thing to be told them, and to tell every thing in turn: they are vain, and vanity is a sure incentive to talk. They become giddy, and volatility prevents those reflections from rising which would shew them the value of silence.

CHAPTER III.

To remedy the evils just complained of, it is of material consequence to commence a system of education from Infancy: this tender period, which is too often intrusted to imprudent and irregular women, is, in truth, the most susceptible of the strongest impressions, and consequently has a great influence on the future regulation of life.

As soon as children can lisp, they may be prepared for instruction: this may be thought paradoxical—but only consider what a child does before it can talk. It is learning a language which it will, by and by, speak with more accuracy, than the learned can speak the dead languages, although studied at a mature period of life. But what is the learning a language? It does not consist solely in treasuring in the memory a great number of words—but in comprehending, says St. Austin, the meaning of each particular word: the child, amidst its cries and amusements, knows for what object each word is designed: this is obtained sometimes by observing the natural motions of bodies which touch, or shew, the objects of which one is speaking—sometimes by being struck with the frequent repetition of the same word to signify the same thing. It cannot be denied but that the brain of children is admirably calculated, from its temperament, to receive impressions from all these images; but what strength of mental attention is requisite to distinguish them, and to unite each to its proper object?

Consider too, how children, even at such a tender age, attach themselves to those who flatter, and avoid those who restrain, them: how well they know to obtain their object by a tear, or silent submission: how much artifice and jealousy they already possess! "I have seen," exclaims St. Austin, "a jealous child: it could not speak; but its face was pale, and the eyes were irritated against an infant that suckled with it."

From this it may be inferred, that infants know more at such an early period than is usually imagined: thus, by soft words and appropriate gestures, you may incline them towards honest and virtuous connexions, rather than introduce them to those which it would be dangerous for them to caress.—Thus, again, you may, by appropriate looks and tone of voice, represent to them, with horror, those whom they have seen exasperated with anger, or any other furious passion; and, on the other hand, by a correspondent serenity of manner, depicture to them those who are amiable and wise.

I do not wish to lay too great a stress on these subordinate matters: but, in reality, these different dispositions form a commencement of character which must not be neglected; and this mode of foreseeing, as it were, the future dispositions of children, has imperceptible consequences which facilitate their education.

If we still doubt of the power of these early prepossessions on future maturity, we need only call to mind how lively and affecting, at an advanced age, is the remembrance of those things which have delighted us in childhood. If, instead of terrifying the minds of young people with absurd notions of ghosts and spirits, which serve only to weaken and disturb the still delicate texture of the brain: if, instead of abandoning them to the caprice of a nurse for what they are to like or dislike, we endeavoured always to impress on their minds an agreeable idea of good, and a frightful one of evil—this foresight might hereafter be the foundation of every practical virtue. On the contrary, we frighten them with the idea of a clergyman clothed in black—we talk of death merely to excite terror—and recount tales of the dead revisiting the earth, at midnight, under hideous shapes! All this has a tendency to weaken and agitate the mind, and to excite a prejudice against the soundest doctrines.

One of the most useful and important things during infancy is, to be particularly careful of the child's health; endeavouring to sweeten the blood by a proper choice of food, and a simple regimen of life: regulating its meals, so that it eat pretty nearly at the same hours, and as it feels the inclination; that the stomach be not overloaded before digestion takes place, and that no high-seasoned dishes be introduced, which must necessarily give a disrelish for more healthful food. Lastly, too many dishes should not be allowed at the same time; for such a variety of food begets an appetite even after the real call of hunger is satisfied.

Another very important consideration is, not to oppress the faculties by too much instruction; to avoid every thing which may kindle the passions; to deprive a child, gently and by degrees, of that for which it has expressed too vehement a desire to obtain; so that, eventually, it may be insensible of disappointment.

If a child's disposition be tolerably good, it may, by the foregoing method, be rendered docile, patient, steady, cheerful, and tranquil; whereas, if its tender years be neglected, it becomes restless and turbulent during the remainder of its life; the blood boils, bad habits are formed, and the body and mind, both equally susceptible, become prone to evil. Hence arises a sort of second original sin, which, in advanced age, is the source of a thousand disorders.

As soon as children arrive at a more mature period, or their reason becomes unfolded, we must be careful that all our words have a tendency to make them love truth, and detest artifice and hypocrisy. We ought never to be guilty of any deception or falsehood to appease them, or to persuade them to comply with our wishes: if we are, we instruct them in cunning and artifice; and this they never forget. Reason and good sense must be our instruments of regulation.

But let us examine with a little more attention the exact dispositions of children, and what more particularly regards their treatment. The substance of their brain is soft, but it becomes harder every day: it has neither experience nor judgment to discriminate one object from another, and every thing is, therefore, new to them. From this softness and pliability of the brain, impressions are easily made; and the surprize which accompanies novelty, is the cause of their continual admiration, and extreme curiosity. It is true that this ductility of the brain, attended with considerable heat, produces an easy and constant motion; hence arises that bustle and volatility of youth, which is as incapable of fixing the attention on one object, as it is of confining the body to one spot.