St. Austin informs us that he had remarked, from his infancy, the vanity of his tutors. The best and most politic thing you can do, is, to know your own faults as completely as a child will know them, and to request some real friend to warn you of them. The generality of instructors pardon nothing in a pupil, but every thing in themselves: this excites an inquisitive and watchful spirit of malignity in such pupils-so that whenever they detect any fault in their tutor, they are delighted, and eventually despise him.

Shun this error: do not be afraid to mention the faults which are visible in your conduct, and which may have escaped you before the child. If you find her capable of reasoning thereupon, observe that

you set her an example of correcting her faults, by the detection of your own-by this means, your imperfections will be instrumental in edifying the child, and encouraging her to correct herself. You will also thereby avoid the contempt and disgust which your own faults may cause her to entertain against your person.

Meanwhile, try every method to make those things agreeable which you exact from a child. Have you any thing crabbed or difficult to propose? convince her that this pain will be succeeded by pleasure: always shew the utility which results from your instructions; and make her sensible of the consequences as affecting mankind, and the different orders of society. Without this, all study will appear as a

dry, barren, and thorny path. "Of what use," will children sometimes say to themselves, "is it to learn those things which do not relate to ordinary conversation, and which have no immediate connection with what we are obliged to do?"

We should therefore give them a reason for every thing we teach— "It is, we should observe, to enable you one day to do well in the world-it is to form your judgment, and to make you reason well on all the affairs of life." should always represent to them some useful and solid end, which may support them in their application and never pretend to keep

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them in subjection by a crabbed and absolute authority.

In proportion as their reason advances, we should discuss with

them on the necessity of education; not that we should implicitly follow their thoughts, but profit by them when they discover their real state of mind so that we may try their discernment, and make them relish those things we are anxious for

them to learn.

Never assume, without urgent necessity, an austere and imperious manner, which only causes children to tremble, and savours strongly of affectation and pedantry in those who govern: children are, for the greater part, timid and diffident. By such means you shut out all access to the heart, and deprive them of a confidence, without which no benefit can be derived

from instruction. Make yourself

beloved: let them be free with you, so that they fear nothing in

discovering their faults. In order to attain this, be indulgent to those who do not disguise themselves before you. Appear neither astonished nor irritated at their bad propensities on the contrary, bear with their foibles. This inconvenience may, however, sometimes arise, that they will be less intimidated; but, taking all things together, confidence and sincerity is of far greater utility than a rigorous discipline.

Besides, authority will lose its proper effect, if confidence and persuasion are not equally strong. Always commence with an open and candid manner; be cheerful and familiar without vulgarity, which enables you to see children conduct themselves in a perfectly natural state, and to know. their

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