It has been asserted, "That no being, merely human, could properly educate a child." I entirely coincide with this author; but though perfection cannot be attained, and unforeseen events will ever govern human conduct, yet still it is our duty to lay down some rule to regulate our actions by, and to adhere to it, as consistently as our infirmities will permit. To be able to follow Mr. Locke's system (and this may be said of almost all treatises on education) the parents must have subdued their own passions, which is not often the case in any considerable degree.

      The marriage state is too often a state of discord; it does not always happen that both parents are rational; and the weakest have it in their power to do most mischief.

      How then are the tender minds of children to be cultivated?— Mamma is only anxious that they should love her best, and perhaps takes pains to sow those seeds, which have produced such luxuriant weeds in her own mind. Or, what still more frequently occurs, the children are at first made play-things of, and when their tempers have been spoiled by indiscreet indulgence, they become troublesome, and are mostly left with servants; the first notions they imbibe, therefore, are mean and vulgar. They are taught cunning, the wisdom of that class of people, and a love of truth, the foundation of virtue, is soon obliterated from their minds. It is, in my opinion, a well-proved fact, that principles of truth are innate. Without reasoning we assent to many truths; we feel their force, and artful sophistry can only blunt those feelings which nature has implanted in us as instinctive guards to virtue. Dissimulation and cunning will soon drive all other good qualities before them, and deprive the mind of that beautiful simplicity, which can never be too much cherished.

      Indeed it is of the utmost consequence to make a child artless, or to speak with more propriety, not to teach them to be otherwise; and in order to do so we must keep them out of the way of bad examples. Art is almost always practised by servants, and the same methods which children observe them to use, to shield themselves from blame, they will adopt—and cunning is so nearly allied to falsehood, that it will infallibly lead to it— it—or some foolish prevaricating subterfuge will occur, to silence any reproaches of the mind which may arise, if an attention to truth has been inculcated.

      Another cause or source of art is injudicious correction. Accidents or giddy tricks are too frequently punished, and if children can conceal these, they will, to avoid chastisement. Restrain them, therefore, but never correct them without a very sufficient cause; such as a violation of truth, cruelty to animials, inferiors, or those kind of follies which lead to vice.

      Children should be permitted to enter into conversation; but it requires great discernment to find out such subjects as will gradually improve them. Animals are the first objects which catch their attention; and I think little stories about them would not only amuse but instruct at the same time, and have the best effect in forming the temper and cultivating the good dispositions of the heart. There are many little books which have this tendency. One in particular I recollect: The Perambulations of a Mouse. I cannot here help mentioning a book of hymns, in measured prose written by the ingenious author of many other proper lessons for children. These hymns, I imagine, would contribute to fill the heart with religious sentiments and affections; and, if I may be allowed the expression, make the Deity obvious to the senses. The understanding, however, should not be overloaded any more than the stomach. Intellectual improvements, like the growth and formation of the body, must be gradual—yet there is no reason why the mind should lie fallow, while its "frail tenement" is imperceptibly fitting itself for a more reasonable inhabitant. It will not lie fallow; promiscuous seeds will be sown by accident, and they will shoot up with the wheat, and perhaps never be eradicated.

      Whenever a child asks a question, it should always have a reasonable answer given it. Its little passions should be engaged. They are mostly fond of stories, and proper ones would improve them even while they are amused. Instead of these, their heads are filled with improbable tales, and superstitious accounts of invisible beings, which breed strange prejudices and vain fears in their minds.

      The lisp of the nursery is confirmed, and vulgar phrases are acquired; which children, if possible, should never hear. To be able to express the thoughts with facility and propriety, is of great consequence in life, and if children were never led astray in this particular, it would prevent much trouble.

      The riot too of the kitchen, or any other place where children are left only with servants, makes the decent restraint of the parlour irksome. A girl, who has vivacity, soon grows a romp; and if there are male servants, they go out a walking with them, and will frequently take little freedoms with Miss, the bearing with which gives a forwardness to her air, and makes her pert. The becoming modesty, which being accustomed to converse with superiors, will give a girl, is entirely done away. I must own, I am quite charmed when I see a sweet young creature, shrinking as it were from observation, and listening rather than talking. It is possible a girl may have this manner without having a very good understanding. If it should be so, this diffidence prevents her from being troublesome.

      It is the duty of a parent to preserve a child from receiving wrong impressions.—As to prejudices, the first notions we have deserve that name; for it is not till we begin to waver in our opinions, that we exert our reason to examine them—and then, if they are received, they may be called our own.

      The first things, then, that children ought to be encouraged to observe, are a strict adherence to truth; a proper submission to superiors; and condescension to inferiors. These are the main articles; but there are many others, which compared to them are trivial, and yet are of importance. It is not pleasing to see a child full of bows and grimaces; yet they need not be suffered to be rude. They should be employed, and such fables and tales may be culled out for them as would excite their curiosity. A taste for the beauties of nature should be very early cultivated: many things, with respect to the vegetable and animal world, may be explained in an amusing way; and this is an innocent source of pleasure within every one's reach.

      Above all, try to teach them to combine their ideas. It is of more use than can be conceived, for a child to learn to compare things that are similar in some respects, and different in others. I wish them to be taught to think—thinking, indeed, is a severe exercise, and exercise of either mind or body will not at first be entered on, but with a view to pleasure. Not that I would have them make long reflections; for when they do not arise from experience, they are mostly absurd.