period, for what is learnt in early years is but of little consequence compared to the general information young persons who are well educated should possess; therefore it is necessary to give to children a good impulsion, which may tend to their present and lead to their future improvement.

The mind of a child is so pure that we should guard against letting any thing evil enter that mind, for it is like the vase alluded to by a celebrated poet, which always preserved the odour of the first liquid it had contained.

Let parents and governesses carefully guard against the error of allowing young children to be uncorrected, under the impression that as they advance in age they will correct themselves; it is against all reason to suppose that such can or ever will be the case; the longer a child's faults exist the more difficult will they be to correct, and there can be no greater proof of affection towards young children than to make them objects of continual watchfulness, and to check any failing as soon as it is perceptible. Defects of the heart and mind may be compared to defects of the body, both require right care and management.

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It may always be observed that children who have been well directed from their infancy are much happier through life than those who have been over indulged in the nursery, then injudiciously managed in the school-room; for when at length, under the direction of an able governess, they have to submit to the restraint necessary to their improvement, instead of devoting their whole time. and attention to the instruction given and by which they are to profit, they are reflecting on what appears to them the unjust treatment to which they are compelled to submit.

Not only time is saved by good management in early life, but much trouble is spared both to parents and teachers; the necessity for punishment is in a great measure precluded; the mother's feelings are spared, the

governess is far less harassed; and her task is performed in a more agreeable manner both to herself and her thus all tends to prove the advantage of a rightly conducted pupils; early education.

Education is a beautiful task,-and it is delightful to think on all the good that can be effected by the intelligent beings, who when undertaking the situation of governess feel the import of their charge; but if it be pleasing to reflect on the advantages that may accrue to society from the labours of able and clever governesses, it is alike fearful to consider what must be the result of the bad direction given to the youthful mind by the unprincipled or incompetent: I should perhaps not say unprincipled, as it is to be hoped that few parents are so unfortunate as to engage unprincipled governesses; but how many mothers confide their children to the care of the incompetent, and thus deprive them of all the adadvantages resulting from good early education.

It is principally for early education that governesses who are intrusted with the sacred duty of training the infant mind, should be well acquainted with the human beings or children they have to bring up, fully comprehend the degree of perfection to be attained, the end for which children are educated and the means of giving this education. All children have not the same innate dispositions, some have great aptitude for one study, some for another; it is in early education that a governess who can discern and judge, will cultivate the natural talents of her pupils and give them a right direction, but this good must be effected when education commences, and not at a time when it is supposed to be finished.

The hopes and happiness of good parents are centred in their children; and it is only by giving due attention to early education that these hopes can be realized; if parents are disappointed in their children, if instead of finding them beloved and respected as they grow up, they are disliked and shunned, the fault is not in nature but

in the parents themselves, or in the governesses to whom children have been confided.

Again and again I repeat that success in education is chiefly dependent on governesses.

When children are constantly in the society of a clever governess they acquire information without trouble or fatigue; for instance, a walk in the country with an intelligent person is fraught with improvement both in a physical and mental point of view; every object becomes a source of instruction, and this instruction is more or less lasting according to the manner in which it is conveyed.

I am of opinion that early education ought to be effected by conversation, and by taking advantage of daily occurrences, there is not an act in the life of a child which cannot be made a subject of information. For education of this nature, I mean early education, all must come from the governess; there are no books, no keys which can assist her, the instruction she conveys must proceed from the heart as well as from the understanding. In fact, the governess suited to young children, is she, who has good religious principles, general information, a benevolent heart, a sound judgment, and who most resembles the affectionate mother pourtrayed at the commencement of this chapter.

ON THE ORIGIN AND CULTURE OF RELIGIOUS PRINCIPLES.

L'homme approche de Dieu par la prière.

The incisions made on the bark of young trees, however slight, and of whatever nature, resist the power of time, nay, they grow with the trees. To this phenomenon of the vegetable kingdom may be compared the impressions made on the human mind, and on the organization of children; these impressions are lasting, they increase, and imperceptibly constitute the principle of habit.

If we reflect on the influence of early impressions, we find that they are the source of our most noble qualities; religious and moral principles, filial piety, and love of our country; early impressions, also establish the difference which distinguishes and separates nations; when their influence is the same on a great number of men, they constitute a national character.

All children require food, warmth, clothing, and good air; these wants are imperative, the thoughts of the poor are continually bent on the means of satisfying them, while their best and most natural feelings struggle under the weight of necessity. The minds of the lower orders of society are weakened by physical wants unknown to the children of opulence, for they are strangers to hunger and cold; and their minds being more free and independent, can sooner manifest the seeds of religious and moral feelings; hence the necessity of a different education for the rich and poor. It is true, they should all be taught to adore the same God, all have the same moral principles, but knowledge should be imparted in a different manner.

It implies ignorance of human nature not to consider the station children hold in society, and the impressions resulting from their different situations in life. It must ever be remembered, says a learned author, that man is as

much body as mind, and capable of receiving impressions from all surrounding objects; therefore, whatever may be the innate dispositions of children; their education, mode of life, riches or poverty, and more particularly example, give rise to habits, which may be considered as a second

nature.

Few children or indeed grown up persons, can resist the force of example, custom directs the senses which involuntarily lead the mind; it is custom that persuades, it is custom that makes men pagans or idolaters.

Religious feelings among barbarians and among the lower classes in civilized nations, are more the result of habit than of conviction, they are more influenced by example than by instruction, in fact they are mere imitators; but the religious education of children among the higher classes should not be the effect of habit alone, or it would be unworthy of the sublime and elevated moral of Christianity, and unworthy of parents whose situation in life enables them to bestow on their children the advantages of good religious instruction. It is by the power of conviction, founded on the instinctive religious feelings inherent in the humun heart and mind, that religious principles should be cultivated in early age.

If it be impossible not to admit that the wants of the young are numerous; it is also impossible not to observe that when the first wants of life are satisfied, children are alive to more elevated feelings. So that if the children of the rich are not left to the charge of ignorant nurses, or incompetent governesses, being strangers to material wants, they soon evince by their questions, the elements of the religious and moral feelings to be cultivated. Surrounded by so many advantages, I ask whether it may not be justly expected that the child born and bred in opulence, should be more religious, more moral, and more intelligent than the child of misery. But in what manner, will it be said, are these religious feelings to be cultivated? how are children to be taught to know God, and to understand the