are also endowed with noble qualities, containing the seeds of the most elevated sentiments, and virtues. Instead therefore of considering the child as a criminal, ever ready to err, and requiring constant severity, I have considered him as the noble descendant of a chosen, though fallen race, whose dignity should be restored.

I have constantly borne in mind, that the infant soul is made after God's image, and that from the earliest age, it should be taught its noble origin and its noble destiny: in fact instead of bending the child to the earth, I would raise its head, its heart, its mind towards Heaven: consequently all my efforts have been centred on the developement of religious and moral sentiments as the only means of obtaining this great end.

In the general systems of education, it is too often forgotten that, notwithstanding the stain of original sin, the infant soul is endowed with the most noble, the most elevated faculties: that these faculties are to counterbalance the tendency to evil: that consequently the surest means of improving the child, is not to treat it as a criminal, but to teach it to do right, by strengthening its noble tendencies.

All I have said, all I have written, is founded on scripture; my work may be considered as a paraphrase of that christian thought, that to be happy in this world, to endeavour to obtain eternal life, it does not suffice to abstain from evil, but that we must do good; in other words our task is that of physical, moral, and intellectual improvement.

In the system of education generally adopted, it would seem that the province of the teacher is ever to

correct, subdue and master a rebellious nature. In my system of education, I would that a noble and elevated nature should be developed; but generally speaking, teachers rather know what they should avoid, than what they should do-my object is to shew first what is to be done, then what is to be avoided, convinced that when our natural activity is directed towards the good, there is neither time nor inclination for evil.

It was therefore necessary for me to point out the duties to be performed, and to render the practice of these duties more easy, I have endeavoured to lead children to love the right. My system of education depends on the development of sympathy and attention;

the medium of sympathy, the parent or the governess may appeal to the heart; by the medium of attention, the understanding will be cultivated. In my opinion, moral and intellectual education, lend each other assistance, and physical education gives them support.

I have several times alluded to the double nature of man. His body confines him to the earth, his soul leads him to Heaven. The nature of the child is like that of man; the soul and body are united: if the soul be under the dominion of animal instinct, it is degraded, but if calling religion, and reason to its assistance, it wills the good of which it is conscious, and performs this good, the destiny of the soul is fulfilled. Then again, if the soul masters the body, and maintains it in subjection, man is virtuous, he walks in the path traced by religion, and in which alone true happiness can be found.

These are the general principles which characte

rize my essay on moral education; nevertheless there exists another feature which I claim as my own, it is, that this education must be commenced at a very early age: I would that the existence of God and of the soul be revealed to children, almost from their cradle, consequently I would invariably seek the services of intelligent people, instead of placing infants under the care of the ignorant.

It is useless to speak of progress in education, while able governesses are wanting,-my work is intended for their benefit. I desire that they should take advantage of my experience; I would also that parents be convinced that the happiness of children depends, in a great measure, on the governesses under whom they are placed.

It may perhaps be remarked that I have not spoken of idleness, disobedience, selfishness, nor of the numerous vices to be corrected in children; but I have treated of the qualities and virtues to be cultivated, persuaded that the development of these virtues and qualities excludes defects and vices.

I may probably be taxed with repetitions, they are often intentional, they were in fact necessary to shew the importance I attached to certain parts of my system, which consists in the development of religious sentiments, development of moral sentiments, and development of conscience,-Duties towards Godtowards parents,-brothers and sisters-friends.Duties towards our fellow creatures, our inferiors, and even towards our enemies.

I divide the duties towards ourselves, in duties relating to the body and to the soul. I have shewn that both body and mind are subjected to the law of

progress that they must not only be preserved, but improved, and that their improvement contributes to physical beauty. I am of opinion that the moral sentiments cannot be developed solidly, unless the understanding be also cultivated, and feels their beauty and value.

I have entered into some particulars respecting the faculties of the soul. It is easy to perceive the assistance the intellectual faculties lend the sentiments, and I think that a well cultivated understanding is a safe guard to morality.

What appears to me to be wanting in governesses, is method, and a knowledge of the youthful mind. I have endeavoured to treat of both.

In developing the faculties of the soul, I have treated of virtues which are antidotes to vice; I have sought to induce mothers and governesses rightly to direct the youthful activity, as I cannot but think it is better to ennoble and direct the passions, than to check them. It is the love of the good and the beautiful that I would develope by all means; I would realize the beautiful maxim of the wise man who said, "Love nothing but the good, and do only what you love."

If I have attached so much importance to early education, it is because when the impressions received are weak, they pass unnoticed; if they be interrupted, good habits cannot be contracted, and the natural disposition though evil, maintains its sway. The earlier education is commenced, and the longer it is continued the greater is its influence, the greater its power to develope the sense of the beautiful and the good. The development of our noble sentiments can

not be commenced too early, our evil passions have always sufficient strength; it is the passions of the soul that require cultivation, it is they that give the superiority to intellect over matter; it is they that ennoble and improve us; it is our blind appetites which mislead, it is our noble passions which elevate

us.

I have so much respect for the feelings and morality of a child, that I have said but little of punishments, and in fact what could I say? for a child brought up according to my principles, will do right from a love and habit of duty, consequently punishment will be uncalled for. The practise of virtue is but the habit of right; this habit is the result of our tastes, our passions, our ideas; when we elevate the passions, purify the taste, enlighten the understanding, where is the child who will habitually do wrong?

If the results of education are to be happy in this life and the life to come, we must begin this education early, and accustom the child to feel and think according to a system of ideas, and sentiments known to be in conformity with religion and morality; by constantly having the same feelings, the same duties, the same thoughts, the heart and mind of the child will be formed to this system, so that it will become during life the principle of his judgments, his feelings and his actions.

LONDON, 1843.

M. BUREAUD RIOFREY.