girls; it is that of having their feelings enlisted on the most trivial occasions. They cannot see two persons who are offended with each other, without immediately taking sides in the quarrel; they are full of causeless partialities and aversions; they never see any defect in those whom they esteem, nor any good quality in those whom they dislike. They should not at first be opposed in this, for opposition would give additional strength to these whims; but you can by degrees make them sensible that you perceive better than they every thing that is commendable in what they love, and every thing unfavorable in what displeases them; at the same time, take care to show them, on proper occasions, the evils that result from the defects of what they admire, and the advantages arising from those favorable qualities that are found in what they dislike; do not be too hasty or urgent, and you will find that they will themselves correct their errors; then you can point out their past prepossessions with all their most unreasonable circumstances, and gently

insinuate that they will in the same manner perceive those of which they are not yet cured, when they had freed themselves from their influence. Mention similar errors into which you fell when at their age. Especially show, as clearly as possible, that there is in every thing that we love and hate, a great mixture of good and evil; in this way, you will diminish the vehemence of their fondness, and their dislike.

Never promise to reward children with articles of dress, or delicacies for the palate; for in this way two evils are occasioned; the first is, that you thus inspire them with a regard for what they ought to despise; the second, that you deprive yourself of the power of proposing other rewards that may facilitate the accomplishment of your object; carefully avoid threatening to make them study, or to subject them to some rule. Make as few rules as possible; and since you cannot wholly dispense with them, introduce them in an easy manner, without giving them the name, and always offering some suitable

reason for doing a thing at one time and place rather than at another. There is danger of discouraging children, unless they are sometimes commended when they do well. Though praise is to be dreaded from its tendency to promote vanity, we should endeavor, by means of it, to encourage children. without making them conceited.

We see that St. Paul frequently makes use of commendation to encourage the feeble, and to induce them to bear reproof more patiently. The ancient fathers availed themselves of the same means. It is true that praise should be so tempered as to exclude all exaggeration and flattery, and to refer all that is good to God as its source. Children may also be rewarded by such amusements as are innocent, and are managed with address, by walks, during which the conversation may be not without utility, or by little presents, such as pictures, medals, maps, or elegant books.

CHAPTER VI.

THE USES OF HISTORY IN THE INSTRUCTION OF CHILDREN.

CHILDREN are passionately fond of entertaining stories; we see them every day transported with joy, or drowned in tears, while listening to adventures which are related to them; do not fail to take advantage of this inclination. When you find them disposed to listen to you, tell them some short and diverting story; but particularly choose such fables of animals, as are innocent and ingenious; relate them as fables; and point out the moral that may be derived from them. As to the fables of ancient mythology, they are so impure, and so replete with impious absurdities, that it would be well for females to remain in ignorance of them during their whole lives. If you cannot prevent the know

ledge of them, lead the child to regard them with aversion. When you have repeated one fable, wait till she requests you to tell her others; in this way, always leave her in a kind of hunger for more information; then, when her curiosity is excited, repeat to her some well chosen selections from history, but in few words; let these extracts have a connection with each other, and defer the event of the narrative to another day, so as to retain her in suspense, and make her impatient to know the end; enliven your narrative with sprightly and familiar tones; introduce all the characters; children of lively imaginations will think that they see them and hear them speaking. For instance, tell them the story of Joseph; introduce his brethren, speaking in a brutal and unfeeling manner; Jacob, as a tender and afflicted father; let Joseph himself speak; exhibit him as taking pleasure, being master of Egypt, in concealing himself from his brethren, in exciting their fears, and then in making himself known to them; this simple representation, together