culous emphasis. Give them a book handsomely bound, with neat cuts, and printed with a fine type ; every thing which delights the fancy, facilitates study: we should even let them have a book full of short and marvellous stories. After this, do not be uneasy about the child's learning to read-do not fatigue her by requiring too great a precision; let her pronounce naturally as she speaks: other tones are always bad, and partake of the declamation of the stage. When the tongue has acquired sufficient volubility, the chest strength, and the habit of reading been confirmed, she will then read without pain, and with more grace and distinct

ness.

The manner of teaching to write should be pretty nearly the

same. When children can read a little, one may amuse them in making them sort the letters; and if there are several pupils, emulation may be kindled. Children are naturally inclined to make figures on paper; and if this propensity be encouraged, without teasing them too much, they will form letters during their play, and accustom themselves by degrees to write. One may also encourage them by the promise of a reward adapted to their taste, and which has no unpleasant consequences.

"Write me a note," you may say, "inform your brother or cousin of such and such things:" all this (varied as you like) pleases a child, provided that no sad idea of a formal lesson intrude." A free curiosity," says St. Austin, from his

own experience, "excites the mental faculties of a child, much more than the formality of rules, or a constraint imposed by fear."

Observe this grand defect in ordinary educations-all pleasure is placed on one side, and pain on the other: the latter is attached to study, the former to play. What then can be expected from a child, but that, in supporting one of these maxims, she will eagerly fly to her amusements?

Let us try to invert this order : let us make study agreeable, concealing it under the form of liberty and pleasure: the dull routine of continued application may be sometimes broken in upon by little, sallies of amusement, Children require these relaxations to preserve the elasticity of their mind.

Let their imaginations roam a little. Permit occasionally some game or diversion, so that ample bounds be given to their spirits; then bring them gently back again to the principal object you have in view. Too rigid or too long continued an application to study, is productive of much injury: those who affect this regularity, act more from the convenience of stated hours of discipline, than from wishing to seize every favourable moment of instruction. At the same time, do not suffer any amusement which may agitate the passions of children: on the contrary, every thing which can unbend their faculties, produce an agreeable variety, satisfy a curiosity for useful things, and exercise their body in healthful recreations, should be

recommended and practiced in their diversions. The amusements which they like best, are those that keep the body in motion; they are happy if they can but skip from place to place: a shuttle-cock or a ball is sufficient. We should not, however, be uneasy about their diversions; they invent quite enough themselves-it is sufficient if we leave them to their own inventions, watch them with a cheerful countenance, and moderate them when they become too violent. It would be prudent just to make them sensible, as much and as often as we can, of the pleasure which results from the cultivation of the mind; such as conversation, news, histories, and many industrious games which include instruction. All this will have its proper effect in due time :