Be solicitous to acquire one possession which will be sure to grow more valuable with age-good health.

The young ought not to sit constantly over books and by the study table.

མ།

1

Some repose should be given to the mind, but such as to refresh it; not to relax its efforts entirely.

However difficult it may be to root out bad habits when once fixed, still we ought no more to despair of doing it, than a physician should of curing a tedious disease, when the patient also is opposed to him.

Spoken words more easily make an impression, and are more easily remembered:

Modesty should be carefully cultivated. As long as it remains in the soul, there is hope of improvement.

Solitude is in various ways calculated to betray youth into all manner of wiekedness.

As unhealthy localities endanger the firmest health, so are many places dangerous for the best dispositions.

Knowledge of youthful faults is the beginning of their cure. For how can he lay aside his vices, who considers them virtues ?

For noble souls, work is nutriment.

It is not enough to begin the education; it must be continued.

It is better for a young man to be serious, than to be jovial and a favorite in large companies.

【་༄་།

For it is with young people as it is with wine; that which is harsh when new, gains a fine flavor when it is old; but that which is sweet to begin with does not long retain its goodness.

For the sake of accommodating the weakness of pupils, speak to them often in parables.

In order to prepare good soil for the reception of instruction in wisdom and virtue, delusion and error must be extirpated.

As leaves can not grow green by themselves, but must have a twig to stand on and to draw sap through, so do the best precepts perish, if they stand alone, without being based upon substantial principles of instruction, and being rooted in such knowledge as is consistent with right and virtue. SENECA.

"Yes," people say, "they are only children; they do not understand what they are doing."

It is true.

But animals do not understand what they are doing; and yet we teach them to go and come, and to follow us, to do or not do this and that thing. Wood or stone does not understand that it is proper to build houses of; but the artizan puts it into the proper shape.

How much more should the like be done for man!

Or do other people's children understand what they are doing, and is it your own children only who do not?

1

People who indulge their children must bear their sins, as much as if they had themselves committed them.

Another class of people who destroy their children are those who deal with them by shameful words and curses, and also who present to them evil examples and conduct.

These will in the end be well paid for their folly, because they will often feel grief and sorrow of heart by reason of their sons.

Also, children, as is the custom of fiery youth, are inclined to evil lusts and to anger.

Therefore is it necessary that their parents should give them no further occasion for such actions by words or gestures.

For what else can you expect a child who hears cursing an foul words at home, to learn, except cursing and foul words?

A third class who destroy their children, are those who teach their children to love the world; who care for them in nothing except to see that they go bravely, can dance and adorn themselves, can please people, gratify their desires, and make themselves part of the world.

No one ought to become a father until he is able to repeat to his children the ten commandments and enough of the gospels to make them good Christians.

But many persons hasten to enter the sacrament of holy matrimony when they can scarcely say the Lord's Prayer. They know nothing and can therefore neither recite nor teach their children anything.

Parents should instruct their children aright in the fear of God.

If Christianity is to become part of their mental character, instruction must be given from childhood up. I would even permit it to be given in the cradle.

I

say

and admonish; that children should timely be taught by warnings, fear, admonitions and punishment, to abhor lying, and especially of calling God to witness it.

It is most excellent to watch carefully over the young, and keep them under good discipline and in good habits; and to this end all possible industry should be exerted, to keep the young boys and girls from seeing and hearing any shameful thing; for they have abundance of evil desires in their blood without it..

LUTHER.

To learn is, to proceed from something that is known, to the knowledge of something unknown.

Everything is learned, either by example, rule, or practice.

The truth is what must be held up before the understanding, the good before the will, the possible before the executive faculties; to which may be added practice, governed by rules.

Rules should not be set forth before examples.

In this particular artizans must be initiated; who do not deliver a theoretical lecture to their apprentice upon their trade, but cause him to observe how they, the masters, set about it.

Doing can only be learned by doing; writing by writing, painting by painting.

No second thing should be taken up until the first is well learned, w In connection with the second, repeat the first.

Teaching should be progressive; should proceed from the easy to the difficult; from few to many; from the simple to the compound; from the near to the more distant; from the regular to the irregular. Actual intuition is better than demonstration.

It is useful to apprehend the same thing with several senses,

8

A matter is understood, when its inner nature is recognized in like manner as is its outer nature, by the senses.

**,,

For this inner comprehension is requisite a correct mental vision, a definite object, and persistent study. ̈*

Only one object should be considered at one time; and the whole of it first, and its parts afterward.

Memory has three purposes; to receive, to hold fast, to render up again. The matters to be remembered must be distinct, connected, well-ordered; the mind not over-loaded with impressions, which will confuse cach other, but calm, and directed only to one thing, and that with love or admiration.

Retention in the memory is facilitated by repetition; and recollection, by associated ideas.

The youngest children should be instructed in things visible.
Upon such, pictures make the deepest impressión.

Examples are for them; and precept; but not abstract rules.
The teacher should
Or if he is, let him not be too much of a genius.

learn patience.

It is not always the pupils who understand quickest who are the best. The sloth of pupils must be compensated by the teacher's industry. Beginners must work slowly; and then faster and faster, as they advance.

Learning will be pleasant to the pupils, if their teachers treat them in a friendly and suitable manner; show them the object of their work; do not merely listen to them but join in working with them and converse with them; and if sufficient variety is afforded.'

It is especially important that the pupils should themselves be made to teach; Fortius says, that he learned much from his teachers, more from his fellow-pupils, and most from his scholars.

The school is a manufactory of humanity,

The art of training up men is not a superficial one, but one of the profoundest secrets of nature and of our salvation. COMENIUS.

1

Be careful of your children and of their management. As soon as they begin to creep about and to walk, do not let them be idle.

Young people must have something to do, and it is impossible for them to be idle.

Their bodies must be kept in constant activity; for the mind is not yet able to perform its complete functions.

1

But in order that they may not occupy themselves in vicious or wicked ways, give them fixed hours for relaxation; and keep them all the rest of the time, as far as possible, at study or at work, even if of trifling usefulness, or not gainful to you.

It is sufficient profit if they are thus kept from having an opportunity for evil thoughts or words.

A

Therefore it is that children are nowhere better situated than at school or at church.bap 12des MOSCHEROSCH. Domestic government is the first of all; from which all governments and dominions take their origin, 10

If this root is not good, there can be neither good stem nor good fruit from it.

b

Kingdoms, moreover, are made up of single families.

1

Where fathers and mothers govern all at home and let their children's obstinacy prevail, neither city, market, village, country, principality nor kingdom can be governed well and peacefully,

"

LUTHER

Doctor Martin Luther wrote to his son as follows: Grace and peace in Christ, my dear little son. I see with pleasure that you learn well and pray constantly. Continue to do so, my son. When I come home, I will bring you a beautiful present.

I saw a beautiful pleasant garden, where many children were walking, with golden clothes, and eating beautiful apples under the trees, and pears and cherries and plums, and were singing and jumping and enjoying themselves; and they had beautiful little ponies with golden bridles and silver saddles.

ད་*

Then I asked the man who owned the garden, what children these were. And he said, "These are the children who pray willingly, learn well and are good." i formel died ad to

Then I said, "Dear man, I also have a son, called IIanschen Luther. May he not also come into the garden, so that he can eat such beautiful

chil

apples and pears, and ride such pretty ponies, and play with these children?"

Then the man said, "If he prays willingly, and learns well and is good, then he may come into the garden, and Lippus and Jost too; and if they all come, they shall have fifes and drums and singing and all sorts of stringed instruments, and dance and shoot with little cross-hows." And, he showed me an open meadow in the garden, arranged for dancing; and there were hanging up many golden fifes and drums and silver cross-bows,dad Tai

But this was quite early, and the children had not dined; so that I could not wait to see the dancing, So I said to the man, "Ah, my dear sir; I will go at once and write all this to my dear little son Hanschen, so that he shall pray constantly and learn well and be diligent, so that he also may come into the garden; but he has an aunt Lehne, whom he must bring with him."

Then the man said, "It shall be so go and write so to him."

Therefore, dear little son Hanschen, learn and pray with good courage, and tell Lippus and Jost also, so that they may pray and learn also, and then you can all three be admitted into the garden.

And now you are commended to the Almighty God. And greet aunt Lehne; and give her a kiss for me. b # bas trods LUTHER, 1

9724

As birds are born with the power of flying, horses with that of running, and beasts of prey with a furious courage, so is man born with the peculiar faculty of thinking, and of mental activity.,

Therefore do we ascribe to the soul a heavenly origin. ! *f 「,*r

1. Defective and under-witted minds, mental abortions and monstrosities, are as rare as bodily deformities,

Not one individual can be found who can not by labor be brought to be good for something.

Any one who considers this will as soon as he has children devote the utmost care to them. od 1. izsa 516 (nu din laitet QUINTILIAN.

The symptoms of children's inclinations are so slight and obscure, and the promises so uncertain and fallacious, that it is very hard to establish any solid judgment or conjecture upon them.d

A tutor should have rather an elegant than a learned head, though both, if such a person can be found; but, however, manners and judgment should be preferred before reading.

Tis the custom of schoolmasters to be eternally thundering in their pupils' cars, as they were pouring into a funnel. Now I would have a tutor to correct this error, and that, at the very first outset, he should, according to the capacity he has to deal with, put it to the test, permitting his pupil himself to taste and relish things, and of himself to choose and discern them, sometimes opening the way to him, and sometimes making him break the ice himself. 1741, ob of a Pe }

Socrates, and since him, Arcesilaus, made first their scholars speak, and then spoke to them, y

Tis the effect of a strong and well-tempered mind to know how to condescend to his pupil's puerile notions and to govern and direct them. Let the master not only examine him about the bare words of his les son, but also as to the sense and meaning of them, and let him judge of the profit he has made, not by the testimony of his memory, but by that of his understanding.

Let him make him put what he hath learned into a hundred several forms, and accommodate it to so many several subjects, to see if he yet rightly comprehend it, and has made it his own. 'Tis a sign of crudity and indigestion, to throw up what we have eaten in the same condition it

was swallowed down; the stomach has not performed its office, unless it hath altered the forin and condition of what was committed to it to concoc..

Our minds work only upon trust, being bound and compelled to follow the appetite of another's fancy; enslaved and captive under the authority of another's instruction, we have been so subjected to the trammel that we have no free nor natural pace of our own.

Let the tutor make his pupil examine and thoroughly sift everything he reads, and lodge nothing in his head upon simple authority and upon trust. Bees cull their several sweets from this flower, and that blossom, here and there where they find them, but themselves after make the honey, which is all and purely their own, and no longer thyme and marjoram.

So the several fragments the pupil borrows from others he will transform and blend together to compile a work that shall be absolutely his

Own.

To know by rote is no knowledge.

Our pedagogues stick sentences full feathered in our memories, and there establish them like oracles, of which the very letters and syllables are the substance of the thing.

I could wish to know whether a dancing-master could have taught us to cut capers by only seeing them do it as these men pretend to inform our understandings, without ever setting them to work, and to make us judge and speak well, without exercising us in judging and speaking.

Tis the general opinion of all, that children should not be brought up in their parents' lap. Their natural affection is apt to make the most discreet of them over-fond.

It is not enough to fortify a child's soul, you are also to make his sinews strong; for the soul will be oppressed, if not assisted by the body. A boy must be broken in by the pain and hardship of severe exercise, to enable him to the pain and hardship of dislocations, colics, and

cauteries. E

Let conscience and virtue be eminently manifested in the pupil's speech. Make him understand that to acknowledge the error he shall discover in his own argument, though only found out by himself, is an effect of judg ment and sincerity, which are the principal things he is to seek after, and that obstinacy and contention are common qualities, most appearing in and best becoming a mean soul.

Let him examine every man's talent; and something will be picked out of their discourse, whereof some use may be made at one time or another. By observing the graces and manners of all he sees, he will create to himself an emulation of the good, and a contempt of the bad.

Let an honest curiosity be planted in him to enquire after every thing, and whatever there is of rare and singular near the place where he shall reside, let him go and see it.

Methinks the first doctrine with which one should season his understanding, ought to be that which regulates his manners and his sense; that teaches him to know himself, and how both well to die and well to live.

J

་

How many have I seen in my time, totally brutified by an immoderate thirst after knowledge!

Our very exercises and recreations, running, wrestling, music, dancing, hunting, riding, and fencing, will prove to be a good part of our study, I would have the outward behavior and mien, and the disposition of the limbs, formed at the same time with the mind,

It is not a soul, it is not a body, that we are training up; it is a man, an we ought not to divide him into two parts'; and, as Plato says, we are not to fashion one without the other, but make them draw together like two horses harnessed to a coach.