pass in this world for great, and glorious, and honourable, and much-to-be-sought, are in direct opposition to its precepts, and that true greatness consists in avoiding them; that the passions and opinions sanctioned by fashion, the trifling spirit, the unprofitable way of spending time, the levity, self-love and indulgence, the vanity of costly dress, of pompous equipage, of splendid furniture, the lust of the eye and the pride of life, are all of this world, and directly contrary to the tenour of the Gospel; that it is impossible that a heart and a life devoted to folly, idleness, and vanity, can be an offering worthy of God.

Guard them from imagining that Religion consists in words and professions, in exactness respecting forms, times, or modes; or even in regularly attending places of worship: let them learn that all outward formality is a vain shadow, if not accompanied by a life regulated in every action by the rules of Christianity. Instead of training them to consult the opinion of the world, and to bow to its dictates, "teach them that there are many popular and fashionable usages, at which Reason smiles, and Religion blushes ;" accustom them to study the New Testament, and from that to learn the right employment of their time, their money, their talents of every kind.

It is from the New Testament that they must learn how to use the world, how to live above it, and in opposition to its spirit: that is the standard which must be taken to educate them in self-denial, humility, love, meekness, charity; which must teach them to cultivate Heavenly tempers, to consider the good

* Benson on Education.

of this world as a secondary object, to devote their affections to God, to aspire after Christian perfection; to have an ardent desire and a sincere intention of pleasing God, and of acting in conformity to His will, in every action of their ordinary life.

Were children educated in the practice as well as in the profession of Christianity, the world would assume a very different aspect more than half its cares, troubles, and anxieties; its toils, sorrows and murmurings; its envyings and repinings, its follies and its crimes, would disappear.*

Before Parents are capable of bestowing this education, they must unlearn many things, and renounce many habits and tempers acquired while they breathed the polluted air of the world; they must dare to be so particular as to act up to the spirit of Christianity, instead of contenting themselves with its mere profession. Instead of leading a heathen life, under the sanction and authority of the world, they must pursue such a course of life as the laws and doctrines of Christianity require. When this newness of heart and change of life takes place, they will be enabled to train their children in wisdom and holiness, to strengthen the good and to subdue the evil passions of their hearts; they will teach them by example to reverence, fear, and love God; to ab

*In few states of society, under its present imperfections, is happiness very high; and it might not perhaps be easy to assign the particular condition which embraces it in the greatest proportion. But we run no risk in affirming, that a life of fashion is not that condition.

Fashionable World Displayed.-Rev. J. Owen

stain from all that is contrary to His will, to admire and practise every thing that is pious, virtuous, and divine; and by living with them in the constant endeavour to please God, and to deserve His favour, prepare for the glory and happiness of that eternal state which will begin when this transitory life ends. Every day thus spent would be a day of genuine happiness; and could parents be induced to make the trial, they would learn by experience,

"How sweet it is the growth to trace,

Of worth, of intellect, of grace,

In bosoms where our labours first

Bid the young seed of spring-time burst,
And lead it on from hour to hour,
To ripen into perfect flower."

In the development of children, the first step is to AWAKEN: but let Mothers ever keep in mind that development must be gentle, gradual; progress imperceptible. Let them beware of forcing what Nature intended should only be brought to perfection in a long course of years. Nevertheless, let them not slumber; but let them, from the earliest period, avail themselves of all surrounding objects and circumstances, and passing occurrences, to awaken and to strengthen the infant powers, to give moral impressions, and to cherish religious feelings.*

The following Hints are principally intended to suggest that, to the tender and vigilant Mother, in

* So indispensable is it as a preliminary to all improvement, to awaken the dormant faculties, that where this is neglected, no considerable improvement will take place.-Hints to Patrons of Schools on the Plan of Pestalozzi.-E. Hamilton.

cessant opportunities will present themselves for this purpose.

*

During the intervals of their more active employments, the Mother points out to her little ones some. object, or invites them to examine with her some print, in regard to which she proposes short questions.

She carefully avoids letting them pass too rapidly from one object, or from one print, to another, but arranges her questions so as to fix their attention to each of them for a time, and to encourage them to find out, and to mention, in succession, whatever is to be seen in the object before them. For instance, What do you see at the top of this print? What below? What at the right? At the left? In the middle?

What do you perceive about the tree here represented? And what do you observe about this house? About the roof of the house? Show me the door of

the house? How many windows has it? Are they large or small? Do you see any thing else in the picture? I see something more at the top of it: at the right side also there is still something to be noticed; what is it?

When every thing has been pointed out, the print is removed, and the Mother asks, Do you remember, and can you recapitulate, whatever you have seen?

It is desirable that these exercises should be short, with frequent intermissions. She now sends them to

*

According to Rousseau, we must wait for and catch the favorable moment to communicate instruction, and inculcate morality; according to Pestalozzi the favorable moment is always the present moment, and embraces the whole duration of infancy.

run for a few minutes, or desires them to bring something from another room, &c.

At another opportunity she draws the child's attention to such objects as may be near him, asking : What do you see in this room more than once? Name any thing in this room that is hard, soft, heavy, light, large, small, green, red, white, black, &c. Name the things in this room that you cannot carry away. Which are the largest? Which the heaviest? Name the parts of your hand; of your clothes; this book; this window; this door, &c. Mention all the parts belonging to your head, articulating each distinctly, and pointing to it at the same time, that Emily may be able to repeat after you.

Describe the situation of your mouth, and say what parts it has above, below, on each side, &c. Hold up your left hand. Count the number of joints on one hand, on both hands, &c.*

Questions like these ought to be made in a slow and regular succession, and the children be allowed. time to THINK; the Mother ought neither to hurry away from, nor dwell too long upon, an object; she ought to keep in view the natural disposition of children towards variety; yet, without either encouraging it, or creating confusion in their feeble minds.

In some moment of apparent vacuity, the Mother may thus address them: Children, attend to what I am going to say; and I am curious to see who will be able to repeat it in the same order: In farm-yards, may be seen, horses, oxen, cows, sheep, hogs, geese, ducks, and hens,

* See Pestalozzi's Manuel des Meres, which contains most valuable ideas on Maternal duty and Infant development.