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acquiring a certain quantity of information, a certain skill in various accomplishments, in reference and in adaptation to the station in society which the pupil is likely to occupy; for instance, a knowledge of the classical languages and the higher branches of literature to the upper ranks; a knowledge of English, and perhaps some of the modern languages, of caligraphy, of geometry and arithmetic, to those who transact the trading business of the country; a knowledge of reading, writing, and elementary ciphering to the poor. And, when these several arts have been acquired in the respective schools,—and when all this has been done at no small cost of time, of trouble, and of money,-if it afterwards appear that the subjects of such instruction pursue unworthy objects and disgrace themselves by vicious conduct, it is supposed that education, so called, is of no avail towards correcting the bad principles of our nature, and forming a moral and responsible being to habits of virtue. But all this is sadly to mistake the matter, it is to take a part for the whole. What I have now described is not education in its full and proper sense. It is instruction; and I wish, unless any other phraseology be preferred, that we should generally use the word in that meaning. Education means much more. This is to form the principles and to mould the habits of youth; it is not merely to qualify them to earn a livelihood by exercising some business or profession in the world, but to fit them, by the Divine blessing, to fulfil the several duties of domestic, of social, and of political life, in obedience to the great laws of righteousness, and in conformity with the high purposes for which they have been placed in their present state of being. This edu cation is not given merely at stated hours of lessons; neither does it take its commencement at the moment when the pupil is first sent to school. It begins with the faintest dawn of reason, from the earliest moment when the child is capable of receiving impressions on his mind; and it lasts to the time when he is emancipated from subjection, and is prepared to take his own part on the great stage of human life. Nay, even then, I believe, many a man has found that his education is but to begin, a course of selfeducation, by which he still has to fit himself to act his allotted part with propriety.

"Knowledge and Wisdom, far from being one,
Have ofttimes no connection. Knowledge dwells
In heads replete with thoughts of other men,
Wisdom in minds attentive to their own:
Knowledge, a rude unprofitable mass,

The mere materials with which Wisdom builds,
Till smoothed, and squared, and fitted to its place,
Does but encumber what it seems t' enrich.
Knowledge is proud that he has learned so much
Wisdom is humble that she knows no more."

G. C.

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THE BEAUTIES OF CREATION.
PRAISED the earth, in beauty seen
With garlands gay of various green;
I praised the sea, whose ample field
Shone glorious as a silver shield:
And earth and ocean seemed to say,
"Our beauties are but for a day!"
I praised the sun, whose chariot rolled
On wheels of amber and of gold;
I praised the moon, whose softer eye
Gleamed sweetly through the summer sky:
And moon and sun in answer said,
"Our days and nights are numbered!"
O God! O good beyond compare!
If thus Thy meaner works are fair,
If thus Thy beauties gild the span
Of ruined earth and sinful man,-
How glorious must the mansion be
Where Thy redeemed shall dwell with Thee!

EARLY CHRISTIAN EDUCATION.

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ARENTS too generally regard their children as their property in possession, and seek present enjoyment in them, rather than future comfort from them. Hence so many failures, and the frequent complaints of filial ingratitude. It is certainly true, that where parents have consulted the best interests of their children, where knowledge, experience, and judgment have been combined, success has not always been the result. But this, so far from relaxing parental efforts, should stimulate to earnest and unceasing endeavours in a matter of such momentous impor

tance.

In the care of children, as well as in all other affairs in which the happiness of mankind is involved, it is common to take too much for granted. Thus it is assumed by parents that their children must love them, because they are their offspring, and have a natural affection for them. But, if this were the case, what need had there been of a distinct commandment (the 5th) to children, while none of a similar kind is given to parents; though the latter become moral agents, in their relation, several years before the former. Do not the Scriptures also describe parental affection as very strong; while they speak of folly, disobedience, and rebellion as the characteristics of childhood? And are not these truths confirmed by daily and hourly experience? What are the first actings of infancy but a display of these effects of the fall? Why, it may be asked, was parental love so deeply implanted, were it not to establish a principle which would rise

above difficulties and dangers and disappointments, such as anxious parents must experience from the nature of original sin in their children.

It would be deemed a bold assertion, and young parents would be startled by it, were I to say that children, so far from being naturally friends, are naturally enemies to their parents; and, unless they be subdued at an early period, their enmity will be felt and deplored to little purpose afterwards. If they once get the upper hand, they will not resign their power. Others may subdue them, and, in a measure, undo the mischief; but this will not implant filial respect and love. In the society of their parents they will too generally resume the tone of indocility and misrule to which they have been early accustomed. How many boys are there who are docile, obedient, and diligent at school; yet unruly, disobedient, and idle during their vacations. And how many girls are there, both at school and at home, who would be ashamed to treat a governess or a teacher as they treat an affectionate mother, whose only fault towards them has been excessive, though mistaken tenderness.

Let parents then consider well their interest and their duties. If they would reap, they must sow, and sow betimes. They must assume that power which is placed in their hands; they must establish that authority which is to be the basis of their future proceedings; they must, by precept and example, sedulously cultivate those dispositions which involve the present and future welfare of themselves and their children.

When the relation of parents and children is calmly regarded, how must it shock the mind and pain the heart of a serious reflecting person to see children so strangely dealt with as they generally are in the present day. Even before they are born, a heap of fine things is prepared for them; each mother seeming to vie with her neighbours in sending out her infant in costly attire. The best nurses are engaged, and information from all quarters is sought as to the means of preserving or improving the child's health and bodily faculties; but how few, how very few, seem to have the desire, and to use the prayer of Manoah and his wife, "How shall we order the child?" or to have the intention of Hannah, to lend or give him to the Lord!

It will be urged, perhaps, that in early infancy the body alone requires care, and that nothing can be done for the soul or the mind. This assertion, like many others of a similar kind which are taken for granted, will not bear the test of experience when submitted to trial. An infant begins to take notice when only a few weeks old; and parents are generally delighted with the first dawn, as it were, of intellect. I do not wonder at their delight, but that should not be their only feeling a sense of their weighty responsibility towards the dear little one should now predominate, since from this time every thing around the child makes an impression

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which may be improved to his advantage; or on the other hand, may tend to vitiate his mind, and thus injure his precious soul. Can parents, then, Christian parents especially-can they be too solicitous to watch over their little ones with undeviating care and circumspection?

During the first year of a child's life he is for the most part a passive observer of persons and things around him; liking some and fearing others, according to the impressions they make on his outward senses. Yet this is not all, his understanding is advancing; and, like a stranger in a foreign land, he begins to comprehend the language of those around him long before he can speak it. Many good impressions may now be made on him, and many good habits may be formed for him. It should be the object of those about him to keep him in a cheerful, contented state, rather than to excite him by boisterous play; and care should be taken that his attention be not divided,-a variety of toys ought never to be placed before him; one plaything at a time, and that not very soon changed for another. He should at all times be very kindly and gently dealt with (for he will imbibe much of the disposition he is familiar with); but he should not be too much fondled or petted, neither should the epithets, "Good little baby,' "Beautiful baby," be always sounding in his ears. Dear he must be, and lovely too; but parents must remember that there is an internal loveliness to cultivate which much petting or praise will be apt to undermine.

Before the end of the first year the child will have shown a desire to have his own way, in preference to that of his parents or his nurse. He must not, however, be allowed on any occasion to have it. Things may generally be so arranged as not to cross him unnecessarily; but when opposition originates with him, it must be resisted. A mild but firm manner is here of the utmost consequence. Real solid affection is here brought into action. The parents will stifle their yearnings over the present distress of their child, which is but transitory,

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and anxiously strive to repress the actings of that self-will which would be so fatal to his welfare and their comfort in after-life.

A little child properly fed, simply clothed, and kept much in the open air, with all possible care taken of his habits, dispositions, and amusements, will generally be very happy in himself, and a very engaging object to others as well as to his parents. I well remember several dear little children to whom I was most tenderly attached while they were yet in the nursery, and who by the early attention paid to them were at once cheerful, tractable, and happy, before they were two years old. Indeed it must be during the first years of a child's life that much good or much evil will be fostered. And it is through the negligence or false indulgence

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