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shorter method of addition, and its principles unfolded in plain and easy terms. By frequent exercise the mind becomes so familiar to the subject, that its knowledge appears intuitive; its ideas are all clear and accurate; and although the rules may not be gone through with a tenth part of the speed with which they are sometimes galloped over, yet we cannot doubt that when two pupils, taught on different methods, come to put their knowledge into practice, the one we have described will have a great and manifest advantage. HAMILTON.

If you pull up your window a little, it is far likelier to give you cold or rheumatism or stiffneck, than if you throw it wide open; and the chance of any bad consequence becomes still less if you go out into the air, and let it act on you equally from every side.

Is it not just the same with knowledge? Do not those who are exposed to a draught of it, blowing on them through a crevice, usually grow stiff-necked? When you open the windows of the mind, therefore, open them as widely as you can; open them, and let the soul send forth its messengers to explore the state of the earth.

The best, indeed the only method, of guarding against the mischiefs which may ensue from

teaching men a little, is to teach them more.Knowledge is the true spear of Achilles: nothing but itself can heal the wounds it may have inflicted. GUESSES AT TRUTH.

ON MATERNAL INSTRUCTION.

A MOTHER must not act by imitation, but by volition; she cannot get feelings, and particularly those of a noble mother, by looking on any common school-process. She must begin at that point of perfection which seems to suit her best, and go forward incessantly with the moral developement.

The work is a sublime one, and can only be performed properly, when the heart is the prime mover in it, and when the work finished is for Christ-Christ is the end, and the only end, for which every thing should be undertaken.

J.

WITH children, a vigilant superintendance is required, but not a frequent interference.

MRS. HUNTINGTON.

SHE tasted joys, which none but woman knows, The hopes, fears, feelings, raptures of a mother, Dearer to her than all the universe,

The looks, the cries, the embraces of her babes, In each of whom she lived a separate life,

And felt the fountain, whence their veins were fill'd,

Flow in perpetual union with the streams,

That swelled their pulses, and throbb'd back thro' hers

Oh 'twas benign relief, when my vexed eye

Could gaze on woman in her self-denial,
-To her offspring all alive,

Dead only to herself.

MONTGOMERY.

IN the instruction of children, let a mother take her own way, and use the means she thinks the fittest; let her not cramp herself with rules, but only use such instruments as she needs.

Let her keep constantly in view the end to be attained, and encourage herself in the Lord.

There is no need of her copying any thing but the deepest feelings of her own heart. Copy these feelings in her voice, her countenance, in

her actions:-let her act the mother, dispossessing herself as much as possible of self-love, and then she is morally certain of that success upon which a blessing may with safety be asked.

but

The whole affair is one of the heart: this view of education may to some be entirely new, when felt it is then easily understood.

J.

ON THE

DISPOSITION OF MIND SUITABLE IN AN INSTRUCTOR.

THE disposition discovered and felt by the instructor, should always be that of tender affection. No instructions are ever advantageously imbibed by children, except from those whom they love; and they love none, except those by whom they think themselves beloved. The real air, aspect, and proof of affection, are as discernible by a child as by a man; and his real friends as easily known.

No persons feel affection more tenderly, or more carefully watch the conduct in which it is discovered. But the only way to appear kind, is to feel kindly, and the only way to be believed to have this character, is to possess it.

DWIGHT.

O'ER wayward childhood wouldst thou hold firm sway,

And sun thee in the light of happy faces,

Love, Hope, and Patience, these must be thy graces,

And in thine own heart let them first keep school;
For as old Atlas, on his broad neck places
Heaven's starry globe, and there sustains it, so
Do these upbear the little world below

Of education; Patience, Love, and Hope--
Methinks I see them group'd in seemly show,
The straightened arms uprais'd, the palms aslope,
And robes that touching, as adown they flow,
Distinctly blend, like snow emboss'd in snow-
Oh! part them never! If Hope prostrate lie,
Love too will sink and die.

But Love is subtle, and will proof derive,
From her own life, that Hope is yet alive;
And bending o'er with soul-transfusing eyes,
And the soft murmurs of the mother dove,
Woos back the fleeting spirit and half supplies:
Thus Love repays to Hope what Hope first gave
to Love.

Yet haply there will come a weary day,

When over-task'd at length,

Both Love and Hope, beneath the load give way;

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