Holy Spirit's influence, fit them for the society of heaven! Can there be a character more valuable and estimable than a pious, consistent nurse?

These remarks apply with at least equal force to those young females who are training for, or already filling the situations of nursery, or preparatory governesses, or of assistants in schools. Oh that this little book might be the means of impressing on some of this numerous and continually increasing class of society, a just sense of the importance of Christian principle in actuating and regulating the discharge of their all-important duties. While we rejoice to know that there are many feelingly alive to the weight of their responsibility, conscientiously concerned to fulfil their engagements aright, and fervently imploring Divine guidance and assistance to qualify and sustain them, and to crown their endeavours with success, it is to be feared there are some who look upon these engagements in no higher light than as a genteel way of getting their livelihood, and who are little concerned about their qualifications or their duties, beyond what may be necessary just to enable them to go through the prescribed routine without exposing themselves to the disgrace of ignorance and neglect. We hope, however, that such instances are not frequent, and that the young reader engaged in, or preparing for the work of education, is sincerely desirous of ascertaining and pursuing the way in which she should go. To such a few hints may not be unacceptable.

"An

The first and all pervading principle in successful education must be a sense of responsibility. immortal being is entrusted to my care; I receive it

at the hands of God, with this charge, Take this child, and nurse it for me.' 'Occupy till I come." " The mind of the young instructress in which this principle operates will be duly alive to the importance of every lesson imparted, every example exhibited, and every action permitted, and will regard it not as the mere business or circumstance of an hour, but as having a momentous bearing on the great result. One of the ancient painters, on being asked why he bestowed so much time and care on the minute lines of his picture, replied, “I paint for eternity" with much more propriety may it be said of the work of education, that every line, and stroke, and touch, is for eternity.

The corrupt influence of the world, and vicious companions, and sinful habits, too often, alas! blot the traces of good that had been inscribed by the diligent labour of early instruction; but it may be questioned if in any instance they altogether obliterate them. There is something lodged in the mind which at least produces uneasiness of conscience in the way of sin, and which often proves the germ of repentance and reformation. Perhaps when the pious parent or teacher has gone to the grave, lamenting, "I have laboured in vain, and spent my strength for nought," the holy sentiment committed to the mind in infancy, stirred up, it may be, by the ploughshare of afflictive dispensations, and vivified by the power of the Divine Spirit, has burst the clods, and sprung forth, and yielded good fruit. Many instances have been known of impressions made in early life by the Divine Songs of Dr. Watts reviving after many years such are on record in the live

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of those eminently holy and useful ministers, Newton, Cecil, and Scott. On the other hand, where children in the nursery see and hear things of a corrupting tendency, even though they should become the subjects of Divine grace, it is probable that they will never altogether get rid of the hauntings of those corrupt imaginations, thus early imprinted on their minds. Surely the young instructress, who duly considers these things, will see that her work is of a very different order from merely getting the child creditably through its lessons, and teaching it to behave with tolerable civility and propriety in the presence of its parents and strangers.

The next secret of success in the work of education, is affection. If you would do any good in teaching a child, you must really love it, and be able to convince it that you have its welfare at heart; by this alone you may hope in return to win its affection and confidence, without which the work of instruction will be both irksome and unprofitable. This affection is not to be displayed, nor this confidence obtained, by frequent professions, fond caresses, and foolish indulgences; but by steady, uniform kindness of manner, mingled with such firmness in enforcing just requirements, in withholding improper gratifications, and in resisting evil propensities, which will lodge in the mind of the child the conviction-" My teacher acts from principle; she has my real good in view, and is determined to pursue it, even at the expense of present feeling; she refuses what I wish, when she knows it would be injurious, though it would be less trouble to comply than

to refuse. She is always pleased when she can safely yield to my wishes, and therefore I am sure she does not oppose them without just cause : she knows better than I do. I have often seen the advantage of following her plans, rather than my own; I will therefore yield to her judgment, and trust to her kindness; I am sure I shall reap advantage and satisfaction in so doing." The child is not capable of putting these sentiments into words; but a very young child is capable of carrying on this process of reasoning, as those accustomed to observe the movements of children well know, having often watched the process and the result. Where mutual affection and confidence are thus established, the whole system, both of instruction and discipline, is wonderfully facilitated.

The successful teacher of children must be capable of awakening, and keeping alive attention. This is strikingly seen in the success with which a good infant-school teacher can instantly command tumult and confusion into silence and order. This is not done as a mere act of authority; where it is thus attempted, it requires the elevated voice, and the reiterated command, before the forced obedience is obtained; but the one gentle signal of the efficient teacher is immediately successful, because the children know from habit that their attention is called to some interesting object. The secret is, to obtain such an aptitude at teaching, as shall invest the commonest objects with sufficient interest. This aptitude the good teacher will see it her wisdom and duty to cultivate; she will always have her

eyes open; and from the ample stores of nature, with which the children are familiar, from the slightest incidents, which occur around her, from the actions of animals, from the displays of temper and disposition in the children themselves, which she has witnessed unobserved, she will have always at hand abundant matter, ingeniously and judiciously to work up, in such a way as to secure the attention of the children, to inform their minds, and to touch their feelings and consciences. The same aptitude is equally to be desired, and equally to be attained, by her whose instructions are limited to the little circle in the nursery.

Evenness of temper is an indispensable requisite in the work of early education. There is in general too little of principle employed in the cultivation and regulation of temper, and too much of indolence and unconcern in the common confessions and complaints of either a bad memory or a bad temper, as if such a confession released the individual from all obligation for its improvement! All natural tempers are not alike, any more than all natural complexions, but they are not to be regarded as irresistible principles. It is true we have tempers, and tempers which may be very trying; but then it is the business of reason, and especially of Christian principle, to control and regulate them. If Christian principles are in proper exercise, they will produce such degrees of humility, self-control, and love to duty, as will ensure the cheerful and diligent performance of it, and as will at once raise the mind above those little irritations to which temper is often sacrificed, and will indeed prevent their frequent