sees that com er, establishes an exact discip nds are observed, saves the trouble of reprimands, d prevents almost all punishments. Now it is from e very first entrance upon their government, that pa ts and masters should assume this ascendant. If ey do not seize upon this favourable moment, and ssess themselves early of this authority, they will ve all the pains in the world to do it afterwards, d the child will domineer at last. [q] Animum, and may likewise say, puerum rege, qui nisi paret, imrat. This is literally true, and scarce to be believed, a constant experience did not every day confirm There is deep rooted in the heart of man a love independency, which discloses itself from our childod, and even at the breast. [r] What mean those ies, those tears, the threatening gesture of the eyes, arkling with rage in an infant, when resolved to in his point with all his force, or inflamed with alousy against one another? "I have seen, says [s] St. Augustine, a child burning with jealousy. He could not yet talk, but with a pale countenance could cast a furious look at another child, who was sucking with him at the same breast" Vidi ego & pertus sum zelantem parvulum. Nondum loquetur, & intuebatur pallidus amaro aspectu collac neum suum. Here we have the time and moment pointed out r subduing this bad inclination in a child, by acstoming him from the cradle to controul his desires, >t to pursue his own fancies, but, in a word, to subit and obey. If we never gave children what they cried for, they would learn to go without it, nor wou there be so much bawling and uneasiness before the were brought to temper, and consequently they wou not be so troublesome to themselves or others, as th are for want of being brought up in this manner fro their infancy. When I speak thus, I do not mean absolutely th no indulgence should be shown to children, I am ve far from such a disposition. I say only we must give them what they cry for, and if they redoul their importunity to obtain it, we must let them kno that they are expressly refused it for that very reaso and this must be held as an indisputable maxim, th after they have once been refused any thing, we m resolve never to grant it to their crying or importu ing, unless we have a mind to teach them to beco impatient and peevish, by rewarding them for th peevishness and impatience. We see with some parents that the children ne ask for any thing at table, whatever is set before the but take all that is given them with pleasure a thankfulness; in other houses they ask for every th they see, and must be served before all the compa Now whence arises this remarkable difference, from the different education they have had? T younger children are, the less their irregular desi should be satisfied. The less reason they have, more necessary it is for them to submit to absol power, and the direction of those in whose ha they are. When once they have taken this turn, a custom has subdued their will, they are cured for rest of their lives, and easily learn to obey. [t] Adeo in teneris consuescere multum est. What I have said of children in their childho may be applied to them at any other age. The care of a scholar who is put under a new master, i study and sound him. There is nothing he does attempt. he spares no industry or artifice to get the [] Geor, lib. ii. v. 272. s they have tried each other's forces, is happily cluded with a peace and a good understanding, ch make them easy all the rest of the time they to live together. ARTICLE IV. O MAKE ONE'S SELF BELOVED AND FEARED. THE respect, upon which the authority I have ken of is founded, includes two things, fear and e, which lend each other a mutual assistance, and the two great springs and hinges of all governnt in general, and of the conduct of children in ticular. As they are of an age wherein reason, inad of having the superiority, scarce begins to shew elf, it is requisite that fear should sometimes be led in to its assistance, and take its place; but if it nes alone, and the allurement of pleasure does not ow close at its heels, it is not long [u] regarded, and instructions produce but a slight effect, which the e of impunity soon removes. Hence it comes to ss, that in point of education the greatest skill lies knowing how to blend discreetly together a force, ich shall keep children within due bounds, without couragement, and a mildness which shall gain upon emwithout indulging them too much. [x] Sit rigor, non exasperans: sit amor, sed non emolliens. On e hand the master's mildness removes whatever is rd and austere from his office of command, and [u] Timor, non diuturnus magir officii. Cic. Philip. ii. n. 9o. becillis est pudoris magister ti5, qui si quando paululum aber raverit, statim spe impunitatis ex- blunts the point of it. Hebetat aciem imperii, Seneca beautifully expresses it. On the other ha his prudent severity fixes and restrains the light and inconstancy of an age, which as yet admits of little reflection, and is incapable of governing self. It is therefore this happy mixture of mild and severity, of love and fear, which establishes master's authority, which is the soul of governm and inspires the scholars with respect, which is firmest band of obedience and submission; in s sort however, that kindness and love prevail, and most frequent on both sides. But some will say, though this manner of gove ing children by kindness and gentleness is easy perh to a private tutor, is it practicable in the case o principal of a college, a regent of a class, or a mas who has a great many scholars in one common ch ber? and how is it possible in all these places to k up an exact discipline, without which no good is to expected, and at the same time to gain the love of scholars? I own that nothing is more difficult in circumstance than to keep up a just medium bet too great severity and an excessive indulgence; the thing is not impossible, since we see it practised persons who have the uncommon talent of mal themselves feared, and still more beloved. The wh depends upon the behaviour of the masters. If t are such as they should be, their success will ans their desires. Quintilian has pointed out to us qualities of a good master, and how he may gain affection of his scholars. The passage is very be tiful, and contains admirable advice. I shall giv almost as it stands. As it is a general principle that love is to be Η cured only by love, si ris amari, ama. The first th [y] Quintilian requires is, "That a master sho "above all things assume a fatherly affection for "scholars; and that he should look upon himsel [y] Sumat ante omnia parentis erga discipulos suos animum, ac succedere se in eorum locum, à bus sibi jiberi traduntur, existi ce in others; that he be severe without rough ess, and gentle without indulgence, lest he should e hated for the one, and despised for the other. a] "That he be not easily carried away withanger nd passion; but at the same time does not shut is eyes to such faults as deserve to be corrected. b] "That in his manner of teaching he be plain, atient, and exact, and rely more upon good order nd method, and his own assiduity, than excessive ains in his pupils; that he take pleasure in anvering all the questions they ask him, and that he e even before-hand with them in asking questions f them, if they do not ask him. [c]" That he does not refuse, upon proper occaions, to give them the praises they deserve; but withal that he be not too lavish in bestowing them. For as the one discourages, the other inspires a angerous security. 66 d]" If at any time he is obliged to reprimand hem, that he be neither severe nor shocking. For hat gives many an adversion to study is, because heir masters rebuke them with as gloomy an air, s if they were the objects of their hatred. e]"That he speak often to them of virtue, and lways with high encomiums; that he lay it con |