othes, and if they are negligent of what is in their charge, this
negligence should not be repaired by servants or friends, they should
feel the real natural consequences of their own neglect, but no other
punishment should be inflicted; and they should be left to make their
own reflections upon their errours and misfortunes, undisturbed by the
reproaches of their friends, or by the prosing moral of a governess or
preceptor. We recommend, for we must descend to these trifles, that
girls should be supplied with an independent stock of all the little
things which are in daily use; housewives, and pocket books well
stored with useful implements; and there should be no lending[105] and
borrowing amongst children. It will be but just to provide our pupils
with convenient places for the preservation and arrangement of their
little goods. Order is necessary to economy; and we cannot more
certainly create a taste for order, than by showing early its
advantages in practice as well as in theory. The aversion to _old_
things, should, if possible, be prevented in children: we should not
express contempt for _old_ things, but we should treat them with
increased reverence, and exult in their having arrived under our
protection to such a creditable age. "I have had such a hat so long,
therefore it does not signify what becomes of it!" is the speech of a
_promising_ little spendthrift. "I have taken care of my hat, it has
lasted so long; and I hope I shall make it last longer," is the
exultation of a young economist, in which his prudent friends should
sympathize.

"Waste not, want not," is an excellent motto in an English nobleman's
kitchen.[106] The most opulent parents ought not to be ashamed to
adopt it in the economic education of their children: early habits of
care, and an early aversion and contempt for the selfish spirit of
wasteful extravagance, may preserve the fortunes, and, what is of far
more importance, the integrity and peace of mind of noble families.

We have said, that economy cannot be exercised without children's
having the management of money. Whilst our pupils are young, if they
are educated at home, they cannot have much real occasion for money;
all the necessaries of life are provided for them; and if they have
money to spend, it must be probably laid out on superfluities. This is
a bad beginning. Money should be represented to our pupils as what it
really is, the conventional sign of the value of commodities: