uccess, should be associated with
the exertions of the pupil; are applicable to children of all tempers.
The care which has been recommended, in the use of words, to convey
uniformly distinct ideas, will, it is hoped, be found advantageous. We
have, without entering into the speculative question concerning the
original differences of temper and genius, offered such observations
as we thought might be useful in cultivating the attention of
vivacious, and indolent children; whether their idleness or indolence
proceed from nature, or from mistaken modes of instruction, we have
been anxious to point out means of curing their defects; and, from our
successful experience with pupils apparently of opposite dispositions,
we have ventured to assert with some confidence, that no parent should
despair of correcting a child's defects; that no preceptor should
despair of producing in his pupil the species of abilities which his
education steadily tends to form. These are encouraging hopes, but not
flattering promises. Having just opened these bright views to parents,
we have paused to warn them, that all their expectations, all their
cares, will be in vain, unless they have sufficient prudence and
strength of mind to follow a certain mode of conduct with respect to
servants, and with respect to common acquaintance. More failures in
private education have been occasioned by the interference of servants
and acquaintance, than from any other cause. It is impossible, we
repeat it in the strongest terms, it is impossible that parents can be
successful in the education of their children at home, unless they
have steadiness enough to resist all interference from visiters and
acquaintance, who from thoughtless kindness, or a busy desire to
administer advice, are apt to counteract the views of a preceptor; and
who often, in a few minutes, undo the work of years. When our pupils
have formed their habits, and have reason and experience sufficient to
guide them, let them be left as free as air; let them choose their
friends and acquaintance; let them see the greatest variety of
characters, and hear the greatest variety of conversation and
opinions: but whilst they are children, whilst they are destitute of
the means to judge, their parents or preceptors must supply their
deficient reason; and authority, without violence, should direct them
to their happiness. They must see, that all who are concerned in
their education, agree in the means of gov