be impressed on the brain of a child, which is only
accessible to concrete ideas, to sympathy, affection and amusement? We
may see daily, in nearly every family, parents finding fault with
their children, in a vexatious, irritated or sorrowful tone of voice,
to which the children reply by inattention, or tears, or more often by
a repetition of the same tone of irritation. These scoldings pass
through the child's mind without leaving any trace of an effect. Such
stereotyped scenes produce in the intelligent observer the painful
impression of two barrel-organs whose tunes are automatic. If this is
the kind of moral teaching which is supposed to act on the child's
mind, it is not astonishing that it has futile and even harmful
effects. The parents do not appreciate the fact that when scolding
their children they are only giving vent to their own bad temper. But
the children are well aware of this fact, consciously or not, and
react accordingly. The most deplorable thing is that they copy all
these bad habits, like monkeys.

True moral teaching, the true way of influencing children for good,
lies in the manner of speaking to them, treating them and living with
them. Affection, truth, persuasion and perseverance should be manifest
in the acts and manners of parents, for these qualities only can
awaken sympathy and confidence in the breasts of children. It is not
cold moral speech, but warm altruistic feeling, which alone can act as
a moral educator of children.

A savant who delivers excellent and erudite lectures to his pupils in
a dry and wearisome manner teaches them nothing, or at any rate very
little. The students yawn, and are quite right in saying they could
learn these things just as well out of a book. A teacher, however, who
speaks with animation and knows how to hold the attention of his
audience impresses his remarks on their brain. In the former case
there is intelligence without feeling, while in the latter case the
audience is held by the suggestive and contagious power of enthusiasm.
Dry science, at the most, fills the memory, but it leaves "the heart"
empty. What does not come from the heart has difficulty in entering
the head.

It is precisely in this way that the will must be exercised by
perseverance. The child must be made eager for social work; he must be
urged to all noble and disinterested actions, without stimulating his
emulation by promises of reward, or by punishment.

=New Schools.=--The obj