ve them, or at
some well-chosen opportunity. But there is a class of acquaintance
with whom it will be more difficult to manage; persons who are,
perhaps, on an intimate footing with the family, who are valued for
their agreeable talents and estimable qualities; who are, perhaps,
persons of general information and good sense, and who may yet never
have considered the subject of education; or who, having partially
considered it, have formed some peculiar and erroneous opinions. They
will feel themselves entitled to talk upon education as well as upon
any other topic; they will hazard, and they will support, opinions;
they will be eager to prove the truth of their assertions, or the
superiority of their favourite theories. Out of pure regard for their
friends, they will endeavour to bring them over to their own way of
thinking in education; and they will by looks, by hints, by inuendoes,
unrestrained by the presence of the children, insinuate their advice
and their judgment upon every domestic occurrence. In the heat of
debate, people frequently forget that children have eyes and ears, or
any portion of understanding; they are not aware of the quickness of
that comprehension which is excited by the motives of curiosity and
self love. It is dangerous to let children be present at any
arguments, in which the management of their minds is concerned, until
they can perfectly understand the whole of the subject: they will, if
they catch but a few words, or a few ideas, imagine, perhaps, that
there is something wrong, some hardships, some injustice, practised
against them by their friends; yet they will not distinctly know, nor
will they, perhaps, explicitly inquire what it is. They should be sent
out of the room before any such arguments are begun; or, if the
conversation be abruptly begun before parents can be upon their guard,
they may yet, without offending against the common forms of
politeness, decline entering into any discussion until their children
are withdrawn. As to any direct attempt practically to interfere with
the children's education, by blame or praise, by presents, by books,
or by conversation; these should, and really must, be resolutely and
steadily resisted by parents: this will require some strength of mind.
What can be done without it? Many people, who are convinced of the
danger of the interference of friends and acquaintance in the
education of their children, will yet, from the fear of offending,
from