ence which used to
be at their command. Children of a timid temper, or of an indolent
disposition, are quite dispirited and bereft of all energy in these
circumstances; others, with greater vivacity, and more voluntary
exertion, endeavour to supply the loss of universal sympathy, by the
invention of independent occupations; but they feel anger and
indignation, when they are not rewarded with any smiles or any praise
for their "virtuous toil." They naturally seek for new companions,
either amongst children of their own age, or amongst complaisant
servants. Immediately all the business of education is at a stand; for
neither these servants, nor these playfellows, are capable of becoming
their instructers; nor can tutors hope to succeed, who have
transferred their power over the pleasures, and consequently over the
affections of their pupils. Sympathy now becomes the declared enemy of
all the constituted authorities. What chance is there of obedience or
of happiness, under such a government?

Would it not be more prudent to prevent, than to complain of these
evils? Sympathy is our first, best friend, in education, and by
judicious management, might long continue our faithful ally.

Instead of lavishing our smiles and our attention upon young children
for a short period, just at that age when they are amusing playthings,
should we not do more wisely if we reserved some portion of our
kindness a few years longer? By a proper _economy_, our sympathy may
last for many years, and may continually contribute to the most useful
purposes. Instead of accustoming our pupils early to such a degree of
our attention as cannot be supported long on our parts, we should
rather suffer them to feel a little ennui, at that age when they can
have but few independent or useful occupations. We should employ
ourselves in our usual manner, and converse, without allowing children
to interrupt us with frivolous prattle; but whenever they ask sensible
questions, make just observations, or show a disposition to acquire
knowledge, we should assist and encourage them with praise and
affection; gradually as they become capable of taking any part in
conversation, they should be admitted into society, and they will
learn of themselves, or we may teach them, that useful and agreeable
qualities are those by which they must secure the pleasures of
sympathy. Esteem, being associated with sympathy, will increase its
value, and this connection should be made a