christian mothers, has nothing higher in reserve for us, till we take the nature and the harp of seraphs. Then, as we stand adoring near the Throne, may the chorus of our joyful song be, "Lo, here are the children whom thou hast graciously given thy servants. Not one is lost."

LETTER X.

DOMESTIC EDUCATION.

I AM not without hope of persuading mothers to take charge of the entire education of their children, during the earlier years of life. After devoting daily a stated period, morning and evening, to their moral and religious training, I cannot but trust that the pleasure of the communion will lead to a more extended system of domestic culture. Indeed, it is not possible to convey instruction to the heart, without acting as a pioneer for the intellect. The docility, the application, the retentive energy, which the mother awakens in her child, while she teaches it the principles of justice, and the love of truth, and the reverence of the Creator, lead her continually, though it may be unconsciously, into the province of scholastic education.

"Whoever educates his children well," says Xenophon, in his letter to Crito, "gives them much, even though he should leave them little." If parents felt that by spending three hours daily, they might secure for each of their offspring an

ample fortune, not to be alienated, but made sure to them through life, would they grudge the sacrifice? Let the mother try, if by an equal expenditure of time, she may not purchase for them a patrimony, which rust cannot corrode, or the robber rifle, or the elements that sweep away perishable wealth, have power to destroy. If she feels it impossible to dispense with their attending school, let her at least teach them herself to read, ere she sends them there. I once heard an aged and intelligent gentleman speak with delight of the circumstance, that he learned to read from maternal instruction. He gave it as one reason why knowledge was pleasant to his soul, that its rudiments entered there with the association of gentle tones, patient explanations, and tender caresses.

The correct reading of our copious language is not a branch of such simplicity, that it may be well taught by careless, or slightly educated instructors. The perfect enunciation which is so important to publick speakers, is best acquired when the organs of articulation are most flexible, and ere vicious intonations are confirmed by habit. One of the most accomplished orators that I have ever heard, used to take pleasure in referring his style of elocution to his mother, who taught him early to read, and devoted much attention to his distinct utterance, and right understanding of the

subjects that he rendered vocal. "A principle of equity," said a lady to her child, "should lead you to a clear and careful articulation, for what right have you to rob a single letter of its sound? Still less right have you to cheat those friends of their time, who are listening to you." "Speaking so as not to be understood, and writing so as not to be read, are among the minor immoralities," said the excellent Mrs. H. More.

A mother, who succeeds in teaching her child to read, and partakes the delight of perceiving new ideas enrich and expand its intellect, will be very apt to wish to conduct its education still further. And if it is in her power to do so, why does she send it to school at all, during its most susceptible years? Who can be so deeply interested in its improvement as herself? Why then does she entrust it to the management of strangers? Why expose it to the influence of evil example, ere its principles are sufficiently strong to withstand temptation? Why yield it to the excitement of promiscuous association, when it has a parental home, where its innocence may be shielded, and its intellect aided to expand?

"I have no time," replies the mother. How much time will it require? Two or three hours in a day, is a greater proportion than any teacher of a school would devote exclusively to them. Even if they could receive such an amount of

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instruction in school, the division of their own attention among their companions would diminish its value to them.

Let their lessons be short, but thoroughly committed. While they study, it ought not to be necessary for you to watch and superintend them. The presence of a judicious nurse, or of even the oldest child, should be sufficient to preserve order, while you reserve your more precious time for recitation, explanation, and illustration. I am bold to say, if three hours a day were wisely proportioned, and systematically set apart for this purpose, it would be all that the first eight or ten years of life would need, and more than they usually obtain. The intellect of quite young children should be sparingly taxed. Physical dangers of a formidable nature, are connected with their close confinement, or long enforced application. If you have a rural spot, where they can have pure air and exercise, consider it a blessing; and let the play, and muscular activity, which nature points out, be a part of your daily system of education.

I imagine another mother saying in the depth of her humility, "I am not qualified." Profound erudition is not demanded. Yet if it were, who ought to have a stronger motive to attain it, than a mother, for her children's sake? Reading, orthography, and the definition of words, penman