proceed from a just displeasure, or they lose their power; but with what show of justice can a father reprove his son for a fault, which he does not scruple to commit himself? Or if the commission of such fault be vindicated as the privilege of manhood, with what additional force will not the example operate, when we consider that it is in the nature of children to anticipate the age of maturity, and to affect manly ways? Instead of thus turning this natural disposition into a course of mischief by supplying it with an ill direction, rather let it be made serviceable to a good purpose. This will be accomplished, if those actions and occupations which are deemed proper for the child are made to appear the privilege of a superior age; by which means they will be rendered the objects of ambition and desire, instead of being regarded-as they too often are-with feelings of aversion, Whatever has been said against the use of the rod, may be equally urged against harsh language, which can scarcely ever do good, and must often do harm. It forfeits the child's respect, it forfeits his affection, and, what is worse, by frequency loses its own power. A child readily distinguishes between the language of passion and that of reason, and soon comes to despise the former; and when this is the case, there immediately results an inferiority on the part of the parent or teacher, which is entirely subversive of the necessary influence and authority. For one fault only should children be chastised, and this is obstinacy; yet here only when all other means of correction have been tried in vain; and when it is done, let it if possible be so contrived that the shame, and not the pain, of the rod shall be the severest part of the punishment. How reluctantly our author recommends this last alternative, the following - sentences will show:-"This is certain, if it does no good, it does great harm."-There must be" a nice study of children's tempers and weighing their faults well, before we come to this sort of punishment.""We must be sure it is obstinacy."—" Nor is that hastily to be interpretated obstinacy or wilfulness, which is the natural product of their age or temper."* Although obedience ought to be sufficiently secured by a sense of duty, and a veneration of the parent, early instilled, yet are children to be reasoned with. Here again advantage is to be taken of nature; for children take a pride in being treated as rational beings, and this pride is to be cherished and made a handle to turn them into virtuous courses. The meaning of what they are directed to do should, as far as possible, be explained to them, that they may be impressed with this general confidence-that what is required of them is just and reasonable, and that those to whom they yield * Furthermore, Locke is of opinion that when corporal punishment becomes necessary, it should never be carried into effect on the instant, lest it be-or even lest it seem to be-the result of passion, but should be solemnly deferred; also that some discreet servant should have the execution of the punishment, and not the parent, though the latter should be present and give the order for it: this is to provide against the possibility of a personal aversion on the part of the child for its father or mother. But, here and in every other place where Locke mentions corporal punishment, there is evinced the same hesitation and irresolution. The necessity is still to be so urgent," and the case one of such "extremity," that we can hardly tell whether his mind was finally made up as to the propriety of the remedy in any case. Even when he winds himself up to his purpose, he does not seem to be capable of a positive, unqualified affirmation. "Then, perhaps, it will be fit to do it so that the child should not quickly forget it." Lastly, he declares that in the event of flogging, once fairly tried, failing to effect the object of improvement, it must not be persevered in; if it does not produce that result, "it will look more like the fury of an enraged enemy than the good-will of a compassionate friend." "I know not what more he (the father) can do, but pray for him.” * obedience really love them and are seeking their good. In the selection of a tutor, no care, no trouble, no expense, compatible with the station of the parent, should be spared; extent of acres and a large patrimony are nothing in comparison with the fortunate choice of a tutor. The difficulty is great, but the pains worth taking. The matter of learning or scholarship is far from being the primary qualification; the first consideration should be-his moral character, because his first duty will be to protect the moral character of his pupil, of which he cannot be the fit conservator who has no care for his own. The next consideration is his breeding, and knowledge of the world; the former ought to be such as to impart civility and elegance to the manners of his pupil, for without breeding all the other acquirements are obscured and depreciated; the latter ought to prepare him for society, by giving him a due foreknowledge of what he may expect, the temptations with which his path will be strewed, the deceitful practices of men, and the full extent of good and evil, that the youth may not come forth into the living world only fortified with the rusty equipage of a dead language. The most dangerous stage in human life is the passage from the boy to the man, and it is to smooth this passage and make it safe and easy, that the tutor's services are most valuable. As, sooner or later, the The following anecdote, which Locke relates, after Montaigne, affords a striking illustration, by contrast, of one of the advantages which this age of news and newspapers possesses over its predecessors. It will be evident to the reader what was “wanted” in this case: "The learned Castalio was fain to make trenchers at Basil, to keep himself from starving, when his (Montaigne's) father would have given any money for such a tutor for his son, and Castalio have willingly embraced such an employment upon very reasonable terms; but this was for want of intelligence." (§ 91.) grievous evils that exist in the world must come to the knowledge of every man, it is proper that they should be gradually disclosed to him, so that they may not bewilder him with their variety or mislead him by their novelty, when he comes to be thrown in contact with them. Concealment can answer no good purpose, and by being allied to deception must lower the credit of his education generally, in the eyes of the young man himself, and so only the more strongly incline him to suspect the value of what he has learnt, the justice of the authority to which he has submitted, and the sincerity of his teachers; on whom he will be prone to revenge himself by plunging without restraint into those vicious pleasures, the existence of which they were so unwisely careful to guard from his knowledge. To accomplish the ends here proposed, the tutor must be, as far as possible, a gentleman and a man of the world, and must possess an influence over the mind of his pupil as much by virtue of his personal address and his general experience, as by his learning and acquirements. To secure his authority the better, he should be thought to be invested with more power than he indeed has, the power of bodily punishment for example, which he should not in reality be allowed. But above all, if you mean your son to respect his tutor, you must "be sure to use him with great respect yourself, and cause all your family to do so too; for you cannot expect your son should have any regard for one whom he sees you, or his mother, or others slight." With respect to scholarship, as was before said, it is a consideration-but one of secondary importance. An ordinary skill will be sufficient to direct the mind at first, and to set it fairly in the course it ought to take, and instruction of any kind can do little more; eminence cannot be attained through the medium of a teacher, but only by the force of unsolicited nature, which is to say genius, and he who is endowed with genius requires little besides. Those to whom much learning is needful or profitable, will therefore of themselves be sufficiently impelled towards the attainment of it. But, in ordinary cases, it is rather exemption from ignorance than depth of science, that is to be desired for a youth, and least of all should we consent to barter away any portion of moral good for value received in Latin and Greek, whatever that may amount to. Therefore a tutor, without being deeply versed in books, may well enough guide a young pupil, since at least he may contrive always to be in advance of him. But for other learning no smattering will suffice, for-" he will never be able to set another right in the knowledge of the world, and above all in breeding, who is a novice in them himself." It was before observed, that the rigour of parental authority when the son grows up is as unseasonable then, as the tenderness and indulgence granted to an earlier age. The distance and reserve, which may be necessary at first to establish authority, ought to wear off by degrees as reason and discretion increase, and to give way to familiarity and confidence, till the ties of friendship succeed to the colder obligations of filial duty. There should be a reciprocation of kindnesses between father and son, a mutual confidence, a mutual love, which cannot be whilst any stiffness or formality remains; and this must be begun by the father, who should not hesitate to open his heart to his son when years of discretion have rendered him worthy of that communication. "Propose matters to him familiarly, |