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ON THE DUTY OF CONSISTENCY

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IN PARENTS.

In the whole business of educating a child, steadiness of character in the parent is indispensable to The parent should be decisively seen always to approve and love the same things, and always to disapprove and hate such as are opposed to them. A settled purpose should be continually discovered in the parent's conduct with regard to this great concern; a purpose to fix in the mind of the child just views and principles of religion, and dispositions really and evangelically virtuous;-from this purpose nothing should appear to divert his attention, or withdraw his efforts. The religious education of his child should evidently appear to be a commanding business of his life: not a casual or occasional employment. A changing vibratory character in the parent, will prove him either to be unstable, or not in earnest. No attribute which is not absolutely vicious, is perhaps more unhappily found in the parental character.

The parent who exhibits a steady, firm, unalterable disposition, will naturally be believed by his children;-to love religion as he ought,—to

make it the chief business of his life,-to be deeply engaged in rendering them religious,-and in all his instructions to mean what he says. The whole weight of his character will, therefore, accompany his precepts, and enforce them in the most efficacious manner upon the minds of his children.

To convince the child of this character in the parent, uniformity is of the last moment. Whatever is pursued at times only, and in a desultory manner, children will never believe to be a serious object in the view of the parent. Whatever is sometimes exhibited in the light of importance, and at others in that of unconcern, will only awaken doubt, and ultimately produce indifference. Important objects, it is well known, always wear this character, in the view of him who regards them as important, and are therefore felt and exhibited in one, and that in a serious manner. So plainly, and so entirely is this the fact, that children as easily as men discover at once the true place which any thing holds in the estimation of those around them, by the uniformity or inconstancy with which they attend to it, by the seriousness or levity with which it is accompanied in their communications.

That, and that only which is taught every day, or on every proper occasion, is ever believed by the pupil to hold a place of high importance in the mind of the instructor. On the contrary,

whatever is taught occasionally only, with levity, or with indifference; or taught in a manner, now grave, now light-sometimes earnestly, and sometimes with negligence, regularly at one period, and with long intermissions at another, can scarcely be supposed to be of any great significance in the view of the teacher. This language of nature can be misunderstood by none. The earliest and the weakest mind perceives it in a moment, as well as the oldest and the wisest.If, then, parents wish to make deep and solemn impressions on their children, let them remember that uniformity in their instructions is indispensable.

Uniformity should extend to every thing which concerns this subject. The instructions, the spirit with which they are enforced, nay, the very deportment of the instructor, as well as the controul, example, and life, should always wear one consistent appearance of solemnity, earnestness, and entire conviction. DWIGHT.

ON CONVERSING WITH CHILDREN.

Ir requires great genius to throw the mind into the habit of children's minds. Nothing is easier than to talk to children, but to talk to them, as they ought to be talked to, is the very last effort of ability. CECIL.

ON THE DUTY OF CONSISTENCY IN PARENTS.

THERE is scarcely any subject concerning which I feel more anxiety, than the proper education of my children. It is a difficult and delicate subject, and the more I reflect on my duty to them, the more I feel how much is to be learned by myself. The person who undertakes to form the infant mind, to cut off the distorted shoots, and direct and fashion those which in due time become fruitful and lovely branches, ought to possess a deep and accurate knowledge of human nature.

It is no easy task to ascertain, not only the principles and habits of thinking, but also the causes which produce them. It is no easy task, not only to watch over actions, but also to become acquainted with the motives which prompted them. It is no easy task, not only to produce correct associations, but to remove improper ones, which may through the medium of those nameless occurrences, to which children are exposed, find a place in the mind. But such is the task of every mother, who superintends the education of her children.

Add to this the difficulty of maintaining that uniform and consistent course of conduct, which children ought always to observe in their parents, and which alone can give force to the most judicious discipline; and surely every considerate person must allow, that it is no small matter to be faithful in the employment of instructors of infancy and youth. Not only must the precept be given, "Love not the world," but the life must speak the same. Not only must we exhort our infant charge to patience, under their little privations and sorrows; but we must also practise those higher exercises of submission, which they will easily perceive, are but the more vigorous branches of the same root, whose feeble twigs they are required to cultivate. Not only must we entreat them, to "seek first the kingdom of God," but we must be careful to let them see, that we

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