to He has not learnt - what is absolutely necessary to the formation of a strong mind propose to himself a decided object, and to choose, at whatever risk, the best means of accomplishing it. A determination founded upon mature and unbiassed reflection, the power of foreseeing the inconveniences of the part we have chosen, and the resolution to brave them, - these are the qualities which constitute an energetic and firm character. As children must hereafter be masters of their own conduct, they should be brought up under the discipline of two systems apparently opposite in their nature: one of subjection, that they may be taught to restrain any capricious desires; the other of liberty, that they may possess independence of character. Hence arises a difficulty which is not often considered in its full extent; and hence it is that we meet with so few decided characters, even after the most careful education. Irresolution, one of the most common marks of the feebleness of the will, seems almost entirely out of the reach of our influence; we know of no certain rule for its cure, and reasoning seems of little use. Indeed, we often find that those who are undecided in character are rather inclined to reason too much: every object presents to them a thousand different sides, and every cause a thousand different effects. What their minds want, is that energetic direction which gives to one single motive the preponderance over every other, and makes one single object hoped or feared. Must we, then, lead our pupil to determine at once, without any reflection, and without considering what will be the result of his decision? This, surely, would not be reasonable; reason, indeed, advises a totally opposite conduct; and hence it is, that it tends in some degree to increase this fault of irresolution. Again, as regards inconstancy of character,when the will is active enough to give a temporary appearance of strength of character, yet has no durability, and, consequently, no real firmness, - what can the instructor do? He cannot revive inclinations and tastes which have died away; and, on the other hand, to persist in a line of conduct, the only motive for which had been a desire, or a feeling which no longer exists, would be so absurd, that it can never be laid down as a general rule. If, then, our object be only to conquer a childish obstinacy, reason may, with advantage and propriety, be called in to our aid; but if we wish to inspire our pupil with firmness of character, reason is of much less use. All that we can then do, is to take advantage of particular circumstances as they occur; to prove that on the occasion in question the best plan would be to persevere. But, at the same time, . it is evident that advice founded on such reasoning will not have any influence on future conduct. In order to favour both the work of reason, and the cultivation of the best motives, education ought to begin by endeavouring to strengthen the character, - by preparing the soil in such a manner that every good principle may take root in it, and bring forth fruit. The natural volatility of children renders this somewhat difficult; and since, as long as there is no fixed principle in the mind, we are never certain of being able to influence them, the means of cultivating firmness of purpose seem wanting, as well as the quality itself. Yet we must not despair. If we do not possess motives founded on reason, we have a resource, less elevated in its nature, but often very efficacious, in the power of habits. Energy is sometimes a gift from Heaven; but it is also the result of the natural developement of the moral strength, provided that there has been no obstacle to its progress. A child will learn to restrain his passions from the habit of obedience which he has acquired: by being accustomed to decide for himself whenever circumstances will allow of it, he will acquire decision of character, and his will, no longer merely passive, gains vigour from exercise. In short, the great problem to be solved, in the government of children, is the same which occurs in all governments; the object always being to combine the greatest degree of individual liberty with a perfect obedience to the laws. In order to obtain this end, nothing is so much to be avoided as commands half insisted on, obligations half enforced, insinuations, hints, silent solicitations; by such a plan, while pretending to leave the child to himself, we are really binding him with a thousand ties. He lives in an atmosphere of doubt which enfeebles his energy, and weakens the strength of his intentions. If the boundaries of freedom and duty are destroyed, a vague uncertainty is spread over both his plans and his actions; he is for ever regretting a resolution which he has not taken, and wishing to retrace his steps. If we would preserve the child now, and the man hereafter, from so painful a state, we must take care that on his entrance into life he is subjected to a just authority, while, at the same time, his will is allowed to act a definite part. Hence it is that public education, where the whole community is governed by fixed laws, and no constant watch kept over individuals, is most favourable to the formation of energy of character. Another question remains to be decided; how far strict discipline, united to great independence, is consistent with gentleness of intercourse, and with habitual confidence: how far, especially in girls, it can be combined with that grace, those engaging charms, that delicately-shaded respect and refinement of manners, which are so peculiarly required in women. It may be that in their case this kind of discipline should not be so long continued : yet we must never forget the enervating effect of any other system. But, after all, reason, even when assisted by observation, can only point out general principles, in the application of which innumerable modifications must always take place. I will only add, that strong minds alone are capable of deep feelings; and that delicacy and refinement of conduct will naturally result from the full developement of the feelings of the heart and conscience. SECTION IV. Motives by which the Will is influenced.-Influence of Religion on the Will. NOTWITHSTANDING the absolute power with which the will seems to rule. in the human breast, it may be guided and influenced by motives whose direction it is inclined to follow: and hence education finds in such motives a |