is said, what is done, a song, a bit of news, an intrigue; to receive letters, to read those that others receive; they wish to be told all, and also to tell all; they are vain, and vanity talks a great deal; they are frivolous, and frivolity prevents the thoughtfulness which would often keep silent.

Various Principles and Recommendations.

12. It is necessary to be content with following and aiding nature. Children know but little, we should not urge them to talk: but since they do not know many things, they have many questions to ask. It is sufficient to answer them precisely, and to add sometimes little comparisons in order to render more intelligible the explanations that one is to give them. If they express a judgment of something without knowing it well, it is needful to embarrass them by some new question, in order to make them feel their error, without rudely putting them to confusion. At the same time we should let them see, not by vague praises, but by some practical mark of esteem, that we approve them much more when they doubt and when they ask what they do not know, than when they decide the best. This is the true means of imparting to their minds, with much politeness, a genuine modesty, and a great contempt for the wranglings that are so common with young people of little intelligence.

13. The curiosity of children is a natural inclination which goes out to meet instruction; do not fail to take advantage of it. In the country, for example, they see a mill, and wish to know what it is; we should show them how the food that nourishes man is prepared. They observe some harvesters, and it is necessary to explain to them what they are doing, how grain is sowed, and how it multiplies in the earth. In the city they see shops where different arts are practiced, and where different articles of merchandise are

sold. We should never be annoyed by their questions; these are openings which nature offers in order to facilitate instruction: express a pleasure in them; in that way you will gradually teach them how all the things are made which are of use to man, and with which commerce is concerned. Little by little, without special study, they will learn the best way to make everything they need, and the just value of it, which is the true foundation of economy. This knowledge, which ought to be despised by no one, since everybody has need to estimate his expense, is chiefly necessary to girls.

14. We have remarked that the brain of children is altogether warm and moist, a fact that gives them continual movement. By reason of this softness of the brain everything is easily impressed upon it, and the images of all sensible objects are very vivid: hence we should make haste to write on their minds while the characters are easily formed there. But we should chose well the images that we are to engrave there; for we should pour into so small and precious a receptacle only exquisite things: we should remember that we ought, at that age, to pour into minds only what we desire to remain there for life. The first impressions made while the brain is still soft, and nothing is written there, are the most profound. Besides they harden as age dries the brain; hence they become ineffaceable: whence it happens that when one is old, one distinctly remembers the things of youth, although far distant, while one recollects less clearly what has been seen at a more advanced age, because the impressions have been made upon the brain when it was hardened and full of other images.

15. At the same time it is necessary to seek every means to render agreeable to the child what you demand of her. If you have something unpleasant to propose, let her understand that the pain will be soon followed by pleasure; show her always the utility of the things you teach her; make her

see their use in relation to society and the duties of her station. Without that, study will seem to her an abstract, fruitless, and painful toil. Of what use is it, they will say to themselves, to learn all these things which people do not talk about in conversation, and which have no relation to what we are obliged to do? It is necessary, therefore, to give them a reason for what we teach them. It is to enable you, you will say to them, to do well what you will have to do some day; it is to form your judgment; it is to accustom you to reason correctly about all the affairs of life. We should always show them a substantial and agreeable end which will sustain them in their labor, and never pretend to bring them into subjection by a base and absolute authority.

16. Note a great fault in the prevailing education: we put all the pleasure on one side, and all the irksomeness on the other; all the irksomeness in study, and all the pleasure in amusement. What can a child do but bear this rule impatiently, and ardently run after games?

Let us endeavor then to change this order: let us render study agreeable, let us conceal it under the appearance of liberty and pleasure; let us allow children sometimes to interrupt their studies with little flights of amusement; they have need of these distractions in order to rest their minds.

17. Let us come now to the things in which a woman ought to be instructed. What are her employments? She is charged with the education of her children; with the boys up to a certain age, with the girls till they are married or enter a convent; with the management of servants, with their manners and duties; with the details of expense, with the means of doing everything economically and honorably; and ordinarily even with directing the estate and receiving its revenues.

The learning of women, as that of men, ought to be re

stricted to knowledge relating to their duties; the difference of their employments should make that of their studies. It is necessary therefore to limit the instruction of women to the things we have just mentioned. But an acquisitive woman will find that this is giving very narrow bounds to her desire for knowledge; she is mistaken; it is because she does not know the importance and the extent of the things in which I propose to have her instructed.

18. Though the difficulty of finding governesses is great, we must confess that there is another still greater; it is that of the irregularity of parents: all the rest is useless, unless they are willing to coöperate themselves in the work. The foundation of all is that they give their children only correct maxims and edifying examples. It is what one can hope for only in a very small number of families. In most homes we see only confusion, change, a crowd of wrong-headed servants, and disagreement of master and mistress. What a frightful school for children! Often a mother who passes her life at cards, at the theater, and in unbecoming conversation, complains in a grave tone that she can not find a governess capable of educating her daughters. But what can the best education do with girls in view of such a mother?

XX. CHARLES ROLLIN.

BIOGRAPHICAL SKETCH.

Charles Rollin was a distinguished historian and educator. He is known in America chiefly through his "Ancient History," which a few decades ago was widely disseminated among our people. Though exhibiting a wide acquaintance with ancient writers, who are freely quoted, this work has been superseded in recent years by more critical histories.

Rollin was born in Paris, January 30, 1661. He was the son of a poor cutler, who intended to train up his son to the same trade; but happily the boy's talents were discovered by a Benedictine friar, who had him sent to the Collége du Plessis. He made rapid progress in his studies, especially in rhetoric and literature. Later he studied theology at the Sorbonne, the most celebrated of the Roman Catholic seminaries of France.

In 1688 he became professor of eloquence in the College of France. He encouraged the study of the French language and literature, and revived an interest in the ancient tongues, particularly in Greek. In 1694 he was appointed rector of the University of Paris, and signalized his brief tenure of two years by the introduction of salutary reforms. A few years later he was placed at the head of the College of Beauvais, where his great reputation soon filled the deserted halls with students. But his life, notwithstanding his eminence and piety, was not suffered to run smoothly. His adherence to Jansenism brought upon him the persecution of the Jesuits, and in 1712 he was forced to resign his office.