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That which we sow in the spring-time of life shall we reap in the 

 harvest of manhood; and if the young mind is seeded with evil, and 

 nurtured in poverty and wretchedness, can we reasonably look for a 

 crop of honor and pure feeling, or high moral and intellectual excel- 

 lence ? If there be exceptions to the rule, they are rare indeed, and 

 show that the Creator has impressed His seal of intellectual worth anii 

 integrity upon the physical organization of the individual with such 

 innate force, that after-circumstances have not had the power to control 

 the natural tendencies of the mind. 



That education does much, all freely admit ; but I believe that educa- 

 tion commences much earlier in life than- most people imagine. The 

 child observes as soon as he sees, and learns before he can speak. That 

 our earliest thoughts pass from the memory, is no evidence that we do 

 not think when very young. Witness the delight of the child-in-arms 

 at beholding beautiful objects ; listen to the pertinent questions of the 

 infant prattler, and observe his silent reveries, and then say, if appreci- 

 ation and consequent thought are not active, though still undeveloped ! 



Things act upon the mind of the infant before words are understood ; 

 and therefore, things, not words, should be the mediums of early instruc- 

 tion; and surely then, the things most prominently before the learner 

 should be the most fitting and beautiful of their kind. 



Forms of beauty and gracefulness direct the taste, or create it ; the 

 grand and the picturesque exalt the imagination ; order, congruity, 

 cheerfulness and comfort at home, all help to increase our love for these, 

 and render home lessons as efficient as pleasurable ; and pleasure is as 

 necessary as food and air. Never forget this, but seek to make the 

 pleasures of your child, not only recreative and suitable, but incidental 

 helps, also in the process of education, or physical and mental devel- 

 opement. 



The free air, the earth's green carpet, and the grateful screen of trees, 

 should never be wanting in the child's early play-time, nor denied to the 

 school-boy's occasional enjoyment, and more necessary exercise. 



Ever in the eye of the child, and the appreciation of true taste, when 

 practicable, our homes should be made the most beautiful spots on earth. 

 Ornament and practical utility should go hand in hand; for ornament 

 has its uses. And next to our homes, I would make the school-house 

 pleasant and commodious, and give it a cheerful countenance, and exact 

 and tasteful architectural proportions and finish. And then, though 



