220 iiterary olla, No. x. Oct. 9# 
If it so happens that children are defective in their 
combinations, this defect generally arises from their 
want of attention to some intermediate idea which their 
eagernefs made them lose sight of, though it is often an 
idea very simple in its nature, and much within the ex- 
tent of eir capacities. This is the important moment | 
to suggest this idea to them, and they will speedily, of 
their own accord, correct their reasoning. 
In this manner, in my opinion, children may be taught 
‘toe. by reason. g with them. We too much under- 
value the capacities of,children, and too highly over-rate 
our own : 
Suppose a child to be scrawling un some paper, and 
that he makes an attempt at drawing the likenefs of a 
man and a house. 
He draws the man out of all proportion to the house, 
Take him out of doors, and let him see his error. He then 
begins to lay things together, and attempts to make these 
objects proportionate. How many results he may be 
made to draw from so simple an accident! and how 
much may not his rational faculties he enlarged by judi- 
cious management ! 
The next step, with respect to a child ; and this you 
will think very strange, is to give him an idea of govern- 
ment; and I would give it him thus. He has a little 
'mefsage to go,and as a reward for his going it properly, 
I give him a bit of cake. A stronger boy ravithes it 
from him, and he comes to complain. 
I call the other boys together, and I inquire into the 
truth of the matter. It is proven; and then I make the 
boys, in their turn, say whether they think the robber 
ought to be, punifhed. They all agree that he robbed the 
child ; and I punifh the delinquent : but not till two days ai- 
terwards, that it may be done seriously andcalmly, without 
the appearance of revenge. The boy who was robbed comes 
