THE CAPABILITIES OF HOME EDUCATION. 69 



cuse for it ; and, if all other arguments fail, must constantly say to them- 

 selves, " I shall one day be old ; let me treat my aged relatives as I hope 

 that my children may treat me." 



Home should indeed be a " blessed provision " for the aged. Whether 

 they are those healthy, agreeable old people who have laughed at time, 

 those whose unique privilege it has been to stand erect under the burden 

 of eighty years, or those whom time and circumstance have crippled and 

 cast down, home is their place, and it should not be in our hearts to con- 

 sider them as a burden. 



xn. 



THE CAPABILITIES OF HOME EDUCATION. 



" THE methods of education should be such as to guide and balance the 

 tendencies of human nature, rather than to subvert them." 



Mothers must all agree that the best part of education is that which 

 children give themselves in a happy, healthy, not too formal home. The 

 education of a child is principally derived from its own observation of the 

 actions, the words, the looks, of those among whom it lives. The observa- 

 tion of children is keen and incessant. They are always drawing their 

 i conclusions. These observations and conclusions have a powerful 

 influence in forming the character of youth. What you tell them they 

 are very apt to receive with suspicion. Seeing is believing. 



" How do you know that that is A ? " said a rather irreverent pupil to 

 his teacher. 



" Why, because I was taught so ! " 



" Well, who taught you ? " returned Johnny. 



" My teacher, a very good old man," said the poor schoolmistress, point- 

 ing to the first letter of the alphabet. 



" Well, now, how do you know but that old man lied ? " ivtunie<l the 

 inip'TturhaUe John. 



iher was nonplussed. At last she thought of a happy way out 

 it <lifiicul 



>u watch the other boyB, Johnny, and see if they think it is .1 . if 



you may l.eli.-ve that it is J5." 

 The great letter proved to be A to John's satisfaction, after he had 



(-in. it wa> likelv to be it. A matter of self ae'juisition, 



'1 ii] aii'l ivas..M.'.l upon, with rollateral t'-stini my l.j < ui^lit to bear, 

 which ( rai .Johnny alv.-iuee.l in lit -rat tire, made A to John ny 



a fact. It was no iielioii of learning which his natural mem;.- 



