wrote an epitaph for one who had been a nurse,* and who, through a course of events, became the support of the person whom she had nursed when an infant, and died at the age of one hundred and two, full of years and of good works. Charters, in his Sermon on Alms, desires people to consi der faithful servants who have been long with them. This implies that there are faithful servants. Virtue belongs to no condition in life; if it did, there could be no relative virtue. A king can shew a good example to his subjects, and can exercise a mild government over them; a master, in like manner, can set an example of virtue to his domestics, and treat them with lenity and condescension, even from a knowledge of their dependant state. In human life, it is necessary that one should have rule over another, otherwise endless confusion arises.

If a sovereign loves his people, they will

Elizabeth Monk.

love him, and will obey him with pleasure, though with the consciousness that they are subjects: they know that he likewise is responsible to, and willing to obey, the laws of justice and humanity. The same holds good in all the relations of life. An affectionate wife feels it her pleasure to obey a virtuous and a kind husband. Wise, and good, and tender parents receive as the homage of love, the dutiful conduct of their children: good masters and mistresses will rarely fail to have good and faithful serv

ants.

The philosopher Epictetus was not only a servant, he was a slave. As Mrs. Carter says, "there is something strikingly beautiful and humane in his consideration about servants," expressed in the following fragment from his writings: "It would be best, if both, while you are personally making your preparations, and while you are feasting at table, you could give among the servants part of what is before but if

you;

such a thing be difficult at that time, remember that you, who are not weary, are attended by those who are: you who are eating and drinking, by those who are not: you who are talking, by those who are silent: you who are at ease, by those who are under constraint; and thus you will never be heated into any unreasonable passion yourself, nor do any mischief by provoking another.". The great Author of the Christian religion" took on him the form of a servant." The centurion, a man of great power, and "under great authority," did not deem it degrading to come and implore him on behalf of his sick servant: but we see in this man the humility which belongs to true greatness: his servant was probably endeared to him by his good qualities, and these were undoubtedly strengthened and confirmed by his master's example.

E

CHAP. VIII.

A WRITER on Education says, with respect to books for children, "Examples to deter them from faults to which they have no propensity must be useless, and may be dangerous." We must admit the possibi lity that vice is innate, though circumstances may not have called it into exercise. Chil dren should be early taught the distinction between virtue and vice, that they may early. learn to love the one, and detest the other. Dr. Watts's Hymns for children are universally, and properly in use among them: he gives warnings and exhortations against the different vices into which children may fall. Supposing a child to be brought up without

the knowledge that vice exists in the world, how would he be qualified for acting a part in it? If he has never heard of vice, of course he will be armed with no defence against it. He that must be engaged in a warfare, should be prepared for it, or his downfall may be predicted with certainty. Children may learn virtue from examples of vice. In the history of the children who mocked at the prophet, they are taught to reverence age. From the cruelty of Joseph's brethren to him, their own feelings may suggest brotherly affection and kindness: from the fate of Ananias and Sapphira, they find the danger of falsehood, and the importance of truth. I am not an advocate for giving many books to children, nor even for suggesting thoughts to them: I would rather learn their own thoughts, and lead them accordingly: there is endless interest created in tracing these thoughts; they become our instructors. Many people accustomed to talk with children have had questions proposed to them by those chil