e character and happiness of their
pupils? By rewarding the moral virtues more highly than the mere
display of talents, a generous emulation to excel in these virtues may
with certainty be excited.

Many preceptors and parents will readily agree, that Bacon, in his
"general distribution of human knowledge," was perfectly right not to
omit that branch of philosophy, which his lordship terms "_The
doctrine of rising in the world_." To this art, integrity at length
becomes necessary; for talents, whether for business or for oratory,
are now become so cheap, that they cannot alone ensure pre-eminence to
their possessors.--The public opinion, which in England bestows
celebrity, and necessarily leads to honour, is intimately connected
with the public confidence. Public confidence is not the same thing as
popularity; the one may be won, the other must be earned. There is
amongst all parties, who at present aim at political power, an
unsatisfied demand for honest men. Those who speculate in this line
for their children, will do wisely to keep this fact in their
remembrance during their whole education.

We have delayed, from a full consciousness of the difficulty of the
undertaking, to speak of the method of curing either the habits or the
propensity to falsehood. Physicians, for mental as well as bodily
diseases, can give long histories of maladies; but are surprisingly
concise when they come to treat of the method of cure. With patients
of different ages, and different temperaments, to speak with due
medical solemnity, we should advise different remedies. With young
children, we should be most anxious to break the habits; with children
at a more advanced period of their education, we should be most
careful to rectify the principles. Children, before they reason, act
merely from habit, and without having acquired command over
themselves, they have no power to break their own habits; but when
young people reflect and deliberate, their principles are of much more
importance than their habits, because their principles, in fact, in
most cases, govern their habits. It is in consequence of their
deliberations and reflections that they act; and, before we can change
their way of acting, we must change their way of thinking.

To break _habits_ of falsehood in young children, let us begin by
removing the temptation, whatever it may be. For instance, if the
child has the habit of denying that he has seen, heard, or done things
which