do not think but of what you have materials to think justly upon; and do not look for things only that you like, when there are others to be seen"—this is the lesson to be taught to our youth, and inbred in them; and that mainly by our own example and continence. Never teach a child anything of which you are not yourself sure; and, above all, if you feel anxious to force anything into its mind in tender years, that the virtue of youth and early association may fasten it there, be sure it is no lie which you thus sanctify. There is always more to be taught of absolute, incontrovertible knowledge, open to its capacity, than any child can learn; there is no need to teach it anything doubtful. Better that it should be ignorant of a thousand truths, than have consecrated in its heart a single lie.
100. And for this, as well as for many other reasons, the principal subjects of education, after history, ought to be natural science and mathematics; but with respect to these studies, your schools will require to be divided into three groups: one for children who will probably have to live in cities, one for those
