The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1859-08-31

And now." said the duke, as they
trudged along, "how much do you think
you'll get for this Job 2"
al dinna ken," said the boy "but I'm
sure of something for the folks up at the
big house are guide to bodies"
As they approached the house the
duke disappeared from the boy. and en-.
tered different way. Calling servant,
be put sovereign into bis hand, saying:
"Give that to the boy who brought the
cow"
The duke having returned to the aven.
ue, was soon rejoined by the boy.
"Well how much did you get? said
the duke.
"a shilling" said the boy, an there's
half o it to ye."
But you surely got more than shil.
ling" said the duke.
NO." said the boy, as sure as death
that's a I got and dye no think its plen.
y7"
II do not, said the duke; "there must
be some mistake; and, as I am acquain.
ted with the duke, If you return | think
I'll get you more"
They went back the duke rang the bell,
and ordered all the servants to be assem-.
bled.
Now" said the duke to the boy,
"point me out the person that gave you
the shilling"
at was that chap there with tho apron
pointing to the butler.
The butler confessed, fell on his knees, and
attempted an apology; but the duke in.
dignantly orderad him to give the boy his
sovereign, and quit his service instantly.
You have lost" said the duke, "your
money, your situation and your character
by your covotopsness; learn, hencetorth
that honesty ID the best policy.
The boy by this time recognized bis as.
sistant in the person of the duke aud the
duke was so delighted with the sterling
worth and honesty of the boy that he or.
dered him to be sent to school. kept there
and provided for at his own expense
LEaIsIATIoS IN THE NUhsERY.-Seo thes
young mother in the nursery with an un-
folding human character committed to heI
charge--see her profoundly ignorant of
the phenomena with which she has to deal
undertaking to do that which can be done
but imperfectly, even with the aid of the
profoundest knowledge She knows moth
ing about the nature Of the emotions, their
order Of evolution, their functions. or
where use ends and abuse begins. She is
under the impression that some of the
feelings are wholly bad, which is not true
Of any one of them And then, ignorant
as she is Of that with which she has to
deal she is equally ignorant Of the effects
that will be produced on it by this or that
treatment. What can be more inevitable
than the disastrous results We see hourly
arising Lacking knowledge Of mental
phenomena, with their causes and conse.
quences her interference is frequently
more misohievous than absolute passivity
would have been. This and that kind Of
action, which are quite normal and bene.
fetal, she perpetually thwarts and go
diminshes the child s happiness and profit.
Injuries its temper and her own, and pro.
duces estrangoment.
Deeds which she thinks it desirable to
encourage, she gets performed by threats
and bribes, or BY exciting desire for ap.
plause, considering little what the inward
motives may be, 30 long as the outward
conduct conforms, and thus cultivatiDg
hypocrisy, and fear, and selfshness 10
place of good feeling While Insisting on
truthfulness she constantly sets au exam
pie of untruth, by threatening penalties
which she does not indict While incu-
eating self-control, she hourly visits on
her little ones angry seedlings for acts
that do not call for them She has not
the remotest idea that in the nursery as in
the world, that alone is truly salutsry dis.
cipline which visits on all conduct, good
or bad, the natural consequences-the
consequences, pleasurable or painful, which
in the nature of things such conduct tends
to bring Being thus without theOreiic
guidance, and quite incapable of gniding
herself by tracing the mental processes
going on in her children, her rule ia in.
pulsive, inconsistent, mischievoua often in
the highest degree and would indeed be
generally ruinous, we're it not that tie
overwhelming tendency Of the growing