pleasure to her, as well as of unspeakable advantage to them. Indeed, the conversation of a kind and intelligent mother is far the most valuable and important means of education for a child during many years of its early life. A boy whose mother is pleased to have him near her, who likes to hear and answer his questions, to watch the gradual development of his thinking and reasoning powers, and to enlarge and extend his knowledge of language — thus necessarily and of course expanding the range and scope of his ideas-will find that though his studies, strictly so called—that is, his learning to read, and the committing to memory lessons from books-may be deferred, yet, when he finally commences them he will go at once to the head of his classes at school, through the superior strength and ampler development which his mental powers will have attained.

CHAPTER XX.

THE USE OF MONEY.

THE money question in the management and training of children has a distinct bearing on the subjects of some of the preceding chapters. It is extremely important, first, in respect to opportunities which are afforded in connection with the use of money for cultivating and developing the qualities of sound judgment and of practical wisdom; and then, in the second place, the true course to be pursued with them in respect to money forms a special point to be considered in its bearing upon the subject of the proper mode of dealing with their wishes and requests.

Evil Results of a very Common Method.

If a parent wishes to eradicate from the mind of his boy all feelings of delicacy and manly pride, to train him to the habit of obtaining what he wants by importunity or servility, and to prevent his having any means of acquiring any practical knowledge of the right use of money, any principles of economy, or any of that forethought and thrift so essential to sure prosperity in future life, the best way to accomplish these ends would seem to be to have no system in supplying him with money in his boyish days, but to give it to him only when he asks for it, and in quantities determined only by the frequency and importunity of his calls.

Of course under such a system the boy has no inducement to take care of his money, to form any plans of expenditure, to make any calculations, to practise self-denial

to-day for the sake of a greater good to-morrow. The source of supply from which he draws money, fitful and uncertain as it may be in what it yields to him, he considers unlimited; and as the amount which he can draw from it does not depend at all upon his frugality, his foresight, or upon any incipient financial skill that he may exercise, but solely upon his adroitness in coaxing, or his persistence in importunity, it is the group of bad qualities, and not the good, which such management tends to foster. The effect of such a system is, in other words, not to encourage the development and growth of those qualities on which thrift and forehandedness in the management of his affairs in future life, and, in consequence, his success and prosperity, depend; but, on the contrary, to cherish the growth of all the mean and ignoble propensities of human nature by accustoming him, so far as relates to this subject, to gain his ends by the arts of a sycophant, or by rude pertinacity.

Not that this system always produces these results. It may be, and perhaps generally is, greatly modified by other influences acting upon the mind of the child at the same time, as well as by the natural tendencies of the boy's character, and by the character and general influence upon him of his father and mother in other respects. It can not be denied, however, that the above is the tendency of a system which makes a boy's income of spending-money a matter of mere chance, on which no calculations can be founded, except so far as he can increase it by adroit manœuvring or by asking for it directly, with more or less of urgency or persistence, as the case may require; that is to say, by precisely those means which are the most ignoble and most generally despised by honorably-minded men as means for the attainment of any human end.

Now one of the most important parts of the education of both girls and boys, whether they are to inherit riches,

or to enjoy a moderate income from the fruits of their own industry, or to spend their lives in extreme poverty, is to teach them the proper management and use of money. And this may be very effectually done by giving them a fixed and definite income to manage, and then throwing upon them the responsibility of the management of it, with such a degree of guidance, encouragement, and aid as a parent can easily render.

Objection to the Plan of a regular Allowance.

There are no parents among those who will be likely to read this book of resources so limited that they will not, from time to time, allow their children some amount of spending-money in a year. All that is necessary, therefore, is to appropriate to them this amount and pay it to them, or credit them with it, in a business-like and regular manner. It is true that by this system the children will soon begin to regard their monthly or weekly allowance as their due; and the parent will lose the pleasure, if it is any pleasure to him or her, of having the money which they give them regarded in each case as a present, and received with a sense of obligation. This is sometimes considered an objection to this plan. "When I furnish my children with money," says the parent," as a gratification, I wish to have the pleasure of giving it to them. Whereas, on this proposed plan of paying it to them regularly at stated intervals, they will come to consider each payment as simply the payment of a debt. I wish them to consider it as a gratuity on my part, so that it may awaken gratitude and renew their love for me."

There is some seeming force in this objection, though it is true that the adoption of the plan of a systematic appropriation, as here recommended, does not prevent the making of presents of money, or of any thing else, to the chil

dren, whenever either parent desires to do so. Still the plan will not generally be adopted, except by parents in whose minds the laying of permanent foundations for their children's welfare and happiness through life, by training them from their earliest years to habits of forecast and thrift, and the exercise of judgment and skill in the management of money, is entirely paramount to any petty sentimental gratification to themselves, while the children are young.

Two Methods.

In case the parent-it may be either the father or the mother-decides to adopt the plan of appropriating systematically and regularly a certain sum to be at the disposal of the child, there are two modes by which the business may be transacted-one by paying over the money itself in the amounts and at the stated periods determined upon, and the other by opening an account with the child, and giving him credit from time to time for the amount due, charging on the other side the amounts which he draws.

1. Paying the money. This is the simplest plan. If it is adopted, the money must be ready and be paid at the appointed time with the utmost exactitude and certainty. Having made the arrangement with a child that he is to have a certain sum-six cents, twelve cents, twenty-five cents, or more, as the case may be-every Saturday night, the mother-if it is the mother who has charge of the execution of the plan-must consider it a sacred debt, and must be always ready. She can not expect that her children will learn regularity, punctuality, and system in the management of their money affairs, if she sets them the example of laxity and forgetfulness in fulfilling her engagements, and offering excuses for non-payment when the time comes, instead of having the money ready when it is due. The money, when paid, should not, in general, be carried by