INTELLECTUAL CULTURE. 357
propositions has been sufficiently noticed, and I therefore remark only that school instruction never can supersede the necessity of vigilant parental leaching and training at the fireside, If a comparison were to be made between the two, I should not hesitate to attribute greater importance to home education than to school education : for it is beneath the parental roof, when the heart is young and melted by the warmth of fireside affection, that the deepest impressions are made: it is at home, beneath parental influence and example, that the foundations of physical, moral and mental habits are laid: it is at home where abiding tastes are engendered; it is at home where lasting opinions are formed.
The other error, that the minds of children maybe wholly left to school instructers, has also been noticed: but it is worthy of more special comment. It may lie true that some children, without counsel or guidance, may have that docility of temper and expertness of intellect, which will lead them to take ready advantage of the means of instruction afforded at the schools. But these cases are very rare: and in all instances, children will study with livelier relish if they see that their parents are interested in their progress. If parents look over their