tain things, and that commands and requires certain other things.

After a time, the child makes further observations; he perceives that certain rules of action are laid down which he is required to follow, habitually. He is required, for instance, to come to his meal when the bell is rung; he is required every morning to go to school at a stated hour; he is commanded always to speak the truth; he is forbidden to take that which is not his own; he is forbidden to speak falsehood, or to injure the body or feelings of his companions.

Thus, the child acquires his first ideas of law, which he perceives to be general and fixed rules, by which action is to be regulated. Accordingly, the fireside rules are the first laws to which we are subjected; they proceed from the family government, which is vested in the hands of the parents.

The ideas of government and law are therefore very early ones, and, for obvious reasons, they make a deep and abiding impression. In the first place, these laws come from parents, whom children usually regard with affection and veneration. The parents are the protectors of children; the source from which their comforts and pleasures flow, and from whom their first knowledge is obtained.

Obedience to law, therefore, coming from such a source, would seem to be easy and natural; and it doubtless is so, provided the family government be well and wisely administered. And even though the passions of children lead them to frequent rebellion, the notion of obedience to laws, of obligation to regulate conduct by

certain rules, becomes a strong one at an early period.

This notion is deepened by the innate perception of right, implanted in every human bosom. As the eye perceives light, and pronounces it to be good, the soul perceives right, and pronounces it to be good also. As the mind is irresistibly influenced by the objects which light discloses, the soul is irresistibly influenced by the sense of right which the bosom finds and feels within.

Now, the child very soon perceives the utility of family government; the necessity of obedience, even for his own advantage; the obligation to obey from love, gratitude, and respect to parents, and from a regard to the good of the little empire of home. He sees that to obey is right, and feels constrained by that perception of fitness within, to yield obedience.

To these several strands, which are braided together, and constitute the motives to obedience, we may add that of habit-the habit of yielding to authority, to magistracy, to law; and the habit is created and established under the family government. Thus the fireside is a little kingdom, of which the parents are the sovereigns and the children the subjects. Here, children get their first ideas of government, of laws, of right and wrong, of justice and injustice, of obedience and disobedience. Here the first ideas of obligation to regulate our conduct by certain fixed rules are presented; here the habit of acting in obedience to such rules is first established.

It is no doubt a part of the plan of divine Providence, that habits of obedience to law, of surrendering our own will and wishes to a general rule,

should thus be laid deep and strong at the fireside; for this is the sheet anchor of society. A child that has not learned obedience to parents is not likely to be a good member of society, and to obey the laws of civil government. A child in whose heart the perception of right has not been cherished and cultivated at home, is hardly likely to grow up a just and honest citizen.

It is therefore a matter for parents to consider, that the highest possible obligation rests upon them to teach their children obedience to law-to the law of right, of justice; the law of "do to another as you would have another do to you.' It is the duty of parents to render this obedience a matter of principle and habit. All this is a duty required by God, as well to children as to society.

And it is a thing for children to consider also, that they are bound to learn obedience to parents. They are bound to learn to bow to the obligations of justice; they are bound to obey parents; to obey God; to obey the laws of the land. Obedience is the great lesson, and it is equally required by our duty to our parents, ourselves, our Cre ator, and our country.

CHAPTER II.

The second stage of knowledge of Law and Government.

WHEN children are sufficiently advanced, they go forth from the parental roof, and whether in the field, the forest, or the street, they find that everywhere there is government and law.

If a child sees ripe fruit in a neighbor's garden, he sets out to get it, but is immediately told that he must not. He asks why he must not get it, and is answered that it is against the law. A boy is about to throw down a stone wall around a field, and is told he must not, because it is against the law. A young fellow wishes to ride into a neighbor's field of grain, but he must not, for it is against the law.

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SECOND STAGE OF LAW AND GOVERNMENT.

A young person in reading a newspaper sees an account of a man who is seized and hurried away to prison for theft, and learns that thieving is forbidden by the law. In another paper the reader finds an account of some pirates being hung, because they robbed a vessel upon the high seas, and this, too, because such robbery is against the law.

Thus the law is seen to be everywhere, upon the land and the sea, in town and country; and the question soon arises, who makes the law? The answer to this is readily given; it is the government. But what is the government? Who is it, what is it, that has spread this net-work of prohibition and requisition over the land, involving every member of society in its meshes? Who administers the government? Who makes the government? By what means or instruments does the government operate? Why do people obey the government? How does it acquire such universal and decisive power?

To some, or perhaps all of these questions, which, one after another, arise in the mind, young persons gradually obtain answers; but these are usually imperfect and confused. Í propose, therefore, to proceed to describe government, its origin, nature, and necessity; its various forms in different parts of the world, and especially that form adopted in our own country.

In the course of this delineation of government, I shall have occasion to exhibit the origin and sources of laws; the manner of their enactment; and the means by which they are made to regulate the conduct of mankind.