which is yet tender, a state of fear and imbecility, and develops a feeling of hate towards the parents, so that it often runs away from home. What hope can we have for a child th hates and distrusts its parents? Yet St. Paul does not mean that we should not punish children, but that we should punish them from love, seeking not to cool our anger, but to make them better."

The parent should understand his responsibility, and not ruin his child from a false tenderness. The soul of the child is more than the body, and its character should not be ruined through a neglect of the rod. Luther's nature was far too sound ever to sink into morbid sentimentality, and he quotes with approval the well known declaration of Solomon. "A false love," he says "blinds parents so that they regard the body of their child more than his soul. Hence the wise man says, 'He that spareth his rod hateth his son: but he that loveth him chasteneth him betimes'

(Prov. xiii. 24) . . . Hence it is highly necessary that all parents regard the soul of their child more than his body, and look upon him as a precious, eternal treasure, which God has entrusted to them for preservation, so that the world, the flesh, and the devil do not destroy him. For at death and in the judgment they will have to render a strict account of their stewardship."

There are three ways in which parents ruin their children-by neglect, by bad example, and by worldly training. "Those parents that knowingly neglect their children and let them grow up without proper instruction, bring about their ruin; and though they do not set a bad example, yet they spoil their children by undue indulgence. . Such people as thus fondle and indulge their children must bear the sins of their children as if committed by themselves." "There are others who ruin their children by setting them a bad example in word and deed. There are people that are delighted when their sons are pugnacious and willing to fight, as if it were a great honor for them to be afraid of no one. Such people will in the end pay dearly for their folly, when they are called to mourn the untimely death that often with justice overtakes their sons. Young people are inclined to evil desires and to anger, and therefore it is necessary that parents should not excite them thereto by their example in word and deed. For when a child is accustomed to hear shameful words and oaths from its parents, what else can it learn but shameful words and oaths?" "The third class that ruin their children are those who teach them to love the world, and who have no other solicitude than that their children acquire an imposing bearing, learn to dance and dress, and cut a figure in so

ciety. We find but few at the present time who are as solicitous that their children be provided with those things that relate to God and the soul, as that they be provided with clothes, pleasures, wealth, and honor."

The sum of filial duty as enjoined in the Fourth Commandment is given by Luther as follows: "“Learn, therefore, what is the honor toward parents required by this Commandment; first, that they be held in honor and esteemed above all things, as the most precious treasure on earth. Secondly, that in our words to them we observe modesty, and do not speak roughly, haughtily, and defiantly; but yield to them in silence, even though they go too far. Thirdly, also with respect to works, that we show them such honor with body and possessions, as to serve them, help them, and provide for them when old, sick, infirm, poor, and all that not only gladly, but with humility and reverence, as doing it before God. For he who knows how to regard them in his heart will not allow them to suffer hunger or want, but will place them above and near him, and will share with them whatever he has and can obtain."

or

Interesting and valuable extracts might be indefinitely extended; but enough has been said to exhibit Luther's beautiful ideal of domestic life. Marriage is to be honored as a divine institution-the source of

the highest earthly pleasures. The family occupies a fundamental relation to both civil and divine government, since it has the training of the future citizen and servant of God. By natural and divine right, authority is lodged in the parents, who occupy at once the threefold office of prophet, priest, and king. It is their function to instruct, to train, and to govern. The immediate end to be attained is the welfare and happiness of the family itself; and more remotely, the preparation of the young for useful and righteous living after their departure from the paternal roof. Children are to be regarded as a precious gift of God. Domestic government is to be administered in wisdom and love, which will prevent injustice, caprice, and passionate violence. The instruction of children, which should include every thing necessary for after life, should begin with religion as the most important of all subjects. The character should be based on a sense of personal obligation and responsibility to God, and the whole life be directed to a fulfilment of the divine commandments in all their relations. The parents should in all things set an example of upright living; and as long as the children are under parental control, they should be held to respect, love and obedience. Thus trained, they go forth into life to become honored and useful members of society.

CHAPTER VII.

LUTHER ON SCHOOLS.

Luther contributed in various ways to the advancement of education, and in this respect, as in many others, he rises high above all his contemporaries. With his usual penetration, he perceived at once the obligation and necessity of maintaining schools, and with powerful words urged this duty upon parents, cities, and princes. He pointed out the glaring defects of the schools of the time, and indicated improvements in both studies and methods. For religious instruction, which he made prominent, he wrote a catechism which, after the lapse of more than three centuries, has not been superseded in the large body of Protestants bearing his name. In co-operation with Melanchthon, he drew up plans for primary and secondary schools, and from the University of Wittenberg sent forth many enlightened and successful teachers. He pointed out with great clearness the fundamental truths, upon which all state and religious education must rest. If he did not emphasize education for its own sake, it was because his practical mind was ob