Religious influence should be brought to bear directly upon this point. In the very beginning of religious instruction, Jesus Christ should be presented to the child, as that great and good Being, who came into this world to teach children how to be happy, both here and hereafter. He, who made it His meat and drink to do the will of His Heavenly Father; who, in the humblest station, and most destitute condition, denied Himself, daily, and went about doing good; should constantly be presented as the object of their imitation. And as nothing so strongly influences the minds of children, as the sympathy and example of a _present_ friend, all those, who believe Him to be an _ever-present Saviour_, should avail themselves of this powerful aid. Under such training, Jesus Christ should be constantly presented to them, as their ever-watchful, tender, and sympathizing friend. If the abstract idea of an unembodied Spirit with the majestic attributes of Deity, be difficult for the mind of infancy to grasp, the simple, the gentle, the lovely, character of Christ, is exactly adapted to the wants and comprehension of a child. In this view, how touching is the language of the Saviour, to His misjudging disciples, "Suffer _the little children_ to come unto me!" In regard to forming habits of obedience, there have been two extremes, both of which need to be shunned. One is, a stern and unsympathizing maintenance of parental authority, demanding perfect and constant obedience, without any attempt to convince a child of the propriety and benevolence of the requisitions, and without any manifestation of sympathy and tenderness for the pain and difficulties which are to be met. Under such discipline, children grow up to fear their parents, rather than to love and trust them; while some of the most valuable principles of character, are chilled, or forever blasted. In shunning this danger, other parents pass to the opposite extreme. They put themselves too much on the footing of equals with their children, as if little were due to superiority of relation, age, and experience. Nothing is exacted, without the implied concession that the child is to be a judge of the propriety of the requisition; and reason and persuasion are employed, where simple command and obedience would be far better. This system produces a most pernicious influence. Children soon perceive the position, thus allowed them, and take every advantage of it. They soon learn to dispute parental requirements, acquire habits of forwardness and conceit, assume disrespectful manners and address, maintain their views with pertinacity, and yield to authority with ill-humor and resentment, as if their rights were infringed.