We cannot explain them fully to children; they can only have the summary and results of them, and these are dry and grinding, opposed to the unpremeditated spontaneous ways of acting in which they delight.

Manners are almost fatally opposed to the sudden happy thoughts of doing something original, which occur to children's minds.

No wonder they dislike them; we must be prepared for this.

They are almost grown up before they can understand the value of what they have gone through in acquiring these habits of unselfishness, but unlike many other subjects to which they are obliged to give time and labour, they will not leave this behind in the schoolroom.

It is then that they will begin to exercise with ease and precision of long practice the art of the best and most expressive conduct in every situation which their circumstances may create.
In connexion with this question of circumstances in life and the situations which arise out of them, there is one thing which ought to be taught to children as a fundamental principle, and that is the relation of manners to class of life, and what is meant by vulgarity.