dealing with a subject. Instruction conveyed in this way is less likely to suffer irrational disjointment. Learning piece by piece is bad at all times, and in the prescription of lessons from the book, there is much difficulty in avoiding it. It should be principle by principle, fact by fact. There is much wisdom in the description given by the prophet, of the gentle and easy way in which the ignorant must be "made to comprehend doctrine:" "Precept must be upon precept, precept upon precept, line upon line, line upon line, here a little, and there a little;" but it does not mean, that subjects must be split up without any regard to their nature as admitting of division, and dealt with in bits so irrationally disjointed, that it would require the genius of a conjurer to unite them again in one entire conception.

To know, to judge, let them begin and advance together: even a mind that finds the acquirement of knowledge dull will have pleasure in realizing its capability of drawing an inference, or arriving at a conclusion. This pleasure is a safe and wholesome stimulant; and though the operation may be of the simplest kind, on the commonest subject, it is as valuable to the youthful mind that performs it as the mightier acts of mature intellect. It is a most unphilosophic plan, to devote the term of instruction to the storing of mind, and then to send it forth with the hope, that the just application of its acquirements will follow of course. At the close of a prescribed course of study conducted on this plan, the pupil might well turn to her instructress, and complain of her intellectual equipments, as David did of the royal armour, “I cannot go with thee, for I have not proved them."

If I were asked in respect of mental condition, which is the most infelicitous, I should say,- -the mind well stored, but inactive. The plan of study I condemn is calculated to induce such a condition; and would do so to a much greater extent, but for extraneous circumstances, which operate to the counteraction of the evil. Learning constantly, without the light buoyant exercise of the intellectual faculties, adjusted to the state of their development and growth, is (if I may use a very humble comparison) like heaping small coal on a newly kindled fire, every fresh accession stiffling more effectually the vital influence of atmospheric agency, and preventing the previous supply from answering its purpose. The mind into which the thoughts of others are continually poured, if it be not instructed in the exercise of an energy within itself, will inevitably sink into the degradation of intellectual slavery. Sitting constantly passive at the feet of the teacher, it will contract the habit of receiving unresistingly whatsoever is given, and allow any casual influence to direct the judgment, principles, and tastes. Besides, the mind whose active powers are disproportioned to its intellectual resources cannot enjoy its being; it frets itself with the contemplation of visions of good, which it has ability, but not capability, to realize. Perhaps all cultivated minds experience this more or less.. It gives place to the delightful consciousness of the power of intelligence, just in proportion as the capabilities of acquirement and operation are duly balanced.

Remember that the natural progress of the mind in the acquisition of its ideas is from particular facts to general notions. Do not try to put it on any other course, but help it on in the one nature prescribes.

Suggest the fact in past experience, which by association with the fact of present experience, will generate a principle explanatory of the facts of future experience. Suggest an analogy to that which is familiar in the new perception now occupying the mind; or, from what is well known, trace the path by analogy to that which is partially or altogether unknown. So reflection is suggested; not the reflection of mature mind, presented through the medium of prosaic verbiage,this the young mind ever nauseates,-but reflection the spontaneous and healthful exercise of mental powers awaking to consciousness, and making their first essays as distinctive character prompts.

"So build we up the beings that we are;

Thus deeply drinking in the soul of things

We shall be wise perforce."-WORDSWORTH.

I would not, however, lead you to suppose that all children will be thus easily introduced into the sphere of observative ideality. Some children seem to have an intuitive perception of analogies and relations, proportions and fitnesses, which gives them facility in applying what they know for the discovery of what they do not, and a pleasure in exercising the faculty; but even such are often wayward and perverse in the application of their powers; whilst in others you seem to have no alternative but, by constant and untiring labour, almost to create these powers; and very weary work it is. Teaching ever was and ever will be arduous and patience-trying, I can give you no specific against the waywardness and perversity, dulness and stupidity, obstinacy and carelessness, idleness, impatience, and ebullitions of temper, which mar the enjoyment of the school-room. Nevertheless, the exercise of

your functions as a teacher, in themselves, and in addition to many incidental sources of enjoyment to which they admit you, furnish active employment for your mental, and salutary exercise for your moral powers, in a field which never fails to yield fruit of the highest relish. If you do justice to your position, enjoyment will overbalance endurance a hundred times. We have of all others, a hopeful task, nay, one in which we are confident we shall not spend our strength for naught. The process is long and tedious, but the result is certain. There is no capacity so strait but something may be forced into it, and every accession expands; no mind so dull as to resist all polishing processes; no nature so inert as to be proof against all excitement. And with spirits of a higher order, what may you not effect? Their introduction into a region of illimitable enjoyment and glory. Keep this confidence of success before you; it will sustain your activity and vigour, and activity untiring is to be your talisman-activity of your mind on the mind of your pupil. "Agitate, agitate, agitate!" is questionable as a political maxim. Dr Wardlaw would substitute," Enlighten, enlighten, enlighten." As the motto of the teacher I should not know which to choose, neither will do without the other, and both are your unceasing work.

But whilst you are constantly devising schemes for the expansion and exercise of the mental faculties, and have an object in view other and paramount to the immediate and recognised object of the incidental intercourse you hold with your pupil, take care that this is not apparent. Let your efforts be natural and unrestrained. There is no case in which the motto is more wisely applicable, "Ars est celare artem."

if you would secure all the personal and relative good which your profession is capable of effecting, you must give yourself wholly to the discharge of its duties. You will be compelled to relinquish the gratification of all tastes the pursuit of which will not subserve your great purpose, and to abstain from many pleasures in which under other circumstances you would have been at liberty to indulge. You must keep your eye fixed on the avocation you have chosen as the business of your life, and follow it steadily, without turning to the right hand or to the left. It is worthy of such sacrifice; it sets before you the open portals to greatness. They are greatest, who influence mind most powerfully, extensively, and beneficially, and, through it, work improvement and exaltation on moral character. Your profession furnishes ample opportunity for the accomplishment of these purposes, but they are not to be secured by partial or fitful efforts.

The general work of education in the present day appears to me to be in a rapid course of improvement. The main foundation of improvement is in the individual character of those who engage in it. In the working of all systems there are three classes of labourers, those whose independent energy carries them beyond the dictates of prescribed plans, and whose efforts tend to enlarge their sphere and perfect their operation; those who have sufficient wisdom to enter into the labours of the former, and carry out the improvements originated for them; and those who are a clog to improvement, and whose influence tends to retard the progress onward. With the last I am sure you will never rank; I hope to see you foremost among the first.