converts, How Paul could know that there were Bechuanas in the world?

It is not, however, in its theological, but in its historical bearing, that I have to do with the subject of Missions. They must soon occupy a very prominent place in the studies of the general historian. They are introducing nations into the historic region in a new way, and under an aspect till now unseen; and they will go on to do so, until men shall be compelled to study their operations, so forcibly will they appeal to their attention and inquiry. They are prosecuting designs, incidentally and additionally to their grand object, which cannot fail in time to arrest and detain the inquiring attention of every friend of science, literature, education, commerce and legislation.

And in the facts which missions bring to light, the senator shall learn the comparative impotence of legal enactments to suppress the evils accruing to society from the prevalence of selfishness and sin, compared with the gospel "rejoicing as a strong man" to do its work in the establishment of order and peace. And the philosopher shall see the workings of an element of mental vigour, compared to which, his richest provision is but as "feeding on ashes." And the man whose schemes of human improvement are centered in secular knowledge, shall see a principle insinuating itself into the masses of stupidity his catholicon could never penetrate, and refining the whole into one beautiful emanation of pure intelligence.

Thus missions, in their reflex influence, as bearing testimony to the truth, the power, the omnipotent energy of the gospel, its heavenly origin, and universal claims; will perform another great part in the work of

universal conversion to God, the establishment of universal order, peace, and prosperity, the perfection of human institutions, and the confederation of the world in one holy and beautiful brotherhood.

In that day will universal history be truthfully and gloriously identified with the history of the Church of God.

Yours, &c.

LETTER XV.

MY DEAR M

GEOGRAPHY.

I looked into a Geography the other day, which was written for the purpose of being committed to memory by the subjects of school instruction; and it commenced in a way similar to what follows:-Geography is the science which treats of the earth as a habitable globe, comprehending a description of its surface, with an account of its parts, limits, inhabitants, &c. It is distinguished into general or universal geography, and special or particular. General geography is that which considers the earth in general, without regard to particular countries, or the affections common to the whole globe; as its figure, magnitude, motions, circles, winds, tides, nations, divisions of land and water, &c. Special geography has respect to particular countries; defining their limits, figure, climate, productions, &c. Geography is also distinguished inco natural, or that which has respect to formation and natural characteristics, limits, and climate; civil, or that which relates to countries as divided among nations, and treats of their civilization, language, agriculture, commerce, &c.; and political, or that which refers to nations at large, and details their relative importance, and the various portions in which the advantages of power, wealth, and dignity are distributed among them.

These are distinctions in the several departments of geographical knowledge, which a teacher should ever bear in mind for the direction of her practice; but considerable progress must be made by a learner, not in geographical knowledge only, but in general intelligence, before she can comprehend it; and therefore, it is much better that she should not be troubled with it at the outset. For my own part, I am perfectly satisfied, if my pupil, during the first years of her geographical studies, knows no more than that, when she learns about countries on the map, it is her geography lesson.

The course I have already pointed out on other subjects is best to be pursued on this also; to begin with facts; first, the simple facts of which you have only to state that they are, and proceeding to facts of which the causes are to be recognised; thence to the comparison and contrast of facts, for the farther illustration of causes; thence to special, and farther, to general principles.

Maps, with the requisite verbal explanation, will occupy the first stage of instruction; and in pursuing it, I would tell only of countries and people. First, let the little learner distinguish between the water and the land, so as never to be confused about the boundaries; and instead of requiring her to learn a series of abstruse definitions of continents, seas, islands, &c. proceed at once to tell her of the countries, commencing with her own, and following whatever course you can best render interesting to her, either by some connection with them on her part, or from something attractive which you may have to tell her of them; and as you teach her of each, and she begins to feel that she knows

something about it, explain that it is an island or peninsula. She will readily recognise the distinctive boundary which forms it, and seek for the land similarly circumscribed, which she will class under the same name. In this manner I would take her through all the principal countries of the globe, using no other assistance than the maps before you; and I am sure, you will find the ideas she thus acquires a very great advantage, both to herself and to you, when she shall be able to proceed to technicalities.

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The second course of geographical instruction, I would pursue in the same method; still confining myself to facts, but taking a wider range; referring to causes, and instituting comparisons and contrasts, as far as my pupil may be able to comprehend them. For instance, instead of beginning, "Europe is bounded on the north," &c. or, Europe is contained between such parallels and meridians," I would begin :-Here is Europe, shut in between two large inland seas, and the great ocean; jutting out into many fine peninsulas, and possessing many large and pleasant islands. Its inhabitants have been distinguished above all others for early and extensive civilization, and for their activity in visiting other countries, learning all they can of the people inhabiting them, and procuring for their own use whatsoever good things they see, which their own country does not produce. It is its position in the midst of seas, and its having only very small tracts of land altogether away from the waters, which has been the chief cause of this superiority in manners and learning. Look for any other country, large or small, which has also possessed this advantage, and I shall be able to tell you of its inhabitants too, that they have