requires to restore its energy. "Early to bed and early to rise," is the best course, and, in the long run, produces the highest results. It is a good rule to retire at night soon after ten o'clock.

6. Temperance. This is of great importance so far as mere health is concerned; but it affects eternity as well as time, and will therefore be noticed under a different heading.

7. Precautions against Fever, &c.—When fever is prevailing, do not go out in the morning fasting, and take food in sufficient quantities. Be careful to use pure water. Avoid exposure to the dew and night air. It is of great importance to keep the body warm at night; sleep, if possible, in an upper room, or, at least, on a bedstead.

During an outbreak of cholera, be very particular about diet, and keep the abdomen well covered.

8. Position in Study.-The chest contains the lungs, into which air is continually passing to purify the blood. The less the quantity of air that enters, the less perfectly is the blood fitted to discharge its functions. Some young men have a habit of bending forward, till their body looks like the arc of a circle. In this way the lungs are compressed, and a sufficient supply of air cannot be admitted. A stooping posture for life is likewise often acquired. Avoid a low table; let the lungs have free play. It is an excellent practice to stand part of the time at study.

9. Care of the Eyes.-A recent inquiry at Bombay showed that a large proportion of the young men in a Government College were near-sighted. This was mainly ascribed to their studying by smali lights at night, which compelled them to hold their books close to the eye. A sufficiency of light should, if possible, always be obtained. Excess of light is also hurtful, and some students now injure

their eyes by placing glaring kerosine lamps right before them. The best position for a light is on the left hand side, above the student.

The eye becomes fatigued and requires rest like the other members of the body. Reading in a reclining position is more trying to the eye than when sitting upright. Bathing the eyes with cold water at night strengthens them. It is also beneficial to dip the face, with the eyes open, in cold, clear water.

There are other points affecting the preservation of the health which will be noticed hereafter. The subject of this chapter deserves careful consideration. An able writer remarks, that "the first requisite to success in life is to be a good animal."

III. THE OBJECTS OF STUDY.

The hope of temporal advancement is everywhere a great incentive to study, and it is especially the case in India. To some extent this motive is quite legitimate. It is also true that educated men have great advantages over the uneducated in earning a comfortable livelihood. If otherwise qualified, they are able to fill important offices for which the ignorant are totally unfit.

But there are far higher aims which should not be forgotten. Bacon says, "I would address one general admonition to all; that they consider what are the true ends of knowledge, and that they seek it not either for the pleasure of the mind, or for contention, or for superiority to others, or for profit or power or any of these inferior things; but for the benefit and use of life; and that they perfect it and govern it in charity." Milton has the following noble words: "The end then of learning is, to repair the ruin of our first parents by regaining to know God aright, and out of that knowledge to love Him, to imitate

Him, to be like Him; as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith makes up the highest perfection." The great objects of education are to fit its recipients to discharge aright the duties of their station, to promote the welfare of those around them, and, above all, to make them "like God" and prepare them for a never-ending existence in the world to come.

A complete education includes the training of the body, the mind, and the soul. Physical and moral education are generally much neglected, almost undivided attention being given to the intellect. This is a great error, and the consequences are very lamentable. A few directions have already been given about the care of health. Moral and religious conduct will be treated of subsequently. At present, the objects of study, usually so called, will be noticed.

1. The Acquisition of Knowledge.—Under this head is included the ability to read, write, and cipher. To read with fluency and intelligence, to write legibly and quickly, to calculate accurately and expeditiously, are attainments which lie at the threshold of learning and business. A person deficient in any one of them, labours under great disadvantages. If he has knowledge of them when he leaves school, he has the means of supplying other defects at his leisure.

In colleges, students may acquire a sufficient amount of information to make them intelligent members of society. To understand the newspapers, a reader must have some acquaintance with geography, history, and other branches of knowledge. An ignorant man can talk only about trifles, and generally his pleasures are merely of an animal nature. A person who is well-informed has many sources of enjoyment; important events taking place through

out the world, scientific discoveries, the productions of literary men, all awaken his interest. At the same time, he is able to form an intelligent judgment on the measures of Government, and to take an active part in plans for the benefit of his country. But while the direct imparting of knowledge is important in its place, it not unfrequently degenerates into what is called "cramming.' cramming." The great aim, as a rule, with students is to pass the University Examinations. They carefully store up in their memories all facts which will secure marks, while every thing else is neglected. This is a great evil.

Games

2. Mental Discipline.-Our body has different members, all of which may be strengthened by exercise. The arm of the blacksmith, accustomed to wield a heavy hammer, becomes hard and muscular; a syce will follow his master's horse for miles without fatigue. Ingenious gymnastic exercises have been contrived to develop the chest and muscles. are practised with the same object. A cricket match does not bring in any money, but it tends to strengthen the body, and fit it better for the business of life. The mind has its faculties, as judgment, memory, as well as the body, and which are equally capable of development. The primary meaning of the word education, is to lead out,-to strengthen the intellectual powers by judicious exercise. Certain studies are prescribed mainly because they contribute to this great end. Geometry may seldom be turned to immediate account in after-life; but, if properly taught, it will aid the student in forming an accurate judgment upon any matter that comes before him. "The mind," says Dr. Beard, "may become very alert, very active, very vigorous-swift of discernment, ready of apprehension, nice in discrimination, firm to hold, quick to recall, faithful to report, skilful to compare, able to

B

combine, ready and powerful to apply, and withal orderly, weli balanced, harmonious and effective in all its movements." Such are the advantages of mental discipline.

The two objects of study mentioned above, may be briefly expressed in two words-instruction and education. These are often confounded, but there is an essential difference. Instruction literally means to pile up, to impart knowledge; education, as already explained, has another object. A French writer thus distinguishes them :-" Instruction gives man a certain amount of knowledge and certain talents; education cultivates the faculties by which knowledge must be acquired and talents turned to practical account. By instruction we learn certain things; education enables us to use properly what we have learned. Instruction gives us resources to meet such and such a condition in life, and prepares us for a particular career; education puts us in possession of general rules applicable to all circumstances and all careers. Education and instruction are closely united as inseparable elements of one process; but instruction is only a branch of education, and a subordinate branch."

Men's minds vary like their bodies. Some persons are naturally weak. Judicious training will brace them, but they will never be as strong as the · robust who have had the same advantages. Students will differ similarly. Still, all will be greatly benefited by a well-devised system of education.

IV. HINTS ON STUDY.

Before taking up each subject in detail, a few general directions may be given with regard to study. Their observance will considerably facilitate progress.