valuing the pleasures of his animal nature, he tastes the higher, more refined, and more enduring delights of his moral and intellectual capacities; and he then calls aloud for education, as indispensable to the full enjoyment of his powers.

GEORGE COMBE.

Dr. Franklin, speaking of education, says :

If a man empties his purse into his head, no man can take it away from him. An investment of knowledge always pays the best interest.

Good education is the foundation of happiness.

Beware of substituting quantity for quality in education.

Better to be untaught than ill-taught.

-MAXIM.

Of all learning the most difficult department is to unlearn; drawing a mistake or prejudice out of the head is as painful as drawing a tooth, and the patient never thanks the operator.

Ability to read is one great distinction between human beings and brutes. When education is withheld, the effect is, so far to reduce the former to the condition of the latter.*

Delightful task! to rear the tender thought,
To teach the young idea how to shoot.

THOMSON.

From Pictures of Women in Many Lands, Madras.

We should educate the whole man-the body to act, the head to think, and the heart to feel.

No lower aim should content the child's teacher than that of improving all his faculties and powersbodily, mental, and moral.*

It is the threefold life and development that is wantedphysical, mental, spiritual. This gives the rounded life, and he or she who fails in any one comes short of the perfect whole.

-RALPH WALDO TRINE.

What you want for your children is that their bodily and mental powers and their best feelings should be exercised, whilst their sentiments and habits are formed to some extent each and every day, so that at maturity they may be full grown in body, mind, and character, able to control their passions, and shape their conduct in accordance with goodness and happiness, in themselves and all around them. Now, a child's daily supply of vital energy and nerve force is, of course, limited. If these are unduly expended in the activity of one part of the organism, the other parts necessarily suffer. If a man's nerve force is transformed into muscular energy, and spent on ploughing all day long, he will be unable either to think or feel at night; and if he tries to read, he will probably fall asleep. One-sided activity is bad for a man, but for a child it is simply ruinous, seeing that what is required in the child is manysided growth, to secure which there must be diffused nerve force and a variety of diverse activities.†

Black.

-JANE HUME CLAPPERTON.

† From Scientific Meliorism.

As the harmony and solidity of a building can only be secured by a strict attention to every part of the structure, which can then, and then only, be considered as complete, when nothing can be withdrawn or altered without a striking injury to the whole; so also in education, if any part whatever be either omitted or displaced, there will always be some defect or obliquity remaining which injures the whole effect.

-BISHOP OTTER.

As every one knows, it takes a soldier a long time to learn his drill-for instance, to put himself into the attitude of "attention" at the instant the word of command is heard. But, after a time, the sound of the word gives rise to the act, whether the soldier be thinking of it or not. There is a story, which is credible enough, though it may not be true, of a practical joker, who, seeing a discharged veteran carrying home his dinner, suddenly called out "attention!" whereupon the man instantly brought his hands down, and lost his mutton and potatoes in the gutter. The drill had been thorough, and its effects had become embodied in the man's nervous structure. The possibility of all education (of which military drill is only one particular form) is based upon the existence of this power which the nervous system possesses, of organising conscious actions into more or less unconscious or reflex operations. It may be laid down as a rule, which is called the law of Association, that if any two mental states be called up together, or in succession, with due frequency and vividness, the subsequent production of the one of them will suffice to call up the other, and that whether we desire it or not. The object of intellectual education is to create such

indissoluble associations of our ideas of things, in the order and relation in which they occur in nature; that of a moral education is to unite as fixedly the ideas of evil deeds with those of pain and degradation, and of good actions with those of pleasure and nobleness. -Dr. HUXLEY.

Man is a moral as well as an intellectual being; he has feelings, which require education, and on the right training of these depend the happiness of the individual and the welfare of society infinitely more than on the highest attainments merely intellectual. These feelings are incomparably more easily bent and moulded to good in infancy than in after years.*

*

It is training that improves the powers implanted in us by nature, and sound culture that is the armour of the breast; when moral training fails, the noblest endowments of nature are blemished and lost.

To establish by culture habits of elevated thought, moral reflection, industry, and self-control, and to increase the efficacy and readiness of these habits by exercise, cannot fail to be greatly advantageous to all, but especially to the young.

-SAMUEL NEIL.

It is not easy to estimate the influence even of what may seem an inconsiderable effort, when directed to such an object as education. It has been said that a stone thrown into the sea agitates more or less every drop in that vast expanse of waters. So it may be with the influence we exert on the minds and hearts

* From Chambers's Infant Education.

of the young-who can tell what may be the effects of a single good principle deeply fixed, a single pure and virtuous association strongly riveted, a single happy turn effectually given to the thoughts and affections? It may spread a salutary and sacred influence over the whole life and through the whole mass of the character of the child. Nay, more, as the characters of others, who are to come after him, may and probably will depend much on his, the impulse we give may not cease in him who first received it; it may go down from one generation to another, widening and deepening its influences as it goes, reaching forth with various modifications, more or less direct, till the track of its agency shall be completely beyond human calculations.*

Education polishes good dispositions, and corrects bad ones.

-MAXIM.

almost every

Gentleness, patience and love are thing in education; especially to those helpless little creatures, who have entered into a world where everything is new and strange to them. Gentleness is a sort of mild atmosphere; and it enters into a child's soul, like the sunshine into the rose-bud, slowly but surely expanding it into beauty and vigour.†

Let it be thoroughly understood that the human being, at the very dawn of intelligence, possesses various tendences or desires, some requiring to be encouraged and rendered habitual, and others, which, for his own comfort and that of his fellow creatures, must be kept

From Mr. Francis' Discourse on Errors on Education. † From Mrs. Child's Mother's Book.