has gained a power of vivid and definite imagination, which will aid him in every department of his future thought and action. If he pursues scientific researches, his success will depend upon his power of geometrical conception, upon the definiteness with which he seizes upon the forms of the phenomena that he investigates. A striking illustration of the dependence of all sciences upon Geometry, was given a few days since at Providence, where the business. of the whole Association for the Advancement of Science was delayed for the want of a blackboard; and, for a time, no gentleman could be found ready to read a paper upon any scientific subject whatever, without the means of illustrating it by appeals to the

eye.

If the pupil pursues classical studies, his success will depend, in a great measure, upon his ability to reproduce in his mind's eye, the scenes and manners of the time and place whose language he is investigating.

And the success of the merchant and the mechanic depend, also, upon the vividness and clearness of their conceptions. Pre-eminently is this true of the mechanical inventor, for invention is simply a clear, definite conception of a machine not yet built.

The orator, also, whether in the pulpit, at the bar, in the political assembly, or the social gathering, will be effective in proportion to the power of imagination and of expression, by which he can form to himself and describe to others, vivid conceptions of visible things. For abstractions can only reach the intellect, and he who would touch the heart must, of necessity,

present us the images of sensible things. Ever the Divine pattern must be followed, and we can appeal to our fellow-men only as we find that the Creator appeals to us,—through the medium of sense, and of sensible imagery.

Where, then, is the department of human life in which that power of clear, definite conception, which it is the peculiar province of Geometry to foster, will not be the foundation of success?

Apart from all considerations of success, I would also urge the pursuit of Geometry as a source of the purest pleasure. No intellectual resource that we can give our pupils, will be to them a more unfailing spring of delight, than the habit of analyzing forms. More than any other intellectual habit, it will blend itself naturally with every holy and reverent view of outward creation as the work of a Divine hand. While arithmetical power is rarely employed, except in actual computations for temporary ends, geometrical power is in constant exercise in every contemplation of the world around us. As I walked yesterday morning down the banks of the Kennebec, what was it that thrilled my frame with such ever varying delight? Not merely the refreshing air which breathed upon my cheek; not merely the fragrance which it brought from the field and forest; nor yet the cheerful sounds of animate life and of human labor; nor the various play of light and shade and coloring upon the landscape; -more than all these, it was the perception of beautiful forms that charmed me; the forms of flowers beneath my feet; the arrangement of leaves about the stems of plants, in a

symmetry hidden save to a geometrical eye; the undulation of the land; the configuration of the shores; the grouping of the trees, and outlines of the forest; the ripple on the river; the dancing curves of light at the bottom of the clear water; the varying forms of clouds in the sky above me; it was through these various forms that the infinite beauty of the work of GOD was chiefly revealing itself, and filling me with that exhilaration of faith and indefinable joy.

But I had no intention of entering into a eulogium upon Geometry, and its connection with Faith. I meant to end, as I began, with the simple statement, that Geometry is the foundation of all intellectual education, and that it should, therefore, form the basis of scientific training in the primary school.

LECTURE III.

THE MORAL OFFICE OF THE TEACHER.

BY G. REYNOLDS,

OF JAMAICA PLAIN, MASS.

How shall the intense mental activity, which is so characteristic of our times and of our people, be refined and brought into intimate alliance with noble principles and life? What question has deeper

interest than this?

With us, at least, the destiny of education, viewed simply as a process for unfolding and strengthening the powers of the mind, may be considered as fixed. Whether a high mental culture be a benefit or an injury, a moral safeguard or a moral danger, it certainly is in the heart of the people to have it. There is a universal faith, that light as well as liberty, knowledge as much as material comforts, justly belong to every human being. No one would wish to oppose this feeling. No one, if he did wish to oppose it, could have any hope of success. Every