My memory, the only faculty called into exercise, was stored with names of counties, towns, and rivers, etc., which it was of no use for me to know, and which I must necessarily forget, and which I might never have recalled by hearing them spoken of in conversation, or seeing them mentioned in books. In a child's early years, a thorough acquaintance can be made with the great general divisions and features of the globe, such as it is essential to know, and with all its artificial divisions. And this knowledge should be kept up by a weekly or semi-weekly lesson on the maps, and by referring to them whenever in reading any point is mentioned, the place of which is not remembered. Grammar, I believe, is seldom any thing but a puzzle to the young. It is, at first, taught better by example than by practice, and it is well to require some written exercise every day, even of the youngest pupil.

It is one thing to educate the mind, a far higher and more important office to educate the heart and the conscience. How shall this be done? How shall the teacher establish an influence over his pupils which shall make them love duty for its own sake, and refer all their conduct to its standard? -which shall quicken in them what is good, and repress what is evil?—which shall put them on their guard against the temptations that easily beset them?—which shall win the obstinate to docility, the selfish to proper consideration of others, the deceitful to truth, the passionate to gentleness, the indifferent to animation, and the indolent to industry? First of all, by loving them, by manifesting a real sympathy with them, and showing an earnest desire for their happiness and improvement. Here, again, the friend must be uppermost, and above the teacher. If this were always so, in schools and colleges, the result would seem almost magical; but now, the young are apt to regard those under whose subjection they are placed, as, in some sort, spies and enemies, whom they are to foil and defeat as best they may. The idea is en

couraged and confirmed often by the great distance at which they are kept from their teachers, by formality of manner, and an assumption, on their part, of superiority, which seems to say, "Stand by, for I am greater than thou.” Secure the affection and respect of those who are under you, and they will render you, voluntarily, a deference that is worth as much more than any that is exacted, as diamonds are worth more than paste.

The next requisite to success in the department I am speaking of, is strict justice in your dealings with them. The young have a quick and keen perception of any injustice. If you find that, in haste or thoughtlessness, you have administered publicly an undeserved rebuke, ask pardon for it, and take it back as publicly. In so doing, you will remove a thorn you have lodged in some breast, which will rankle if it remains; and you will controvert, by your example, the common notion, false and vulgar, that it is degrading to confess a fault as if there could be degradation in any right conduct. If a question arises about any matter, however slight, the meaning of a word, the time when a thing was done, the length of a lesson appointed, and after a positive affirmation you find yourself mistaken, do not hesitate to acknowledge your mistake. This is a small thing, but may have great uses. Deal with an impartial hand, as between one pupil and another. Take an

equal interest in all, bestow equal pains upon all, show an equal care for the comfort and happiness of all. Reprove openly only when the offence has been open. In all other cases let your reproofs be in secret. Sometimes you can make them more effectual by administering them through the medium of pen and paper, because, then, there is no chance for a rash vindication which it is hard to retract—no opportunity for an outbreak of temper, which shuts up the heart to any good influence; and time is given for mature reflection. Be very careful about making promises; but having made them, keep them without fail, whatever reason you may have to regret them. A young friend of mine, the whole of whose short life, including those years of it spent in college, was most exemplary, was, nevertheless, sent away from college, with a large number of his class, because they remonstrated against the breach of a promise made to them by their tutor or professor, in regard to an abridgment of extra lessons. In my opinion, the tutor or professor should have been sent away instead, or the whole college laid under an interdict for sanctioning the proceeding.

Thirdly, cultivate a spirit of patience and forbearance towards infirmity of every sort. Regard it as sickness of the mind, and be compassionate towards it. Be habitually gentle, courteous, and ladylike in your manners. This, in itself, has a

harmonizing effect; and if, at rare intervals, exigencies arise which call forth from you an unwonted exhibition of anger or indignation, it has all the more effect, because so seldom seen in you. Maintain a steady calmness, a self-poised bearing, under all difficulties-wait for explanations when you are not sure that you understand the whole of any matter.

Do not allow yourself to be thrown off your guard by ill temper, or even impertinence; but preserve always that self-possession without which you cannot act wisely or discreetly under difficult and trying circumstances. Be willing to reason with the unreasonable, to give line upon line, and precept upon precept, to the dull, the indifferent, and the thoughtless, and to forgive the wayward, seventy times seven. In short, exhibit in yourself, all the virtues which you wish to cultivate in them. Let them never detect you in failing to practice what you preach. Let them see in you the hard-working woman you wish to make each one of them, never excusing or sparing yourself from doing all that properly belongs to you to do, never making any of your arrangements with more reference to your own ease, than to their benefit and improvement.

Make no appeal to the spirit of emulation by prizes, rewards, or distinctions of any sort. It is a low principle, the active exercise of which