heart; let him discover that you are the wiser of the two; let him experience the benefits of following your advice, and the evils that arise from disregarding it; and fear not; you will readily enough guide him. Not by authority is your sway to be obtained; neither by reasoning; but by inducement."

Joshua Bates, Master of the Brimmer School, Boston, for thirty-three years, remarked, at the close of his schoolteaching,

"There is no part of my professional career that I look back upon with more pleasure and satisfaction than the practice I always pursued in giving, each Saturday morning, familiar talks on such subjects as would conduce to make my pupils happier and better men. I have been more fully assured of the benefit resulting to many of my pupils from letters received, and conversations I have had with past members of the school, who uniformly write or say, 'Much of what I studied in school is forgotten; but the words then spoken are treasured and remembered, and they have influenced, and ever will influence, me while life lasts.””

The true teacher will keep steadily in mind the fact that character outweighs mere intellect; that high percentages in examinations are but as dust in the balance compared with the moral qualities that constitute manhood and womanhood. Prince Albert, when drawing up the conditions of the annual prize to be given by the Queen at Wellington College, determined that it should be awarded, not to the cleverest boy, nor to the most bookish boy, nor to the most precise, diligent, and prudent boy; but to the noblest boy-to the boy who should show the most promise of becoming a large-hearted, high-minded man.

Character ought to rank in school, as in society, above all attainments of the intellect or accomplishments of art. A just, upright, truthful, pure, and magnanimous character, guided by principle and inspired by good-will to all, is worth all the learning in the world.

6. Books and Reading.—If there is no school library, advise your pupils what books to draw from the public libraries, if they have access to any; and, if not, what books to buy for themselves when they have any money to buy with. See to it that they do not poison themselves with sensational and trashy stories and novels, the blood-and-thunder tales of which too many boys are fond, and the sentimental love-stories devoured by too many girls.

7. The Main Thing.—There are no keener critics upon sham character and moral pretence than children. "The divine method of moral instruction in a common-school," says Mayo, "is that a cultivated and consecrated man or woman should rise upon it at nine o'clock in the morning, and lead it through light and shadow, breeze and calm, tempest and tranquillity, to the end. All special methods flow out of him, as the hours of the day mark the course of the sun through the vault of heaven.”

The moral power of the teacher will be measured largely by his own reserved forces of character and life, and this central idea has been so fully and eloquently set forth by Rev. F. D. Huntington, in his classic paper on Unconscious Tuition, that I conclude this chapter in his words:

"My main propositions are these three: 1st. That there is an educating power issuing from the teacher, not by voice nor by immediate design, but, silent and involuntary, as indispensable to his true function as any element in it.

2d. That this unconscious tuition is yet no product of caprice, nor of accident, but takes its quality from the undermost substance of the teacher's character. And 3d. That as it is an emanation flowing from the very spirit of his own life, so it is also an influence acting insensibly to form the life of the scholar.

"We are taught, and we teach, by something about us that never goes into language at all. I believe that often this is the very highest kind of teaching, most charged with moral power, most apt to go down among the secret springs of conduct, most effectual for vital issues, for the very reason that it is spiritual in its character, noiseless in its pretensions, and constant in its operation.

"It is time, then, to pronounce more distinctly a fixed connection between a teacher's unconscious tuition and the foregoing discipline of his life. What he is to impart, at least by this delicate and sacred medium, he must be. No admittance for shams' is stamped on that sanctuary's door. Nothing can come out that has not gone in. The measure of real influence is the measure of genuine personal substance. How much patient toil in obscurity, so much triumph in an emergency. The moral balance never lets us overdraw. If we expect our drafts to be honored in a crisis, there must have been the deposits of a punctual life. To-day's simplest dealing with a raw or refractory pupil takes its insensible coloring from the moral climate you have all along been breathing. Celestial opportunities avail us nothing unless we have ourselves been educated up to their level. If an angel come to converse with us on the mountain-top, he must find our tent already pitched in that upper air. Each day recites a lesson for which all preceding days were a

preparation. Our real rank is determined, not by lucky answers or some brilliant impromptu, but by the uniform diligence. For the exhibition-days of Providence there is no preconcerted colloquy-no hasty retrieving of a wasted term by a stealthy study on the eve of the examination."

PHYSICAL culture is important, moral training is essential; but, by common consent and practice, intellectual development is made the leading object of the commonschool. As succeeding chapters of this book relate mainly to methods of intellectual training, this branch of the subject is here dismissed with a few brief allusions to the classification of the mental faculties, which seem to be necessary, in order that the directions, hints, and suggestions hereafter given may be made more clearly comprehensible. It is not necessary that every teacher should be a metaphysician; but it is desirable to know the elements of mental philosophy. The teacher ought to know, not what may be successful, after experiment, but what must be successful because based on the laws of nature.

I. CLASSIFICATION OF THE INTELLECTUAL FACULTIES.

The classification of the intellectual faculties which follows is, in the main, that of Professor William Russell.* I have adopted this, partly on account of its clearness, and partly from the partiality which a pupil feels for the work of his former teacher.

The three main divisions of the intellectual faculties

*Russell's Normal Training.