Not how much, but how well.-Good habits of study.

quire an unreasonable lesson, induces a saperficial habit of study, a skimming over the surface of things. The child studies, that he may live through the recitation; not that he may learn and remember. He passes thus through a book, and thinks himself wise while he is yet a fool, -a mistake that is no less common

than fatal.

The motto of the wise teacher should be, “NoT HOW MUCH, BUT HOW WELL.' He should always ask, is it possible that the child can master this lesson, and probable that he will? It is better that a class should make but very slow progress for several weeks, if they but acquire the habit of careful study and a pride of good scholarship-a dread of failure,-than that they should ramble over a whole field, firing at random, missing oftener than they hit the mark, and acquiring a stupid indifference to their reputation as marksmen, and a prodigal disregard to their waste of ammunition, and their loss of the game.

In assigning lessons, the importance of good habits of study should be considered, and the lessons given accordingly. At the commencement of a term, the lessons should always be short, till the ability of the pupils is well understood, and their habits as good students established. As the term progresses, they can be gradually lengthened as the capacity of the class will warrant, or their own desire will demand. It is frequently judicious to consult the class about the length of the lessons, though to be sure their judgment can not always be relied on, for they are almost always

A failure is a fault.-Reviews.-Frequent.-Why?

ready to undertake more than they can well perform. Assigning, however, somewhat less than they propose, will take from them all excuse for failure. When the lesson is given, a failure should be looked upon as a culpable dereliction of duty, as incompatible with a good conscience as it is with good scholarship. This high ground cannot be taken, however, unless the teacher has been very judicious in the assignment of the lesson.

SECTION V.-REVIEWS.

In the prosecution of study by any class of students, frequent reviews are necessary. This is so, because the memory is very much aided by repetition and by association. But further, the understanding is often very much improved by a review. Many of the sciences cannot be presented in independent parts, nor can all the terms employed be fully appreciated till these parts are again viewed as a whole. Many things which were but dimly seen the first time they were passed over, become perfectly clear to the mind when viewed afterwards in connection with what follows them.

In conducting reviews, regard must be had to the age and character of the pupils, and to the branch pursued. In arithmetic, and indeed in mathematics generally, where so much depends upon every link in the great chain, very frequent reviews are necessary. Indeed, almost daily it is profitable to call up some principle before gone over. In several branches, where the

Application of principles to practical life.-A general review.

parts have a less intimate connection, as in geography, natural philosophy, and some others, the reviews may be at greater intervals. It would be well, I think, in every common school, to have a review-day once a week. This, besides the advantages already indicated, will lead the children to study for something beyond recitation. Nor is it enough, at the review, that the questions of the text-book be again proposed to the children. If this be all, they will only exercise their memories. As far as possible the subject should be called up, and the application of principles to practical life should be dwelt upon. If this course is expected by the learners, they will think during the week, in order to anticipate the examination of the teacher; and this thinking is more profitable to them than the knowledge itself.

It is always well, besides the periodical reviews, to have a general review at the close of any particular study. This enables the teacher to detect any false conceptions which the pupil has entertained during the first course. He can now present the subject as a whole, and view one part by the light of another. In natural philosophy, how much better the law of reflected motion can be appreciated after the subject of optics has been studied, in which the doctrine of reflection in general has been fully discussed and illustrated. In physiology, what light is thrown upon the process of growth in the system, by the subsequent chapters on absorption and secretion. How much clearer is the economy of respiration understood

An exception.-Examinations not without objections.

when viewed in connection with the circulation of the blood. A general review then is an enlightening process, and it is always profitable, with, perhaps, one exception. When it is instituted with reference to a public examination, it is very doubtful whether the evil is not greater than the good. It then degenerates into an effort to appear well at a particular time; it is again studying in order to recite; and I look upon it as no small evil, that the mind should have any object in view which comes in between it and the grand desire to know,―to master the subject for its own sake, and not simply for the purpose of being able to talk about it on one great occasion.

SECTION VI.-PUBLIC EXAMINATIONS.

It is now the usage in all our schools to have public examinations,-generally at the close of a term, or a portion of a term,-in order to test, in some measure, the industry and skill of the teacher, and the proficiency of the pupils. I am hardly prepared to oppose this usage, because I am inclined to believe examinations are of some utility as a means of awakening an interest in the parents of the children: perhaps they do something to stimulate school-officers, and also to excite to greater effort during the term both the teacher and the pupils. Still, public examinations, as frequently conducted, are not without serious objections. 1. They certainly cannot be looked upon as criterions of the faithfulness or success

Not to be taken as indices of proficiency.-Encourage deception.

of teachers. A man with tact, and without honesty, may make his school appear to far greater advantage than a better man can make a better school appear. This has often happened. It is not the most faithful and thorough teaching that makes the show and attracts the applause at a public exhibition. It is the superficial, mechanical, memoriter exercise that is most imposing. Who has not seen a class, that recited by rote and in concert at a celebration, win the largest approbation, when many of the individuals knew not the import of the words they uttered. Names in geography have been thus "said or sung," when the things signified were to the children as really terræ incognita as the fairy lands of Sinbad the Sailor.

2. Nor can such exhibitions be claimed justly to indicate the proficiency of the pupils. Every experienced teacher knows that the best scholars often fail at a public examination, and the most indolent and superficial often distinguish themselves. The spec tators, not unfrequently, in pointing out the talent of the school, make the teacher smile at their blunders.

3. They present a strong temptation to dishonesty on the part of the teacher. Since so much stress is laid upon the examination, and particularly, in some regions, upon the Celebration, where several schools are brought together to make a show for a few hours, it must be rather an uncommon man who will have sufficient principle to exhibit his school as it is, and refuse to make those efforts so very common to have