of Medicine, too, consists essentially of the sciences of Anatomy and Physiology, Pharmacy, and the Practice of Medicine.

In a system of teaching, the thing to be operated upon is man; the means wherewith to operate are found in everything that can be made to bear an objective relation to man; and the methods according to which the operation must be performed can have a basis nowhere but in the relations the mind and body sustain to each other and to the great universe.

The whole subject admits treatment from two stand-points: 1st. The nature of man and the methods of educating him according to the laws of that nature; 2d. The nature of the several branches of knowledge and the methods of teaching them according to the laws of that nature.

Proceeding from the first of these stand-points, we commence with the study of man, learn his educational necessities and capabilities, and conclude with an exposition of the methods by which he can best be educated. Proceeding from the second stand-point, we commence by an examination of the means which may be made use of in the work of education, the several branches of knowledge; inquire into their relations and conditions, and close the investigation by presenting the methods by which knowledge can be best imparted. The whole subject of teaching may therefore be divided into two great parts, appropriately called METHODS OF CULTURE and METHODS OF INSTRUCTION. If the two classes of methods thus arrived at are found to harmonize, no further verification of their truthfulness is needed.

The subject of Methods of Culture may be treated of hereafter, but, in the present volume, it is my intention to consider only Methods of Instruction. Care will be taken, however, to verify conclusions in all open ways before announcing them.

The methods adopted in the work of teaching may be right or they may be wrong. Just so the hor ticulturist can stimulate his plants to a more active growth or he may destroy them, the lawyer may gain or lose his cause, the physician may cure or kill his patient; and even the mechanic may operate upon his wood, or clay, or iron by skilful or unskilful processes. Immortal minds are committed to the teacher's charge. If he adopt right methods of teaching he can make those minds bear an image worthy of their heavenly origin and destiny and of Him who created them; but if he pursue wrong methods they may be marred and debased until they become the most lamentable of all spectacles, wrecked and ruined human souls.

Starting with the obvious fact that there may be right and wrong methods of teaching, I proceed to take the first step in the search for those that are right by stating some of the principles which all such methods must observe, and which have been denominated CONDITIONING PRINCIPLES.

Methods of intellectual education must be conditioned on the one hand by the nature of mind, and on the other by the nature of knowledge; the subject, therefore, will be considered in two sections. The first will embrace a statement of principles that belong rather to Methods of Culture, but whose guiding light cannot well be dispensed with in the

department of education now under consideration. Upon an examination of these principles, it will be seen that the two sources from which they are drawn yield the same fruit-one set of principles corresponding with the other-and a basis for the science of teaching is found either in mind or in nature, is both Psychological and Cosmological. In order that the student may better appreciate the beautiful correlation existing between the two sets of principles, the corresponding propositions will be numbered alike.

This classification of principles, it ought to be remarked, is intended to embrace only the most important of those which appertain to intellectual education-it is not exhaustive.

I. Principles Inferable from the Nature of Mind.

The nature of a thing acted upon always governs in some measure the methods of acting upon it. If soils were differently constituted, farmers would be under the necessity of changing their modes of cultivation; if the diseased human body was unlike it now is, a corresponding modification. would be necessary in systems of medical practice. The same process that will put in motion particles of air or water will not separate those of quartz or granite. Wood and iron cannot be worked in the same manner nor with the same tools. Hence educational principles are inferable from the nature of mind, and among them are those which follow :

1. THE INTELLECTUAL FACULTIES CAN RECEIVE CUL

TURE ONLY BY JUDICIOUS EXERCISE.-No means are known whereby the faculties of the mind can be developed but by exercising them. By the potent spell of the magic word Exercise, is evoked all human power.

The proof of this proposition is found in multitudes of facts. The senses grow more acute by using them. The memory is improved by remembering, the reason by reasoning, the imagination by imagining. All these powers, too, become weak if not used. These facts may be learned from each person's own experience, or from observation upon others. The law inferred from them is fixed and universal.

Exercise, however, in order to strengthen must be judicious. Too much or improper exercise will weaken the mind's powers instead of giving them strength.

2. THE HUMAN INTELLECT EMBRACES A NUMBER OF DISTINCT FACULTIES EACH OF WHICH REQUIRES A DIFFERENT KIND OF CULTURE.-It is acknowledged that the body may be made strong without giving strength to the mind, that our intellectual, emotional, and executive faculties can, as classes, receive an independent culture. This law holds good of the distinctive faculties that make up the human intellect. It requires one mode of culture to educate the senses and the perceptive powers, another to strengthen the memory, and still others to develop the powers of recollection, imagination, comparison, and reason. Each intellectual power differs from the others in its nature, in its mode of operation,

and modes of culture must adapt themselves to these differences. He would be like a blind man leading a blind man who should attempt to teach, ignorant of this great law.

3. HUMAN BEINGS HAVE BEEN CREATED WITH DIFFERENT TASTES AND TALENTS TO FIT THEM FOR PERFORMING DIFFERENT DUTIES OR FOR OCCUPYING DIFFERENT SPHERES IN LIFE.-That children differ in tastes and talents every parent and every teacher is agreed. The Bible intimates the same fact. The reason probably is that, as in nature's system each necessary office was designed to be filled by a qualified officer, inen differ because their social duties or their spheres in life are different. But, whatever the reason, the fact is certain, and is of great significance to the educator. It teaches him that he must plan his system of Teaching with reference to the peculiar tastes and talents of children.

Doubtless, certain kinds of general knowledge and certain kinds of mental discipline may be considered indispensable for all; but, in addition, every true teacher should consider it a privilege to furnish each one of his pupils an opportunity for the development of his special powers. The aim of education is not to make all men move in the same plane-to create a social dead-level. Protestations. have been made against the prescribed, unvaried course of instruction in institutions of learning, and not always without reason. Such men as Lord Byron, Hugh Miller, and Dr. Kane were restless while made to pursue those branches of study in which they felt little interest, and indulged by