EXERCISE PROPER IN KIND AND QUANTITY.-The intellectual faculties grow only by exercising them, and bountiful provision is made for such exercise. It is furnished by noting the vast multitude of facts and phenomena with which we become aquainted ourselves or of which we learn from others, and by the study of Natural Science, Language, Mathematics, Metaphysics, History. In this manner the Senses, Perception, Memory, Recollection, Imagination, Understanding and Reason can all receive due exercise. All this will be clear to any one who will analyze a branch of knowledge, and learn how its several parts adapt themselves to the different intellectual faculties. The intellectual faculties, however, will not grow stronger without effort. A merely passive state of mind weakens it. We must knock at the door of knowledge before it will be opened. We must smite heavily the rock of truth before its fountains will gush forth their waters for the thirsting spirit. Nature everywhere ignores the indolent. She eats away their strength as rust destroys iron. Nor will it do to look on while others work. No Sedan chairs can be used for carrying passengers along the paths that lead to the temple of knowledge. Labor is the inexorable condition of success in study.

Knowledge, too, is easy or difficult and thus adapts itself both to the weak and the strong. Many of nature's facts and phenomena appear openly to the senses, but more require careful searching to find them. She allows some truths to lie loosely upon the surface, but others she conceals deep down in her very heart. Both a child and a philosopher may observe an apple fall from a tree, or a soap-bubble

float away in the sunlight, and each find suitable intellectual exercise in so doing. The great is everywhere found in the little, and the little in the great, that the intellect in its several stages of growth may have exercise proper in kind and quantity.

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2. EDUCATIONAL MEANS CAN BE FOUND ADAPTED TO GIVE CULTURE TO EVERY CAPABILITY OF MIND. plant is beautifully adapted to the circumstances that surround its growth. It needs mineral elements, and its little rootlets seek and find them in the soil. It feeds on gases, and millions of minute pore-mouths suck them in. It needs moisture, and the rain falls about it. It needs heat and light, and the sunshine warms its roots and plays among its branches. So, too, an adaptation exists between our intellectual wants and the means of supplying them. Each distinct intellectual faculty requires a different kind of culture, but educational means are as diversified as the wants they are intended to supply.

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We have senses, and there are things to be seen, and heard, and handled. We have perception, and there are objects and phenomena that constantly, and on every hand, attract observation and court examination. We have memory, and the world is full of things to be remembered--the object-matter of science and art, the words of language, the facts of history, the products of all that the mind does. We have recollection and imagination, and the stores of the memory must be brought forth, held up for contemplation, and represented in new forms. We have understanding, and the whole work of

elaborating systems of science-forming classes, making generalizations, and demonstrating princi ples, must be done. We have reason, and we know there is something beyond the conditioned, universal, and necessary principles, and a Being with infinite perfections, God. If any intellectual power lacks in discipline, it is not because means are wanting adapted to the purpose.

3. NO GOD-CONSTITUTED DIFFERENCE OF MENTAL CONSTITUTION IS LEFT UNPROVIDED FOR IN THE WEALTH OF MEANS WHICH THE CREATOR INTENDED TO BE USED FORr THE PURPOSES OF EDUCATION. All men are not naturally alike in taste or talent. To discharge the various duties of life different kinds of ability are required. Unity in diversity seems to be Nature's greatest maxim.

If God made men unlike, did He provide means. for preserving the difference? It cannot be doubted that some men are peculiarly fitted to observe and investigate the works of nature, and to build up systems of natural science; and is not their field of labor boundless? There are men who seem specially endowed with a talent for Mathematics, can they ever exhaust the laws which may be evolved from number and form? There are men whose penetrating glance can pierce the shifting phenomena of sense, and perceive the very foundations and ends of things, Philosophers-and surely things have foundations and ends. Are there no materials. left out of which Poetry and Music can be made? none that the artist can express on canvas or in

marble? Has God so fully revealed Himself that prophecies are no longer possible?

The answer to all these questions is easy. The creation is infinite in all directions. No one man can explore the whole of it. No one man can per form all the world's work. If all men were simi larly endowed with talents, or gifted with tastes, there must come a time when all progress would cease. Divide labor, let each do what he can do best, give all employment, and this field of life will bring forth its most abundant harvests. With such an arrangement need any one be idle? Not until the finite becomes the infinite.

Much is said in works on education in regard to the harmonious culture of our mental faculties. If it is merely meant that all our faculties should receive due culture, the sentiment is faultless; but if it is meant that each individual should receive an even culture, that the powers of his mind should be balanced, that the chief business of education consists in suppressing talents where talents have been given, and attempting to create talents where talents have been denied, I must be permitted to enter my protest against the doctrine. The interests of science and the duties of life no less than our diversity of gifts forbid it.

What is above said applies to the difference required in the education of the sexes. Individuals may learn whatever they are capable of learning. The tastes and talents God gave to women they may use as well as men; and just so far as their tastes and talents differ from those of men should their education differ. It need scarcely be added that all

women can find fit food for their mental appetites as well as all men.

4. NATURE PRESENTS TO THE INQUIRER, FIRST THE CONCRETE, AND THEN THE ABSTRACT; FIRST THINGS, AND THEN WORDS OR SIGNS FOR THINGS; FIRST FACTS AND PHENOMENA, AND THEN LAWS AND PRINCIPLES; FIRST WHOLES, AND THEN PARTS AND COLLECTIONS OF WHOLES -THUS INDICATING TO THE TEACHER THE PROPRIETY OF CONFINING HIS ELEMENTARY INSTRUCTION MAINLY TO LESSONS ON OBJECTS WHOSE PROPERTIES CAN BE DIRECTLY PERCEIVED, FOR THE PURPOSE OF MAKING THE EXPERIENCE OF THE YOUNG AS EXTENSIVE AS POSSIBLE. The perceptive are relatively the strongest intellectual faculties possessed by the young, and they are the first to be made use of in the search for knowledge.

Nature presents to the inquirer first the concrete and then the abstract. This is true of course with respect to all objects of Natural History; but it is also true of the so-called abstract sciences. The first step in Arithmetic was counting the fingers or counting something else. The first step in Geometry was the measurement of land. The first Music was the song of birds or the tones of the human voice.

Nature presents first things and then words or signs for things. All that we know of the origin of language goes to confirm this view. Many correspondences are found in the primitive languages, and some in all languages, between the sounds of words and the things signified by them. Qualities were noticed and then names applied. The Bible