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IT has been remarked with great truth, that " among the demands made by the peculiar spirit of the age, none has been more constant, more extensive, or more earnest, than the demand, in this country, for an improved state of education." This demand has been repeated and enforced by the eloquence of those who know the worth of intellectual culture, and the effects have been such as were to be anticipated. Those efforts, however, which have attracted the greatest attention, have been directed, principally, to making broader the channels, and enlarging the reservoirs of learning. Other and more silent exertions have been making, to purify the fountains, and render clearer the rivulets of knowledge. While Theory has been agitating the questions, With what? and with how much, shall the mind be furnished? Practice has been making experiments upon the mind itself. The proper method of elementary teaching has come to be considered a subject not unworthy the attention of those who are able to understand it; and an impulse, in the course of improvement in this science, has already been given, which will at no distant day make itself felt through the remotest parts of the community.

The construction of books, and the methods of communicating instruction, have a peculiar importance in relation to the earlier and more elementary parts of knowledge. When a student has

laid a good foundation in the elementary principles of a subject, he can pursue that subject with profit and facility even with indifferent instruction. But children, in their first setting out in the path of knowledge, with the feeble powers which belong to their years; with no definite ideas of the importance of the undertaking; with a very uncertain relish for the pursuit, and, therefore, with a doubtful determination to overcome the difficulties of the way, should be afforded every aid that can facilitate their progress, and every encouragement that can beguile in any degree the weariness of labour, and incite them to continued and increased exertion. Many a boy, with natural powers as good as those of his fellows, has been made a blockhead by the injudicious management of those who have undertaken to teach him. Many a boy has conceived an early dislike to a particular branch of knowledge from the unfavourable aspect in which it was first presented; from the untimely appearance of some difficulty, for which his instructer had not previously prepared him; or from the misconception of some fact or principle in the beginning, which proved a perpetual stumbling-block in his progress. A disgust has in this way been frequently contracted, which neither the enterprise of the youthful mind, nor the eloquence of subsequent instructers, has ever been able to remove; and this, too, in cases where the child has no natural incapacity for the study. Frequently those who have been thus cheated out of an invaluable portion of their life, have by some accident been disabused of the mistake, and, after the age of action has arrived, have set themselves down to the acquisition of knowledge, with which the wasted years of their boyhood might, with proper care at first, have given them a familiar and practical acquaintance.

These occurrences are by no means infrequent; and they are circumstances of which we should never lose sight in deciding upon books and instructers for children. It is not enough that the instructer is a good scholar and an industrious teacher. It is not enough that he possesses classical taste; that he has a conception and a feeling of the beauties of literature and the truths of science, and an eloquence that would recommend them to the dullest of his pupils. He must be apt to teach as well as willing. He must study carefully the operations of the mind in the acquisition of knowledge. He must put himself to school to his pupils. He must study the character of their individual minds, by presenting different subjects to them, and observing how they take hold of those subjects, the kind of efforts which they make to comprehend them, and the extent to which their undisciplined

faculties are able to reach. This habit of studying the peculiar characteristics of his pupils' minds, and endeavouring to temper his instructions, both in kind and degree, to their individual wants, will, we cannot say soon, but will in time, enable him to judge with tolerable accuracy in what they need to be assisted, and in what it is best that they should rely upon their own efforts. Too much teaching is as hurtful to the pupil as too little; nay, it is more so; it deceives him with the mere shadow of knowledge, and prevents him from making those exertions which are necessary to secure the substance.

A teacher who has thus learned the art of instruction,-an art it is, which nothing but practice and a love of the pursuit can give,― will be slow to attribute the mistakes and misapprehensions of his pupils to their want of intelligence, or of adaptation of mind to that particular study. He will, not by mere patience, but by an active and persevering interest which few subjects are capable of exciting, trace back the operations of their minds to the first beginnings of misconception; and, having ascertained the origin of their mistakes, he will then be able to make the necessary correction, and explain to them the source of their error. The correction will then be understood, and the pupils will proceed in the subject with satisfaction and facility. In this way the teacher not only directs the operations of their minds, but animates them to increased exertion, by giving them a consciousness of intellectual power, and enabling them to perceive those truths, which the inexperienced and impatient teacher would repeat an hundred times without conveying to the minds of his pupils any idea of the subject, upon which he poured himself out with so much copiousness and fluency.

We know, that by some men this didactic toil is believed to constitute the great business of teaching; they suppose that knowledge may be decanted like water, that the mind of the instructer only is to be in active operation, while that of the pupil is a passive receptacle of knowledge. While upon this topic, we beg leave to introduce the remarks of one whose opinions we are glad to find are not entirely unknown or disregarded by our scholars; and whose experience and success as a teacher entitle his opinions to the highest consideration. "Though the professor," says Dr Jardine, "explained the subject of which he treated with great perspicuity and distinctness, yet no useful or permanent effects could possibly result from his prelections, either in the way of promoting activity of mind, or of leading to sound scientific principles. The duties of the teacher consist in adapt