difficulties which before encompassed it have vanished, and nothing appears more easy than to convey our own impressions to others. But what bitter disappointment frequently follows this notion. At the time it was really understood, because it was so perspicuously explained, but the teacher had gone through a previous process, only the result of which he communicated; and the learner, having not the same ground to fall back upon as that from which he started, and having forgotten one portion of the lesson, or one argument in the discourse, has no means of supplying the deficiency.

The best way to avoid this, is to take short notes at the time, and afterwards to re-write the substance of what has been said, or to write from memory the instruction received, and then by self-questioning, to ascertain how far the matter has been really comprehended. It may seem a slow process at first, but the mental habit acquired will be invaluable. To follow the mere words is useless, but to seize on the thoughts and make them our own, this is to learn, indeed.

Every book read should be dealt with in the same manner-the substance of it should be preserved in such a form as to make it available for

future use. In some cases, mere references will be sufficient, or indices to subjects which may be wanted for reference, or extracts of striking passages. But the habit of making a digest of any work is the best method of really grasping it, and few are aware of the difficulty of doing so,

who have not attempted it. These are merely hints thrown out, to show in what manner a person in earnest may do much to educate herself. It may seem a tedious and unnecessary process, and one which will occupy time which might be more profitably employed; but as we must prove and temper our metals, and prepare and test tools before they can be of any real service, so must those be prepared for the labours of education who mean to be something better than mere triflers in it. It would be well if every one so employed were obliged previously to learn Latin, or some other language German, for example of a really good master, not because she may be called upon to teach it again, but that she may have acquired those principles of instruction which may be available to whatever else she has to teach. French, Italian, and Spanish, are easily learned by one who understands Latin, but none of these languages can be a substitute for it, as far as the principles of language are concerned. Whatever is done should be done thoroughly. Superficiality is the vice of the age in which we live.

Music is a delightful and important acquirement for a governess; it is now made so essential a part of education, that it is difficult for any one to obtain a good situation who is ignorant of it, but in this, as in everything else, she should not be satisfied with the mere power of execution, but should study the science of harmony and composition.

"I am only repeating the language of the best

and wisest teachers of mankind, when I speak of music as able to call forth the deepest perceptions, to be the instrument of most wonderful blessings. In how many has it awakened the sense of an order and harmony in the heart of things, which outwardly were most turbulent and confused, and a spirit in themselves capable of communicating with other spirits; of a union intended for us, upon some other ground than mere formal and visible association, yet justifying, sustaining, explaining that! For these reasons, sages have spoken of music as the most important instrument in forming men, and in building up societies, which purpose it surely cannot fulfil if it ceases to be the study and delight of women; scarcely I think if they are taught to regard it chiefly as an accomplishment; if they connect it chiefly with the acquisition or exercise of mechanical dexterity, if they are not led to view it simply, and therefore more profoundly, to care less for its displays and results, and therefore to have their hearts and understandings more open to the reception of its power and its principles."

*יי

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The soul of music, like all other good things, is a gift—but one who has naturally no music in herself" may by cultivation greatly improve her power, for but few are wholly destitute of it. As a social amusement, both vocal and instrumental, music cannot be too highly prized.

An instructor of others should acquire some * Professor Maurice's Introductory Lecture at Queen's College, pp. 12, 13.

knowledge of the sister art, and though she may not have time to draw or paint, yet the principles of so doing she may thoroughly learn, and be able not only to direct her pupils in preparing for masters, but also to form and cultivate their taste.

The knowledge of the principles of sound taste, both in the fine arts and in the choice of good writers, confers on the teacher immense influence over the minds of young people, which is felt to an extent scarcely credible, and it has proved to them in after life a great blessing. The society of such a governess is naturally courted by her pupils, from whose companionship she may derive real pleasure, and she possesses in herself sources of enjoyment of which nothing can deprive her.

What a woman is, not what she knows, is the test by which a governess should be chosen. Let those, then, who seek this office heartily labour to qualify themselves for it, and though they may have to encounter much trial in the outset, there are always situations open to teachers who are truly valuable, and christian mothers willing and thankful to welcome into their families those who show themselves worthy of the high trust they wish to repose in them.

"It is found that a woman can seldom teach well, because she has so seldom been well taught. Besides that teaching is an art in itself, requiring like other arts, practice as well as theory. It is found that elemental knowledge is best imparted by women-kindly, patient, clear-headed women; but the moment we rise above the mere elements, we are conscious of a deficiency in all female teaching-a want of certainty in themselves, and further, that the power of teaching effectually a particular branch of knowledge is quite a different thing from the capability of inspiring the love and the taste for knowledge."

MRS. JAMESON.

HE above remarks are true; elementary know

is best learnt from women. But it is of great importance that the first steps should be taken well, that the child should feel sure of its ground, and that its entrance on the wide field before it should be made pleasant. How few think what a wonderful work learning to read is-with what a solemn mystery it is invested-how strange that the acquaintance with a few signs, and these thrown together in endless combinations, should be a key by which to unlock the mental treasures of all past ages, as well as the stores of knowledge which are daily increasing around us. When one