taste and judgment with regard to poetry. His higher beauties can only be appreciated by cultivated minds, but so it is with the characters of persons, we only grow into the knowledge of their worth, as our own characters expand, though we love and reverence them from childhood. So if our earliest feeling of delight for poetry has been awakened by hearing Shakespere read, that feeling "grows with our growth, and strengthens with our strength," till we begin to comprehend his unrivalled and matchless beauties.

The necessary studies of history, geography, natural philosophy, and arithmetic should be taught in an interesting and intelligent manner; the thinking powers should be called out, and the mode of teaching varied. Sometimes a lesson should be read, and prepared so perfectly by the pupil, that she shall be able to answer the minutest questions upon it, or to give the substance of the lesson, in reply to a few leading inquiries or she should make an abstract of the whole, or give written answers to questions. These lessons afford a double advantage, being studies in composition, and also means of becoming well acquainted with an author. They should afterwards be carefully corrected by the teacher. Chronology should go hand in hand with history. Examinations should be frequently made, and at the end of stated periods it is desirable to have all the lessons which have been learned in separate portions, again looked over, and gathered up into one or two lessons of close

questioning, in order that what has been necessarily learned in a detached manner, may be com

bined into a united whole. This is essential to all teaching that is meant to be permanently useful.

With elder pupils it is a good plan to read up a period of history, choosing one which has exercised a great influence over the world generally -such, for instance, as the time of the Reformations in Germany and England-or the reigns of the Stuarts-illustrating it by the leading biographies of the time, as well as the poets and philosophers who then flourished. By entering thus into the domestic condition of those who then took a leading part in society, some idea is given of the causes of the political movements which occurred, and the rise of various institutions. The poetry of the day generally points out most faithfully "the very age and body of the time, its form and pressure.' Thus, Chaucer paints more faithfully the men and manners of his time than any other writer, and his knights, and squires, and ladies, tell us more of the influence of the different ranks upon each other than the most elaborate historian could do, just as a beautiful picture impresses the mind more forcibly and permanently than the story of the same event which it represents, however well told. To prevent one-sided views of history from influencing the minds of young people, who are apt to be carried away by anything which seizes the imagination, making demi-gods of heroes, who at best are but fallible men, it is well from time to time to read

the various accounts of the same period furnished by different historians; for example, the Stuart period, described by Hume, Clarendon, and Keightley; and then to direct them to prepare, as an exercise of thought and judgment, a digest of the three, expressing their own views of the subject before them, and drawing their own inferences from the contradictory statements presented.

No part of the work of a governess is more important than that of forming the minds of elder pupils. Reading good authors with them is one great means to this end-such works, for example, as those on "Mental and Moral Philosophy," "Bacon's Essays," Coleridge's "Aid to Reflection," or Butler's "Analogy." Desultory and light reading should always be discouraged-good poetry does not fall under this censure -but that light literature of the day which destroys the taste for solid study. Much will depend on the books which girls see in the hands of their governess; if she set them the example of reading sentimental poetry or novels, they will not be backward in imitating her example. Attempts at composition should be encouraged, because mental activity is excited, and nothing more effectually shows a person her own want of power than these trials. Essays are often given by those who have no real acquaintance with the human mind as the first work to be done, whereas these being generally written on abstract subjects, it is the most absurd method to adopt. All affectation in writing should be discouraged, and mere imitation of others. A single descrip

tion of a walk or a drive, or of some object in nature, is better than the most elaborate piece of flowery young-lady writing that was ever ever exhibited. If a governess wishes to draw on her pupils, and really interest them, she will work with them. For example, she will propose some subjects, on which she as well as they shall write, and the comparison between such productions will necessarily tend to elevate her in their estimation. No one who has not tried this plan can tell what hold is thus obtained on the affections of young persons.

If a governess determine to look upon her work in the right light, if she regards it not as a burden which must be borne, but as a means of blessing and being blest, if she try to win and direct, and so to attach her pupils to her, though she may have bitter trials to encounter, yet she is doing much to sweeten them. Most children can be won by persevering love and kindness, and some at all events will reciprocate and reward her love.

Natural philosophy has not yet been spoken of as an object of study, but there is none more generally interesting and important, and it is adapted to all ages. The various phenomena by which we are surrounded, the air we breathe, the heavens over our heads, and all the wonders of nature, who does not long to have some insight into the laws which govern them, the powers which actuate them? This it is the province of this wonderful science to reveal, and the more it

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is studied, the wider the field which lies still open for research. The experimental illustration of natural philosophy is another cause of its value in instruction, because, like arithmetic, it admits of direct and clear proof of its truth.

In so short a space, it is impossible to lay down direct rules for teaching, or to do more than throw out hints, which may be generally applicable. A teacher must be thoroughly grounded in principles, and if she has any mind, she must form her own plans, and work from them. Such an one could no more act from a given formula, than another with mere dry task-work notions could adopt any plan but that to which she had been accustomed. Hints and suggestions are more valuable to the former than the most elaborate system could be to the latter.

An intelligent writer has said, that "A college to teach the art of teaching would be very useful." But is there not a fallacy here? We can only teach that which we know, and therefore the only way by which to acquire the power of teaching is to be well-taught ourselves, and to discover the mode by which our own minds grasped the instruction which we received. Thus in Queen's College the fullest advantage is given to future instructors, by first giving them the materials on which to work, and then in a weekly lecture imparting to them the method by which to communicate this knowledge to others. Many of the first artists will not allow their pupils to touch a pencil in their presence, but only desire them to