products. Facts already acquired are now assuming a new interest, and are again looked over and compared, and conclusions reached which were no part of the original perceptions. These conclusions are simple and direct, and hence are necessarily as real to the mind as the perceptions themselves. Consequently they carry with them the same positive authority as the perceptions. (b). As a necessary consequence of the transformation named in (a.) a marked characteristic of youth is developed — namely, the habit of drawing conclusions from insufficient premises. This habit is the natural result of the direct method of making inferences practised in infancy and childhood. So strong does it become before commencing a course of training where rigid demonstrations are required, that the mind refuses to recognize as necessary the series of steps on which a conclusion is based. The conclusion is perceived, and in a certain sense as a conclusion, without taking into account in logical order the premises on which it rests. This condition of things is the reason why so many bright children, possessed of marked perceptive powers, strongly dislike the demonstrative sciences. If, however, such children are properly guided by their teachers, they will very soon become intensely interested in the examination of data and premises for the purpose of determining whether the conclusions drawn are legitimate and in accordance with the truth of things.

(c.) Other very important characteristics of youth have their origin in the condition of things stated in the above proposition. For example, boys and girls during this period are naturally sceptical, conceited and positive even to obstinacy. They think they know things just as they are, and that there is little to be known outside of what they have examined. This is a legitimate consequence of the peculiarly new and authoritative nature of their present intellectual products. The child's perceptions of the objective-world are intensely real to him. He entertains no doubts regarding them. He looks with astonishment at anyone who would call in question these perceptions. In this peculiar sense the child may be said to be very sceptical. In this third period a similar condition of things prevails regarding the perceptions of the reasoning powers. These perceptions are also new and authoritative, and contain, to the young mind, just about the whole truth. Hence, as in the case of the child, grave doubts, which assume frequently the form of conceit and obstinacy, are

entertained of anything that seems to contradict this authoritative experience. Young men and young women in this good sense are sceptical, conceited and even obstinate; but this scepticism, conceit and obstinacy properly directed and controlled by competent teachers, become most desirable qualities in building a strong and vigorous manhood and womanhood.

15. The social nature at the beginning of this period commences to assert control, and hence demands the special attention af parents and teachers.

(a). During infancy and childhood the element of sex has played but a small part in the social intercourse of boys and girls. They have thus far associated together in sports and common enjoyments. They have formed attachments growing out of these associations. Now, however, another and more suitable element than sports and common enjoyments determines the attachments formed. Now to the boy the society of girls is becoming more attractive than that of boys, and to the girl the society of boys than that of girls. This condition of things is in the order of nature. The evident duty, therefore, of parents and teachers is to direct and control, not to crush, this inherent and refining natural tendency of our being.

(b). The emotional nature and the imagination play a very important part in shaping the social relations and the general course of conduct of this period. It is a common saying, "boys and girls are impulsive." We mean by this that they act from their feelings rather than from the dictates of their reason and judgment. In this connection it should be carefully noted that the emotional nature is exceedingly inventive, and that this inventive power is in some degree universal. There are comparatively few, who, in matters requiring the exercise of pure intellect, are inventive; yet everyone, in matters pertaining to the feelings, possesses this power. This is particularly true between the ages of fifteen and twenty-five. Hence the endless variety of devices by which young people are able to carry out the demands of the feelings and of the heart; hence, also, the importance of supplying the proper social conditions for the exercise and training of this power.

(c). An over-exercise of the social nature which draws so largely upon the feelings or emotions is productive of great injury both to the body and to the mind. The effect of such a course

upon the body has already been pointed out in (13, e). A similar effect is produced upon the mind by such a course. Rugged and clear thinking, even in the case of what may be called strong and matured minds, soon becomes impossible if the emotional nature is overtaxed. How much more, then, is the intellectual vigor of boys and girls undermined by indulgences in social life and by the reading of sensational books, both of which make a strong draft upon the feelings. Under such conditions they soon reach a point where they spend a large share of their time in a dreamy, passive state. They lose all desire for positive, active, vigorous mental work. This is only one of the many evil results of over-indulgence of the social nature, so commonly permitted and even encouraged by parents of the present time. There is a golden mean in this matter, and parents and teachers should not fail to adopt it, as either extreme is productive of great injury.

16.

The development and training of the moral nature should receive the first attention of parents and teachers during each of these three periods. Under proper guidance all the activities of the intellectual nature may gradually be subordinated as they ought to be, to the control of the conscience.

(a). The conscience is as susceptible of education as any other power of the mind. Its development runs parallel with the development of the intellectual powers. It manifests itself in infancy in enforcing obedience to the simple laws of nature learned through experience. The "ought to be" and "ought not to be" enters very early into the child's consciousness. Indeed, it accompanies every experience he passes through where he knows that one of two courses would avoid pain or suffering. A mistake is very commonly made regarding the province of the conscience. It is practically restricted by many in its operations to what is known as the spiritual part of our being. Conscience to such has nothing to do with the ordinary exercise of the functions of the body. This is a great mistake, and leads to fatal results in the training of the infant and child. The decisions of the conscience are coextensive with the work of our entire being. They alone settle authoritatively when, where, how, and for what purpose, each function of the body and each power of the mind ought to be exercised.

(b). The development and training of the conscience is usually sadly neglected. From infancy up to manhood, in all matters

pertaining to the intellect, every encouragement is given to independent action, and the results and decisions reached are respected. It is assumed in this case that there is an inherent power in the child to see things as they are that can be trusted. And because of this assumption, such work and exercises are intrusted to the child as develop and train his intellectual powers in a proper manner. The opposite of this course is pursued with the conscience. From infancy up the child is treated as if he had no spiritual eye, by which to see the ought to be and the ought not to be. His parents and his teacher's spiritual eyes are supposed to do all the seeing where the "ought to be " and the "ought not to be" are to be considered. He is expected simply, machine-like, to execute orders without any regard even to the existence of his conscience. Such a course, and it is a very common one, soon dwarfs and warps the conscience so that its authority is little felt or regarded.

(c). The proper development of the moral nature demands that the conscience should be constantly called into exercise. Commencing with infancy, the child should be guided so that he will acquire the habit of considering always before doing a thing, whether it ought or ought not to be done. This habit should not, as is frequently the case, have reference to one or two classes of acts, as for example, obedience to parents and truthfulness. It should be coextensive with the child's activities, including the exercises of the body and of the mind. Here it should be carefully noted that the decisions of the child's conscience have reference to the child's view of the conditions presented. They should be judged and respected as such. The development of the moral nature is possible only by requiring the child to exercise his conscience in making decisions for himself regarding the "ought to be" and the "ought not to be," and to act upon these decisions when made. This course should be pursued from infancy to manhood by both parents and teachers. In all kinds of school-work, as well as in matters of conduct, there should be a systematic, constant, and direct exercise of the conscience. Pupils should not be forced or induced to perform their work, or to pursue a required course of conduct simply by the use of artificial devices, such as marks, prizes, and so forth. These devices may be used so as to secure present results, but they never leave a permanent impression upon the mind which will be of service in their absence in controlling and directing both work and conduct.

TEACHERS' AID TO SELF-HELP.

WILLIAM M. THAYER, FRANKLIN, MASS.

OOD teachers aim to establish self-help. Their ingenuity and patience are often taxed heavily to remove indifference, laziness, slang, deceit, vulgarity, irreverance and other barriers to success. Their place must be occupied by mental alertness, studious habits, graceful diction, moral transparency and reverent action, as well as the spirit of honor and justice. It may be comparatively easy to sweep the house clean and even to garnish it; but to introduce angels into it, that other devils worse than the first may not come in, is more difficult. Yet, this must be done. If young aspirants are under the spell of evil spirits, that spell must be broken before they can advance at all in selfhelpfulness. How shall it be done? How can it be done? Joshua Bates, who was master of the Brimmer school, Boston, thirtythree years, said, at the close of his long service," There is no part of my professional career that I look back upon with more pleasure and satisfaction than the practice I always pursued in giving, each Saturday morning, familiar talks on such subjects as would conduce to make my pupils happier and better men. I have been more fully assured of the benefit resulting to many of my pupils from letters received, and conversations I have had with past members of the school, who uniformly write or say, 'Much of what I studied in school is forgotten; but the words then spoken are treasured and remembered, and they have influenced, and ever will influence, me while life lasts.' Mr. Bates was a teacher of character and tact, and he possessed personal magnetism, also; all of which contributed to impress his influence upon his pupils.

It is evident that a teacher finds wide scope for his tact and observation in his calling. His pupils have not more need of these elements of success than he has to guide them thereto. They will serve him better, often, than his learning. It is related, that, at one time, the spectators in the British House of Commons became very troublesome when the officer in attendance attempted to clear the galleries for private sessions. Both doors were opened