that the idea of possessing such a memorial of our pleasant intercourse, has not been without its weight, in adjusting the balance of conflicting views and feelings, with regard to the immediate fulfilment of the task I have undertaken.

The great defect in most books of education, it has been well observed by an experienced teacher, is, that "we are taught almost exclusively how to operate on the individual. It is the error into which theoretic writers almost always fall. We are continually meeting with remarks which sound very well by the fire-side, but which are totally inefficient and useless in school, from their being apparently based upon the supposition that the teacher has but one pupil to attend to at a time. The great question, however, in the management of schools, is, not how can you take one scholar, and lead him forward most rapidly in a prescribed course, but how you can classify and arrange numbers, comprising every possible variety, both as to knowledge and capacity, so as to carry them all forward effectually together. The whole business of public instruction, if it goes on at all, must go on by the teacher's skill in multiplying his power by acting on numbers at once."* In selecting materials for my present undertaking, I have endeavored constantly to keep the spirit of these remarks in mind.

*The Teacher, by J. Abbot, chap. iii.

While, however, I have been anxious to make the book thoroughly practical, and in this respect as useful as possible to those who are employed in daily instruction, I have not forgotten the importance of directing attention to principles, capable of a diversified application, rather than to methods or exercises, which, however excellent in themselves, may be, to a great extent, inseparable from a particular system. Teachers in general would, I know, much rather be told of some definite way by which they may push forward their pupils, than be led to principles which, applied in almost any way, would insure advantageous results. But this indolent habit of mind should by no means be encouraged; a teacher who would excel, must reflect the mechanical adoption of plans, without reference to the principles on which they rest, is unworthy of an intelligent and manly mind.

The order which I have followed in introducing the various topics necessarily brought under notice, is that which appeared to me most natural; and, on the whole, best adapted to furnish a clear and condensed view of the entire subject. Under each head will be found, I may venture to say, many practical remarks of great value, the suggestions of experienced teachers, either in this country, in Germany, or in the United States of America. It would have afforded me much pleasure to have given the name of every writer whose

sentiments have been thus transferred to the present volume, but this act of justice I have found myself unable to perform. One source, however, from which I have drawn unsparingly, must be specially mentioned. I refer to the "American Annals of Education and Instruction," edited by the Rev. William C. Woodbridge,* a journal of which it is impossible for me to speak too highly; I scarcely know the extent of my obligations to this educational treasury. Still, with all the aid I have been able to obtain, my task has been sufficiently arduous. It would have been easy to write a volume on education, and still easier to compile one: to collate the views of nearly seventy different authors, and to express (if I may borrow a chemical phrase) the result of their investigations, I have found both difficult and laborious, but in no other way could the kind of book that is wanted be produced.

How far the main object of the undertaking, the preparation of a suitable text-book for young teachers, has been attained, remains to be seen; an approximation to what is desired, is perhaps all that, under the circumstances, can reasonably be expected. In the absence of any thing better, however, this may have its use.

* He has since retired from the editorship of this valuable periodical, which he conducted, for several years, with so much credit to himself and benefit to his country.

Some incidental benefits may, I trust also not unreasonably, be expected to result from the publication of this little volume. It may serve to show those who desire the office of a teacher, that something beyond the mere wish to do good, is necessary in order to effect good; and that one chief reason why schools are not more useful will be found in the fact, that instructors have not qualified themselves for usefulness.

Another, and not less important end will be attained, if the book should lead to an attempt to increase the power of moral influence in schools. The very endeavor, whether successful or not, would do good. It is mortifying to think, that amid all the diversified enterprises of Christian benevolence, no combined effort should yet have been made, to develop and secure the vast amount of moral and spiritual energy which might be employed for this purpose. While so much is done to cultivate the intellect, and furnish the mind with knowledge, how important it is to bestow even more attention upon the right training of the conscience and the heart.

Much of the present volume must of necessity be found inapplicable to the conduct and general management of Sunday schools; yet to the Teachers of these important institutions some of the hints may notwithstanding be valuable. Education is not less a science, nor is teaching less an art, because the exclusive subject of instruction is

moral and religious truth; the instrument in every case is the same; and the general laws by which that instrument may be best fitted to discover and to apply truth, are one and identical. All questions, therefore, relating either to the nature or management of mind, or to the practical application of those laws by which mind is to be governed or strengthened, cannot fail to be interesting to the intelligent Sunday school teacher.