time or trouble as too great." Still, they must not govern you; nor will they probably attempt it, if they find that while you are mild and courteous, you still know how to maintain your authority, and to carry out your plans with unwavering firmness.

The best mode of treating NEW SCHOLARS is often a perplexing consideration to young teachers; nor is it by any means an unimportant one. A child not unfrequently derives its strongest impressions with regard to school, from the events of the first few days or weeks after its admission. It is here, then, necessary to guard on the one hand, against an amount of indulgence which cannot be continued ; and on the other, against a degree of strictness proper only to be exercised towards those who have been for some little time under the discipline of the school. Gentleness and decision combined, are essential; and nothing else will meet the irritation and insult to which a teacher is often exposed by new comers. Not a few enter with a determination to have their own way, and the struggle which follows is always very trying to the temper of the instructor. These are the things that test his skill in the management of human nature, and according to his proficiency will be his success. In educating the ox for the plough, Mr. Cobbett very sensibly recommends that all violence and rough language should be avoided. "If he be stubborn, there should be no blows and no loud scolding. Stop; pat him; pat the other ox; and

he will presently move on again. If he lie down, let him lie till he is tired; and when he chooses to get up, treat him very gently, as if he had been doing every thing that was right. By these means a young ox will in a few days be broken to his labor. With gentle treatment, he is always of the same temper; always of the same aptitude to labor." A new scholar should be broken in, to the regulations of a school, if not in the same way, at least on the same principles.

But what is to be done with the thoroughly incorrigible; the one that has imbibed habits of confirmed depravity, and on whom admonitions and efforts have all been expended in vain? I think there can be but one answer-dismiss him. In this case there are bad influences out of school, operating more powerfully, and counteracting but too successfully the good influences of discipline and instruction. Unless these could be removed, the prospect of reformation is hopeless; and, therefore, you are not only justified, but bound, out of regard to the welfare of the rest, at once to separate him from the school. In Sunday schools, where it is possible to isolate in a great measure a youth of this description, and to keep him almost exclusively under the eye of a judicious teacher, it may be desirable to retain our hold as long as he is willing to attend ; but in schools where numbers are to be governed by one teacher, this degree of care is manifestly impossible. It is then far

better that one should be abandoned to his folly, than that the whole school should be corrupted by his iniquity.*

Before concluding this letter, I must very briefly refer to the too frequent absence of good order in Sunday schools. I am not ignorant of the peculiar difficulties which stand in the way, and frequently impede the exercise of discipline in these institutions. There is in the minds of some Sunday school teachers a constant shrinking from the exercise of authority, lest the child should be disgusted with school, and withdraw itself altogether from the influences of Christian instruction. The only remedy that I can suggest, is, the adoption of a course which, I doubt not, has frequently been urged upon attention; viz. the exercise by teachers generally, of greater care in the selection of superintendents, and of greater humility in submitting to their arrangements. These men should be chosen chiefly on account of their ability to govern; and when chosen, they should be "esteemed very highly in love for their work's sake." From the remarks which have been made in this letter on the government of schools generally many important principles may be gathered, which, with some trifling modifications, will admit of general adoption in Sunday schools. The par

* I have recently heard of two instances in which expulsion has led to the reformation of the offender. The possibility of this result should not be kept altogether out of sight.

ticular mode of their application must be left to the judgment of experienced teachers.

In conclusion, let me again remind you, that children naturally love order. They may not like the means by which alone it can be secured, but when it is secured, they are always the happier for it. A strict discipline, unstained by severity, never weaned the affections of any child, either from his school or his teacher. If, therefore, you would at once promote your own comfort, the happiness of your pupils, and their highest welfare-MAINTAIN GOOD GOVERNMENT.

LETTER IV.-TO THE SAME.

"DIDAKTIK," OR THE ART OF COMMUNI

CATING.

or

By this word (didaktik), which the Germans have adopted from the Greek, I wish you to understand, the art of teaching; as distinguished on the one hand, from their methodik, or science of methods; and on the other from their padagogik,* science of education; of which the art of communicating is only one part or division. You will readily perceive that it is an attainment perfectly distinct from any particular plan or system; and also a very different thing from what is usually termed tact in teaching. It is in fact, the art of so communicating knowledge, that the pupil shall, as far as possible, comprehend in all its relations, the truth sought to be imparted; and that, associating what is thus received, with other and

* Dr. Bryce (of Belfast) suggests the word padeutics, which may be considered as both an art and a science; an art when it lays down rules, a science when it teaches general principles.