distinguished and pious divines of the present and former days, great copiousness of idea, and richness of expression, are invariably acquired in that duty-And, in the second branch, by turning the Practical Lessons consecutively into petitions, the whole subject, with all its dependant exercises, changes in some measure its aspect, and becomes, in the estimation even of the most careless, clothed with a deeper solemnity, aud is accompanied with a feeling sense of reality and importance; while, at the same time, the young pupil is successfully acquiring, without attending to it, that rapidity in the arrangement of his ideas, and choice of his words, which constitute the only true basis of ready extemporaneous speaking, and which will give him an ease, a fluency, and a confidence in this duty, which has not generally been attained by the young, nor, so far as we know, attempted to be taught by any other modern mode of tuition.

The philosophy of all this, to those who will but consider the subject, is easily understood; and at once accounts for the uniform success of this mode of teaching, and the undissembled pleasure which the pupils take in its several exercises. A child in the nursery will not soon weary in its play; and yet we find that it does sooner tire by itself, than when several are together. The reason is, that by the united ingenuity and suggestions of many, a constant change and pleasing variety of mental exercise, not physical, which every one knows is but the effect and indication of that buoyancy of spirit, and mental hilarity which exists with

in, take place; and while this variety continues unexhausted, and the physical strength unimpaired, there is neither weariness nor want of enjoyment. The nature and variety of the exercises in the Lesson System, exhibit the same effects, arising out of the same natural principles, but directed to a more useful and important end. These exercises are purely intellectual, and each, taken separately, are both simple and easy; but being all consecutive and preparatory to each other, they combine their respective powers in gradually producing those effects in the young, which have been pronounced by the Right Honourable, Most Reverend, and Learned Witnesses, both in Edinburgh and Aberdeen, as "quite astonishing," * and by many, who have not witnessed them, as being altogether improbable. But when the several steps in the process above mentioned are considered, nothing can appear more natural. The individual truths being communicated one by one, are readily and easily acquired; while the gradual perception of their nature, and especially of their connection with each other, excites and holds in suspense some of those mental powers, which, to a child, are the most delightful and fascinating in their exercise. By means of the successive operations also, founded on the truths thus pleasantly and effectively communicated, the minds of the pupils are sufficiently exercised and expanded, without being either perplexed or fatigued-which constitutes the very essence of amusement. No difficulty is pre

*See "Effects of the Lesson System," Pages 6, 14, &c.

sented in one series of exercises which has not, in some measure, been anticipated by those preceding; so that the pupil himself is often surprised at the vigour of his own mind, and the extent of his knowledge.-Those who are acquainted with the beneficial influence of emulation in the young, will be able fully to appreciate the value of such a feeling; which is constantly evidencing its presence and predominating influence, by those movements of delight which we observe in the pupil, at the perception of a power in himself, of which before he was perfectly unconscious. A perception of the individuality of his own mind, as well as a conscious inherent power of exercising it, is thus acquired-which to every child is in itself delightful, but which delight is greatly increased, by its constant and successful efforts in the several exercises; where matters are so arranged, that he is enabled to grapple with, and to remove in succession, every obstruction which opposes his progress. A feeling of his own mental strength, and a growing confidence in its power, are the natural consequences of this; and the young hero, glorying in his newly acquired vigour, delights in recurring to his former victories, and in fighting again and again the battles which he has already won; while, instead of being afraid of the future, his mind glows with high anticipations of more arduous conflicts, and more important victories.

But there is another, and in so far as the ultimate object of education is concerned, a still more important result, arising out of this pecu

liarity in the Lesson System. By this variety of exercise upon each subject, there is added to the pleasure of the pursuit, the certainty of its attainment. Every advance is sure and permanent, and no hollow or false ground is left in the rear. There is no lesson, and no exercise, which does not tend to throw additional light upon all its concomitants, and to fix them more permanently upon the mind, and which is not in some measure necessary, or at least useful, in securing another advance. There is therefore seldom, or rather never, any necessity for travelling a second time over the same ground; so that the object in view is secured more effectually, and at much less expense of time and labour, than when, by superficial teaching, the subject, confused and shapeless, continues but darkly to glimmer on the mind, and the bewildered pupil has at last to return and take up the identical position which he occupied perhaps months before. The evils of this inadequate mode of teaching religion, grammar, arithmetic, and history, have been long felt, and deeply deplored. It was like an attempt to construct a chart, by a passing glance and a continuous voyage along the coast, where reefs and shoals still remained unobserved and unknown, and where even the more prominent objects of rocks and bays, headlands and promontories, but flitted across the eye, to die upon the memory. The Lesson System, on the contrary, with all the fascination accompanying its investigations, permanently secures its object before it leaves it; and can, at any distance of time, return to any

spot which it has formerly explored, with all the pleasure and the confidence of intimate knowledge, and undeviating accuracy.

On the value of a system of education, which is found almost invariably to produce effects similar to the above, we need not enlarge. As adapted to the ordinary secular branches of education, its benefits are many; but as applicable to religion, and the communication of religious instruction, all its other properties sink into insignificance. To be the humble handmaid of religion was its original design-its very end and essence; and its continuing to be so, will ever be considered by the inventor, as its highest privilege, and greatest honour. Its beneficial effects have already, by the blessing of God upon it as the means, been many and striking; and the victories which it has been enabled to atchieve, while wielding the sword of the Spirit, are numerous and triumphant. In the family, it has not only pointed out to the parent the most successful mode, and the most necessary topics of instruction, for his children, but by means of its " Keys," and its "Helps," has qualified and fitted him for the duty, by making it at once easy, pleasant, and successful. In the Seminary, it has lessened indefinitely the labours of the teacher, while it has added to his success: It has impressed the whole series of elementary education with a pleasant seriousness and reality; and has, at the same time, stamped the acquirements of the pupils with a value and a solidity hitherto unknown.