sidering whether the result will be agreeable and convenient, or otherwise. Not only is this the surest foundation of the moral virtues, but without it the exercise of the intellect, on whatever it may be employed, can lead to no satisfactory result. — SIR B. BRODIE, Psychological Enquiries, Part 2, Dial. v.

To possess the truth gives us something to build upon; we reach down to the solid substance of things: to speak reverently, we touch and find the Eternal God.

This thought explains why there is so much of passion aroused by disputes respecting truth and falsehood. We are like people battling for standing ground on a rock in the midst of waters; and if our neighbors deceive us, they push us back, as it were, into the ocean of uncertainty. And so, from childhood onwards, we ask with eager anxiety, 'Is it true?'; we vehemently denounce a supposed liar as one who defrauds us of our rights; and we are feverishly desirous of knowing anything that is purposely concealed from us, even when it is probably of small importance. - THE REV. JOHN WORDSWORTH, Bampton Lectures, Lect. iii.

Every one is convinced of the advantages of industry. What is wanted is a motive sufficiently powerful to subdue the propensity to idleness. — Quarterly Review, vol. xcvii, p. 107.

I am always for getting a boy forward in his learning; for that is a sure good. I would let him at first read any English book which happens to engage his attention; because you have done a

great deal, when you have brought him to have entertainment from a book. He'll get better books afterwards.

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Snatches of reading will not make a Bentley or a Clarke. They are, however, in a certain degree advantageous. I would put a child into a library, (where no unfit books are,) and let him read at his choice. A child should not be discouraged from reading anything that he takes a liking to, from a notion that it is above his reach. If that be the case, the child will soon find it out and desist; if not, he of course gains the instruction; which is so much the more likely to come, from the inclination with which he takes up the study. JOHNSON, Boswell's Life, 1779, 1780.

It is told that in the art of education he performed wonders; and a formidable list is given of the Authors, Greek and Latin, that were read in Aldersgate Street, by youths between 10 and 15 or 16 years of age. Those who tell or receive these stories should consider that nobody can be taught faster than he can learn. The speed of the horseman must be limited by the power of the horse. Every man that has ever undertaken to instruct others, can tell what slow advances he has been able to make, and how much patience it requires to recall vagrant inattention, to stimulate sluggish indifference, and to rectify absurd misapprehension. -JOHNSON, Life of Milton.

The appetite for knowlege in inquisitive minds is during youth, when curiosity is fresh and un

slaked, too insatiable to be fastidious; and the volume which gets the preference is usually the first which comes in the way.- Quarterly Review, vol. civ, p. 416.

'Give him something to learn,' said W****** L... If the boy has the ability, he will learn it.' L**.

Although all men certainly desire to know, yet all do not equally like to learn. - RICHARD DE BURY, BISHOP OF DURHAM, Philobiblon, chap. xiii.

Some books are only cursorily to be tasted of; namely, first, voluminous books, the task of a man's life to read them over; secondly, auxiliary books, only to be repaired to on occasions; thirdly, such as are mere pieces of formality, so that if you look on them you look through them, and he that peeps through the casement of the index, sees as much as if he were in the house. But the laziness of those can not be excused, who perfunctorily pass over authors of consequence, and only trade in their tables and contents. - FULLER, Cyclop. of English Lit., by R. CHAMBERS, vol. i. 413.

All men are afraid of books, who have not handled them from infancy.-O. W. HOLMES, M.D., Autocrat of the Breakfast Table, 1883, p. 23.

No question our school education might be modified with advantage; but there is a fitness in things, and we should be careful not to overload. the mind of a boy with studies that require the faculties of the man. It is like the system of giving scientific toys and science-made-easy books

to children, when they would be better employed in playing at ball, or hide-and-go-seek, or reading some such wholesome books as Jack the Giantkiller, Puss in Boots, or the Arabian Night's Entertainments.

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Education has been well described as good, 'if it teaches us what manner of men we are; next, where we are going; and, lastly, what it is that is best for us to do under the circumstances.'WILLIAM STOKES, M.D., Medical Education, Brit. Med. Journal, 12th Dec. 1868.

With the view of saving young people some part of the pain of application, it has been advised to begin education with the natural sciences; forming therefrom methodical kinds of exercises, calculated at the same time to divert and instruct. * * * Sound education can never be made a course of mere amusement. It must be by labor that we teach youth to love labor; and education should be so far made a useful initiation into those scenes of mental trial, which begin and end only with life, and which await more or less the most happy. R. PALIN, M.D., The Influence of Habit and Manners, &c., 1822, p. 194.

The proposition then before us is this. That a strict and virtuous education of youth, is absolutely necessary to a man's attainment of that inestimable blessing, that unspeakable felicity of being serviceable to his God, easy to himself, and useful to others, in the whole course of his following life. SOUTH, Sermons, Prov. xxii. 6.

What can be more requisite as a foundation of all learning than a clear knowlege of the extent to which human testimony has erred; and how far favor, affection, association, prejudice, and passions of all kinds render man liable to yield too ready and too general an assent to partial evidence. — J. PYCROFT, Course of English Reading, 1854, Pt. I.

Life is a process of training: the Scripture, in harmony with Providence and the Holy Spirit, carries it on. Education is the formation of habits. Scripture acts thus, by habituating us to the tone, principles, spirit, and (as it were) society, of Heaven itself. While we read, we are breathing a different air from that of earthly life. The oftener we read, the more do we catch the spirit of the life above. The object of earthly education is, that at its close we may be fit for earthly life: the object of that education which Scripture carries on is, that, when it is completed, we may pass (as it were) naturally into the life of Heaven.-C. J. VAUGHAN, D.D., Notes for Lectures on Confirmation, 1859, Lect. vii.

The end of all education may be said, in one sense, to be knowlege. For education consists in teaching and learning, and all teaching and learning is of something to be known; so far, therefore, all education aims at knowlege as an object. And the end of all knowlege is right action. Whichever of these ends we regard, it is plain that religion is the foundation and subject-matter of education. For the highest of all knowlege is the knowlege of God; all other is subordinate and instrumental to