stimulating inquiry, and by presenting to the mind
the use and beauty of knowledge; and when the mind gives signs that its
hunger is temporarily appeased, that time is now required for mental
digestion and assimilation, the wise teacher rests, and would no more
attempt to stuff and cram the mind than the wise mother would seek to
force food into her child's stomach.

Intellectual growth of some kind, not less than bodily growth, whether
good or evil, is constantly taking place. It should be the teacher's care
to render that growth a healthy one, calculated to insure the happiness of
the subject, and, in securing his own happiness, to contribute to the
happiness of others.

The body being visible to the physical eye, its growth is also visible,
and we do not think of feeling impatient at the long months and years
required for it to attain its full proportions; nor do we seek by any
forcing process to produce a man at 10 instead of at 20 or 30 years of
age.

Were the mind and its growth also visible to the eye, we would be equally
careful in our treatment of it. Man's first impulse in an uncivilized
state has generally been a resort to force for the accomplishment of his
objects; and as he took his first step forward the habits of his barbaric
life remained with him. Hence, the first steps in teaching were by
force--the lash, the rod, the school penal code; but even as when hungry,
wholesome and well-dressed food rejoices us, so will the mind gladly
accept the mental food carefully prepared for it by the true teacher.

We live in a world adapted by its Creator to our happiness and highest
well-being. It is not only possible, but easy, to win from Nature all that
is necessary or desirable, for our sustenance and comfort. It is the true
teacher's duty to fit the child thus to win its happiness; and such a
teacher has ever present to his mind the question: How am I to perform
this duty? What sort of teaching and training am I to give to the subjects
of my care? Let us endeavor to find some direction to guide us to Nature's
answer to this question.

_TEACHING AND TRAINING_

Whether we regard private schools or public schools, boarding or day
schools, we find that much which goes on at them affords an important
lesson, not as to what to follow, but what to avoid.

Is there any thing worthy of the name, of confiding intercourse between
teacher and pupil known upon this continent, or to extend our inquiry, we
ma