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"I know every rule in that grammar by heart, but I was never taught at home to speak correctly. I have never had the advantage of school instruction, and hence did not correct my errors in youth; and now, although I know all about the grammar theoretically, I am breaking its rules in practice. continually. Learn to use your grammar, my young friends, while you are young, in the proper way, and when you grow to be as old as I am, you will not misuse it as I now do."

The foundations of correct emphasis, modulation, inflection, purity of tone, must all be laid in earliest youth. The mother ought to be the first, wise master-builder.

While the faculties of perception and expression have been in training, the reflective powers have been gradually developing. Memory has been retaining in its grasp the elements of knowledge, which are, at once, the rudiments of intellectual life, the springs of mental action, and the material of thought. "It is the chain which links the past to the present, and retains every acquisition as a foothold for the next step forward in the processes of reason and the investigation of truth." It is memory which largely constitutes man a reflective being, prompting to thought, inviting to meditation, cherishing contemplation, and thus leading to that earnest consideration on which reason depends. It must be judicionsly cultivated and developed. In the impressible mind must be stored gems of thought and wisdom. Choice quotations in prose and poetry, especially the latter, should early be learned by heart, and thus a correct taste be formed. The actual study of objects, facts and relations, instead of the mere records of knowledge, must be cultivated, that there may be a living, intelligent memory, and not a verbal and mechanical one.

In the study of arithmetic, principles, and not, so much, rules, should be committed to memory, although when the principles are comprehended, the memorizing of rules is important and

valuable. History should be taught and held in the memory, not as a bare record of detached facts, names, or dates of single important events, or striking incidents. There should be in the mind the names and the deeds of the prominent actors in the different ages of the world's history and about them the other historic personages and events should gather. History ought to be thus taught more as biography, having the personal charm that centres in and proceeds from the hero of a story or romance.

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Here, again, the mother can be of signal service in the education of her child. She should gather in a scrap book the portraits of illustrious men, as authors, statesmen, warriors, musicians, artists, and the like. Arranging them in the sequence or contemporaneousness of their existence upon the earth, she can teach from them, by anecdote and incident, in a captivating manner, the rudiments of this noble and liberalizing study.

Along with the development of the memory, the imaginative and reasoning faculties are being unfolded and disciplined. The school takes up and continues the work of education, until the child, emerging from youth into manhood, is ready for the practical duties of an honorable life.

Samuel Fallonmo

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PHYSICAL CULTURE.

BY

PROF. E. B. WARMAN.

"Holier than any temple of wood or stone, consecrated for divine right, and moral purposes, is the human body."

HYSICAL health and strength are so necesSICAL sary to happiness and success in life that it is not surprising to find that the subject of physical development has engaged the attention of many writers, and of many of our institutions of learning; yet the practical benefit to the general public, from all that has been written on the subject, seems to be inconsiderable. This must be the result of one of two causes: either the various modes of exercise have not been placed before the public in such a way as to make them practical, or such modes as have been given have only been adopted to be abused, and have only served to increase the prejudice of the public against manly sports. There is not an art, science or religion that cannot be abused, and shall we, then, condemn them all? Shall we not, rather, seek to discover the truth in each of

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