finding in one place "Accusative of Time and Space," in another "Accusative of Place," in another, "Ablative of Time," in another, "Genitive of Place," and in another, "Ablative of Place," we find all these relations briefly and clearly explained under the head of "Time and Place." Due prominence is given to the "locative" case, both here and in the declensions.

As to the subjunctive mood, we do not hesitate to say that our authors have done it better justice than it has heretofore received in any American text-book, although they modestly disclaim having reached an "entirely satisfactory treatment" of the subject. Their claim to have explained Conditional Sentences more fully than others have done is well founded. They have brought order out of chaos, and it may at least be said of them that they have done much to smooth the way to an understanding of that most difficult subject, and for what they have done they are entitled to the gratitude of both teachers and scholars.

He alone is fully competent to give an opinion of a text-book as a text-book, who has had it in actual use in the class-room; and when the Manual Latin Grammar" shall have had its trial in that court, it is safe to predict for it the unanimous recommendation of all progressive teachers.

M. G. D.

REQUISITES TO THE HIGHEST SUCCESS AS A
PRIMARY TEACHER.

I HAVE said Primary Teacher, not because the same abilities, natural and acquired, are not essential to the highest success of every teacher; but because teachers of Primary Schools require these qualifications to a greater extent, than others of the profession, to attain the same measure of success.

I. An earnest, sincere love for little children. There may be positions in the teacher's profession, where the love of the subject taught, will afford sufficient inspiration to insure success. This is not true of the Primary School. The sweet reconciler of the primary teacher to the monotony of her work, is the spirit of deep love for her pupils. Not a fastidious love for the beautiful, the

promising, the obedient; but an enthusiastic love, that, leaping over these accidents, sits down in the very vestibule of the soul; and as "Love answers to Love," its coming is the signal for the opening of the broad doors, to the inmost temple. Never a heart will be found barred against the entrance of one coming in the shadow of this royal banner. She who comes in this name will be, not only admitted but welcomed; not only welcomed, but enthroned. Hers should be a love that, seeing weakness, unloveliness, perhaps perversity," shines on all this, to make it beautiful, as the sun shines on the homely earth, and covers it with blossoms." Such love, "constant as the sun; gentle in its influence as the light," is, of success, both the prophecy and its fulfilment.

A child is the most beautiful work of God's creation; beautiful in its present weakness, trustfulness and simplicity, and beautiful in its possibilities. She who learns properly to estimate childcharacter; who, humbling herself to walk and talk with children, re-lives her own childhood experiences, and so cultivates a sympathy with children, finds herself bound to them, with a "threefold cord."

II. In order to the highest success in primary teaching, not only an affection for, but a thorough knowledge of children is necessary. First; of the character of the intellect, and of the laws of its development. Mistakes here are fatal to success. No architect, be he never so skilful, can build the intellectual fabric, from the dome, downwards.

Nature indicates, and experience and reason confirm these indications, that mental processes succeed each other in regular order according to an established law. Early in life one class of faculties is relatively stronger, later in life another class, and later still, yet another. In this march of development, the highest result is nowhere obtained, except every faculty is employed, be it stronger or weaker, in the ratio of its development. To determine "the ratio of development" of the various faculties, in the successive steps of childhood, and to arrange school work, so that every faculty shall be employed, in the proportion of its development, is the problem which the primary teacher is to be competent practically to solve, if she attain the highest success.

And, second, she must understand the bodies of her pupils. The laws of health are so persistently and outrageously violated in school, that it is fully time that primary teachers begin a reform of the abuse of the body. There is neither piety nor sense in the constant depreciation of the body, in comparison with the intellect. "The mind" does not "make the man," any more than does the body. "Mens sana in corpore sano " constitutes the complete man. One is no more at liberty to violate a law of his physical, than of his moral nature. It is strange that scrupulous people, so often regard obedience to the voice of the muscles and nerves, the stomach and brain, as entirely optional; never discovering the relation of the penalty to the transgression. A sin against the body is, most emphatically, one which "hath never forgiveness." The teacher has need to understand, as far as may be, the relation existing between mind and body; the nature and extent of the influence of each upon the other; the relation of work and recreation; what kinds of exercise, and how much, is promotive of most mental vigor; what conduces to health and symmetry of person, and what induces disease and deformity. She should be quite as solicitous for every interest of the body, as of the intellect. Third; she should know how, wisely, to develop the moral faculties of her pupils. "A word fitly spoken is like apples of gold in pictures of silver." Every day of school work presents its occasion for the distribution of this golden fruit of the lips, if the teacher but know her opportunity. She desires truthfulness, benevolence, bravery, unselfishness in her pupils. A rehearsal of precepts will never develop these elements of character. "All growth is the result of exercise." A habit of truthfulness, or of unselfishness, is the result of a series of truthful or of unselfish actions. That teacher is wise, who knows how to turn the acts of the every-day life of every child in her charge, to the best possible account, in the formation of such habits; and so succeeds in developing a symmetrical character. This wisdom our ideal teacher has. The children should be led to observe the constant relation existing between well-doing and reward, and ill-doing and punishment. No fictitious cases need be presented to impress this relation. If the teacher knows how, in the daily discipline of school, to make all

her rewards the natural results of obedience, and all her punishments the legitimate sequences of an opposite course of conduct, the child's own experiences will furnish vastly more impressive illustrations of the truth to be taught, than fiction can do.

III. Highest success demands broad culture. Happily the day has arrived when "anybody" will not "do" to teach a Primary School. I do not dare say what a primary teacher need not know. The importance of psychologic studies has been already stated. The sciences are indispensable, as is also language. Music and drawing are scarcely less necessary. She needs to know what may be known, of all the objects and phenomena within the range of the observation of her pupils; and superadded to all her culture, she must have that rarest of accomplishments (or gifts) "good practical sense," or "tact," that she may most efficiently bring to bear all the means at her command, for the accomplishment of the end proposed.

IV. She must have power of control. She requires the elements of character, that belong to a successful military leader, strength, energy, firmness, quickness of perception, and promptness in action. Having been often tried, and always found equal to the emergency, her leadership, alone, is the realization of victory. Eye, voice, her entire bearing, bespeak her the commander. Not a dictator, whose rule is absolute, by virtue of her position merely, but a superior, whose right to control is unquestioned, by virtue of what she is.

Does any one inquire "Who then can teach?" Many, very many and that well, who do not fully meet the requisitions here made. They who teach best, see their deficiencies most clearly, and feel their failures most keenly. If a teacher exists, who finds no deficiencies in herself, nor failures in her work, her blindness entitles her to sympathy. This article is not written for her, but in the hope of assisting some earnest worker, the more nearly to realize her ideal, by opening before her the path to highest success. ignoble to be satisfied with only doing.

"As well upon the whole

As other women. If as well, what then?

If even a little better, what then?

We want the best."

It is

w.

CONTRIBUTIONS OF FOREIGN CHRISTIAN MISSIONS TO SCIENCE AND EDUCATION.

It is of interest to the educators and scholars of America, to know that a great educational work is going on in the vast empires of the East, which we have denominated "heathen." During the past year, school furniture, charts, maps and apparatus, not inferior to that used in our best schools, have been sent to South Africa; and there are schools there competent to appreciate and use the same.

In China, Turkey, Syria and Hindostan, schools are established; in many places seminaries and colleges. A recent traveller describes Calcutta as "a city of colleges."

The following extracts from an article by a distinguished American scholar and educator, in the North American Review, April 1862, gives some idea of the contributions which Christian missions have made, and are making, to science and education.

The article is from the pen of Andrew Peabody, D.D., LL.D., Plummer Professor, and now acting President of Harvard University:

"The services of the American Board, to learning and science, merit especial commemoration in treating of the missionary enterprise. In philology and in descriptive and physical geography more has been effected within the last halfcentury by this agency than by all others, and in our own country, the contributions of the missionaries of this Board to these branches of knowledge, have borne to other researches and discoveries a proportion which it would be impossible to estimate, and which, could it be stated in figures, would seem almost mythical.

"The missionary can afford to remain ignorant of nothing that can be known. His are not the cursory observations, the sweeping inductions, the gratuitous inferences, of the mere traveller, nor yet the partial, one-idea investigations of the scientific explorer. He associates himself with the home-life of those who will give him entrance. His materials are embodied in his periodical reports, or they accumulate in his hands till he can furnish his volume or volumes of descriptions and experiences; and in either form they become a rich repertory of authentic facts in ethnology, available equally for the purposes of science, enterprise and philanthropy.

"GEOGRAPHY.

"As regards geography, in every region that has been opened to the curiosity of the present generation, if we except the region of the Amoor, missionaries have been the pioneer explorers. They have penetrated Africa in every direc