awaken them into new life, and they would reappear, not in ghastly shapes of slaughtered hecatombs, but in a new and glorious birth of foliage and flowers, blue and scarlet and pink and tender green and cloth-of-gold, in the light and warmth of kindling sunshine shimmering out to the dim horizon line. O friends of South and North, have we not drenched this new land of ours enough with precious blood, and sown these fields thick enough with the ruins of a hundred years of stormy life and withering toil? May it not be that in this shedding of blood shall be found a remission for each of our sins, and that out of this blasted soil may yet spring some fairer growth of nobler hope for the future of us all? Let us leave dead issues where they lie, to the buzzards and the bone mills and the dissolving might of God's mysterious laws; and let us go forth to greet the morning in the light that shines from the eyes of the children, and follow their prophecy of joy into our future of love and wisdom, and that perfect union whose end is perfect peace.

THIRD DAY, JULY 7.

LECTURE VIII.

METHODS AND RESULTS.

BY PROF. J. C. GREENOUGH, A. M.

EACHING is a means. The ends of

teaching are determined by the nature

of the pupil, and by his external conditions. One end is to lead the pupil, through his own activity, into that state in which he will have the full and the best use of his powers; another end is to fit him for the external conditions of his daily life. These two ends are culture, and adaptation to the special sphere of one's activity. Both are included in Milton's statement: "I call that a complete and generous education which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war." Huxley says, “ That man, I think, has had a liberal education who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work that as a mechan

ism it is capable of; whose intellect is a clear. cold, logic engine, with all its parts of equal strength, and in smooth working order; ready, like a steam-engine, to be turned to any kind of work, and spin the gossamers as well as forge the anchors of the mind; whose mind is stored with a knowledge of the great and fundamental truths of nature, and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of nature or of art, to hate all vileness, and to respect others as himself."

Though these two ends of teaching often conjoin and interpenetrate, the teacher will often have occasion to consider them separately. The one regards the good of the individual as determined; by his nature; the other regards his strength and skill as a factor in human society. Teaching in the one case strives to form a man; in the other, a workman.

If a teacher deems it of the highest importanceto fit the child for some one employment, he will limit his teaching to the requirements of that employment. If he deems culture the prime object,. he will not thus limit his teaching. In those lands in which social conditions are so rigid that the future employments of children are for the most

part known from the day of their birth, the good of the individual is too often subordinated to his usefulness as a workman. There, technical schools, and common schools little else than narrow technical schools, abound. Here, we first strive to form the man, and then the workman. Fortunately, in our own country, employment cannot be predetermined by the circumstances of birth nor the limits of social conditions. The path to any employment is open to all; and it is obviously unwise to teach in our common schools what one employment requires to the exclusion of what another requires. We must in the public schools do what we can to prepare pupils for every employment; and to do this we exclude the technics of each, and teach what is of general value in each.

It is evident that the teacher must know the studies he is to teach. He should also understand and have skill in the use of those methods by which the studies of the pupil are made effective as means of culture.

The methods of teaching are three. By one, the teacher requires the pupil to attend to the language of a book; and by this means the pupil may be taught. Since this teaching is by means of written language, it may be termed the written method. This method can be successfully used only as pupils are prepared for it by other methods. To assist those who attempt to teach, but do not

know how, arithmetics and other text-books are published containing illustrative exercises in teaching. In buying one of these books, a pupil buys what was prepared in part for his teacher. When the time shall come that all who begin teaching shall enter upon this work through a course of special training, it will seem as ludicrous for pupils to buy books partly filled with illustrations of methods of teaching, as for the people who compose a congregation to buy books teaching the methods of constructing sermons. By the written method, pupils must teach themselves or be taught by the author of the text-book. The one in charge of the school, who is termed teacher, may assign and hear lessons and secure order, - an important part of the work to be done in the school-room, but clearly distinguishable from actual teaching.

Written teaching will not suffice for any school, and is least serviceable in an elementary school. I grant that a pupil may study words as objects in themselves. He may learn the letters in a word, and much more of it, without knowing its meaning; but he cannot use such a word in expressing his thought or in gaining knowledge. Words are properly the signs of ideas. The ideas they denote must be gained before words can be used as means of gaining knowledge.

The ideas expressed by such words as "red," "agreeable," "hard," etc., cannot be resolved into