you ever studied different maps, books, apparatus, &c., so as to judge for yourself what editions of standard works,. what elementary manuals, what atlases, globes, boxes of instruments, materials for drawing, design, and so forth, were BEST for your purpose? I do not now mean best absolutely, but best relatively to you, because you believed, so to speak, in their adaption to your course, so thought out and decided upon? Has the same inquiry led you to construct, for your own consideration and improvement, a routine or time-table, in which you endeavoured so to arrange your subjects of study and the other occupations of your pupils, as to produce in the result a wise and good man?

For you must observe, that our inquiry is not only into the mental and moral characteristics of human nature, but into the condition and habits of childhood. A most subtle, but spirit-stirring inquiry, that; spirit-stirring on account of its very subtility: for it is not with mute and unconscious materials that you have to do, still and pliable under the hand of the artificer; but with phenomena, the forms of which are constantly changing. You can only secure your results by constant study, constant watchfulness. Before every elementary teacher of boys, I, for one, would ever set the image of a small boy, -one not very remarkable for talent or moral earnestness, but an average, common-place boy. Study that boy; try and learn why, after you have advised [q. c. LEC.]

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him in a thousand forms, and urged on him what is right and true by a thousand motives, he still falls into sin, neglects his duties, and dishonours himself and God. The same earnest admonition belongs to every class of female teachers. Follow, through all its rich and wonderful phases, the character of bright, not to say unsullied, girlhood. Observe what principles are most manifestly developed in female behaviour; how they are connected together, and how they are modified by circumstances. See, as Aristotle would call it, how she does her work; and like a skilful physician, aiding Nature in her efforts, help her to execute that work well. The reason of the failure of many plausible systems of education may be referred to the fact, that the inventors have apparently framed them without due consideration, not to say in utter forgetfulness, of the nature of the being on whom they were to be brought to bear. Like Descartes, who hung a world upon hypothesis, these writers have suspended the whole development of the human mind and heart upon some arbitrary and partial maxim, which coerced some faculties, which overlooked others, and which, therefore, interfered with the proper play and proportion of all.

Let me add, that this constant study of the whole body, soul, and spirit of childhood,-for under those three heads you may class the whole of education, and to the defective or redundant education of one or the other you may refer the whole of its failure

in the world,-will give you the practical habit of teaching wisely and well. Your questions and ellipses, and other artificial methods, will come almost naturally, if you are a constant and diligent student of childhood and youth. At the same time, our course would not be complete without a regular discussion of these methods. We must hereafter speak of all the modes of catechizing, of class and individual teaching, of gallery lessons, of school discipline, and, above all, of rewards and punishments: while we shall finally add to our course, a retrospective review of the literature of education, and an inquiry into the relative merits of various kinds of school-books and apparatus. Large promises, you will say. May Almighty God help us to fulfil them!

Let me now, in conclusion, invite your full and ardent co-operation in our course. I shall call upon you, when our numbers are diminished to those who take a practical and permanent interest in the subject, if not to interrupt me in my readings, at least to question me freely at the close of each Lecture. We may then hope that you will eventually carry away to your respective scenes of labour, not a mere barren word-knowledge of this great question, but a living and real appreciation of it. The children entrusted to your care will be daily to you the interpreters and expounders of the philosophy we have learned together. And we may hope that your school-rooms,

instead of wearing a dark and cheerless aspect, as scenes of drudgery and listlessness, will grow bright and cheerful; at once the laboratories for glorious experiments, and the theatres for the training of immortal spirits.

XII.

ON THEOLOGY.

BY THE

REV. FREDERICK DENISON MAURICE, M.A. CHAPLAIN OF LINCOLN'S INN.

IN

Na Lecture upon the purpose and plans of this College generally, which I delivered about a month ago, I explained briefly how we proposed to treat the particular subject of Theology. I hoped then that the introductory Lecture upon that subject would be delivered by Mr Trench, and that I should take only a secondary part in the management of the classes. It has happened, very unfortunately for the College and for me, that during the present Session those whom I was to have assisted will be otherwise occupied, and I must be responsible for all the teaching in this department. A more satisfactory arrangement will, I trust, be made before we begin again in October; in the meantime, I must endeavour to give you some notion of the Course upon which I propose to enter, if there should be any pupils to enter it with me. As I am now speaking only for myself, I have the less scruple in taking the hints in the former Lecture as the foundation of the present.

What I said, was in substance this: that we