when conversing on the grace and faithfulness of God, his heart would melt in tenderness, and his eyes overflow with tears.

On one occasion, his friends, at his request, were singing the hymn commencing:

"Jesus, lover of my soul,"

his spirit was filled with ecstatic joy; and at the conclusion, he exclaimed: "Jesus was never so precious to my soul as now." A few days before his death, he suffered severely-every breath being attended with excruciating pain. But his soul was still triumphant, and with earnest, but submissive desire, he said: "Come, Lord Jesus, come quickly!" and again,

"Cease, fond nature, cease thy strife,

And let me languish into life.”

Looking upon his grandchildren who were present, he remarked, though with difficulty, "I have said all on former occasions, that I have to say,-my work is done!" And yet, when his eye rested upon the youngest, a little child, he said: "God Almighty bless the child, and make her a mother in Israel.". Like the dying Jacob, he strengthened himself to utter a blessing!

On Sabbath evening, Jan. 16, just before his departure, on being asked if his soul was strong, while the flesh was failing, he replied with emphasis: "Yes! strong as ever. The foundation is unHe then proposed "to have a little refreshment by way of prayer." The hymn beginning:

shaken."

"When I can read my title clear,"

was sung; and he joined in singing-but his voice failed at the end of the second line; yet he moved his head to the measure of the music to the end. Seldom has a sick room been so like that described by Dr. Young:

"The chamber where the good man meets his fate,

Is privileged beyond the common walks

Of virtuous life;-quite on the verge of heaven."

His death was such as might have been expected from a long life of piety-genuine, deep, and heart-felt. man, and behold the upright; for the end of

"Mark the perfect that man is peace."

Subtract from a great man all that he owes to opportunity and all that he owes to chance; all that he has gained by the wisdom of his friends and by the folly of his enemies-and the giant will often be left a pigmy.

STUDY-BY HEARING.-NO. VI.

For reasons which must be obvious to every teacher, study by hearing cannot well occupy near so large a part of the pupil's time at school as study by reading; nor is its practical importance so great, still it is too important to be neglected. Very much of the study in primary schools, and by small children in schools not graded, is necessarily of this kind.

For older scholars, the recitation of the book lessons affords some opportunity for such training, if the teacher requires each member of a class to know what the others say, and especially if he requires them to get the oral explanations and instruction that he may add to the printed lesson. In some studies, such as arithmetic, for example, where there are examples not designed to be committed to memory, pupils may profitably be trained to remember and perform long examples once orally stated by the teacher. In almost any school, great advantage might be derived from the teacher's occasionally giving a whole lesson orally, and having the pupils get it by hearing, review it mentally, and afterwards recite it without questions.

At first, it might be somewhat conversational, or, at least, divided into small portions, with pauses between, to allow them to think over the substance of what had been said, or even repeat it aloud, before proceeding. It would also be necessary to make the first lessons very simple and attractive. But afterwards, the lessons should be harder, drier, and more connected, as the scholar's ability to study increases, until he can follow a long and difficult mathematical demonstration, or a scholarly lecture.

The teacher will do well to make it a general rule, in all his instruction, from the simplest talk with a child to the most studied lecture, not to tell his pupils the same thing more than once, at least, in the same lesson; and not to tell them anything that they ought to get from the book. exceptions to this, as to many other not be so numerous as to destroy it. very seldom; the pupil, very often.

There must, of course, be good rules; but let them The teacher should repeat The rule does not refer to

the expression of the same thing in different forms, when neces essary for distinctness; but its design is, that when a lesson or a remark has once been so expressed as to be intelligible to the mind of every pupil, and the pupil has thus had one fair opportunity to get it, he should expect to be prepared to recite it, or to fail. For very young pupils, or very dull ones, the lesson should be very short,-only one word, or one letter, if they can not get two at once; and this should not be named till their attention is secured, and they understand that they are going to be told only once, and that every one who does not get it then, will miss the lesson: then, if they catch it, they may repeat it a hundred times, if necessary. If pupils are lazy, and won't learn, repeating their lessons for them will not cure them, but will make them worse.

Sometimes lectures and addresses, heard out of school, may be reported for a school exercise. In some schools, the substance of sermons may be recited. This would not generally be advisable in common schools; but the teachers of these may encourage their pupils to report them at home; for sermons will furnish to most persons both their most frequent and their best opportunities for this kind of mental discipline.

Pupils should learn to take notes. This will help, for a time, to form the habit of concentrating their attention while hearing, whether in school or elsewhere, but they must not carry it so far as to accustom themselves to depend upon notes rather than memory. The writing of abstracts of discourses, from memory, is a good exercise.

Let every teacher impress it upon the minds of his pupils, that, if they are ever to become good hearers, they must learn to make hearing a study; and that all that he tells them, and all that they hear elsewhere, for instruction, they should endeavor to get, review carefully in the mind, and recite, either orally, or in writing, or in practice. E. P. S.

The burden which is well borne becomes light.-Latin Gram

mar.

MAPS, BOOKS FOR REFERENCE, &c., AS

SCHOOL FURNITURE.

Much is said and written, and very properly, too, respecting the importance of good school-houses; and I think there is little danger that our School Districts will run into the extreme of making their school-houses too substantial, too convenient, too comfortable, too tasteful. In all these respects a very large part of our school-houses are lamentably and criminally deficient. I say criminally, because I maintain that it is not only bad policy, but a sin, to confine our children to school-rooms, where their taste, if not their morals, must be corrupted, their health endangered, and their time and abilities turned to far less account, than they would be, in buildings more comfortable, and otherwise better adapted to purposes of Education.

But besides good school-houses, and good seats and desks, there is another thing not less important to the improvement of our schools, as to the amount of knowledge to be acquired, awakening the minds of the scholars to larger views, the order of the school, the interest felt in it, and the incitement of the teacher to more varied effort for the advancement of the pupils-I refer now to that part of school furniture that consists of maps, books for reference, pictures, &c.

Our community, I think, are little aware how much might be gained on the score of knowledge, of taste, of enlarged views and clear perceptions of things, as well as on that of actual enjoyment and deeper interest in study, by having our school rooms judiciously furnished with such helps and incentives as these,— furnished to such an extent, that the scholar could not look to any part of the room, without his eyes resting on something suited to instruct, interest, and give pleasure. But I do not intend to dwell, at this time, on the importance of this part of school furniture, more than to say that, in my opinion, most, if not all, of our Districts might better dispense with their summer and winter school, and indeed with a whole year's school, and use their money for thus furnishing their school-rooms, than to go on as they are

now doing, with their school-rooms so utterly destitute of these helps and ornaments, if any please so to call them; for they are really ornaments to the eye of every discerning educator. I may write again on the importance of these helps and the manner of using them; but I will now only go a little more into detail, as to what should be embraced in this department of school furni

ture:

1. Cards, containing letters, syllables, easy words, and lessons for beginners, so that they may feel the interest and stimulus, and thus have the advantage of reciting in classes, as well as the older and more advanced pupils. These should be hung, so that the little ones may, if practicable, sit facing them, and study from them, and always be taught and recite from them.

2. Cards containing geometrical figures, to be described, and also drawn on slates or paper. Others might be added to these, illustrating various things relating to numbers, animals, and other objects.

3. Maps, and those of a size and with a boldness of line and coloring, which will make the principal rivers, mountains, shores, and other natural objects, and the political divisions, easily seen to the full extent of the room, and so arranged that the pupils may have the forms and relative positions of the objects before them, whenever they turn their eyes toward them. Many schoolrooms have maps, but they are so small and meagre that no teacher feels an interest in referring to them and giving instruction systematically from them. Every school should have a map of the World—the two hemispheres-five or six feet in diameter, one of the United States, six or eight feet square, and one of Europe on a similar scale. If one of Asia, and another of Africa, and another of North America, and another of South America, could be added, it will be all the better.

4. A good general Atlas, like Colton's, or Mitchell's, large folios, with letter-press descriptions and statistics,-mainly for reference, when questions arise respecting any country or portion of the earth.

5. Dictionaries and Gazetteers. Webster's, or Worcester's,