First, the order in which the faculties are developed with respect to one another; and,

Secondly, the order in which each develops itself with respect to its objects:

1. First, the perceptive Faculty;

Secondly, the Conceptive Faculty;

Thirdly, the Reasoning Faculty.

2. In the exercise of the Perceptive faculty, the perception of likeness precedes the perception of difference, and the perception of difference perceptions of order and proportion.

In the exercise of the Conceptive faculty, concepts of things physical precede concepts of things imaginary, and concepts of things imaginary concepts of things metaphysical.

In the exercise of the Reasoning faculty, the power of tracing effect from cause is based, chiefly, on the perception of order; the power of tracing analogies on the perception of likeness; the judgment on the perception of difference.

III. Sympathy is a law of childhood. Pestalozzi argued that young children can not be governed by appeals to conscience, veneration, or the love of the beautiful, because in them these sentiments are not yet developed. Still less are they to be governed by the excitements of emulation, as commonly understood, or of fear. True, the principle of emulation exists in the child, and a wise teacher will appeal to it, not with reference to his class-fellows, but to his task. The lesson, and not the schoolmate, is to be overcome. The latter is to be recognized not as an antagonist, but as a fellow-worker. The prize of success is not for one, but for all.

The principle of fear, too, exists in the child. It is right that he should be afraid to incur the displeasure of his teacher; but the fear of bodily pain merely is the lowest of all motives. It is hardly possible to cultivate the conscience of a child who is brought up under its influence; for, if he do right from fear alone, he will certainly do wrong whenever he judges he has a chance of doing it undetected. This every ones knows.

Concerning fear and emulation, as employed by unwise. teachers, Pestalozzi wrote, "Moral diseases are not to be counteracted by moral poisons." He maintained that very young

children were to be governed by sympathy; that the teacher can, and does communicate her own spirit to the scholars. "Do and be," said he, "what you wish your children to do and be." "Work with the will, not against it."

Furthermore, he showed that this sympathy, as a motive to action, must be gradually superseded by the rule of right, so soon as the children are able to recognize and apply the latter; for all good government tends to self-government—all good education, in childhood, tends to self-education.

May the children of our schools progress from suitable impressions to befitting habits; from good feelings, to right principles; from submission to the impulse of fear, to obedience to the dictates of conscience; from love of friends, to the love of God.

Thanks, old reminder of the past,
For this brief vision backward cast;
We measure progress to contrast
Times far and near,

Rejoiced on summing up at last,

We're not arrear.

Boston Saturday Gazette.

For the Journal.

GREENE'S ENGLISH GRAMMAR.

ANY one who will look at the long catalogue of authors of English grammars in the introduction to "Gould Brown's Grammar of English Grammars," might think that a new book on this subject would be proof positive of mental delusion. It might almost be said of one so rash, "he has gone over to the majority." And yet any one who has taught English grammar for any length of time has known quite well that no text-book has been perfect. Indeed, many teachers have been almost tempted to write a new grammar themselves. Professor Greene's new work contains many improvements upon his other works, and is well worth the attention of all who are interested in teaching or in learning their mother tongue. We may take some other opportunity of discussing the merits of the book as well as the claims of the subject it presents to a more thorough and profitable study, but now we desire to say for the benefit of fellow-teachers that much can be learned from it by any who have not completed their studies in this department. In precision of statement and in methodical arrangement of topics the "Syntax" is especially valuable. It is not, however, a book for beginners, if beginners require a grammar made easy. It demands, as every text-book for students should demand-close study, much thinking, and more ample illustrations. To those who think it worth while to know their own language as they desire to know other things, and are willing to pay the price of patient study, this book can not but be a guide and a help.

It is a defect in all grammars for schools that so little space is devoted to the derivation and composition of words. It is true that this subject is too large for the limits of any ordinary text-book, but this is not a sufficient reason for the almost total neglect of so interesting and so useful a part of grammar. The teacher must still depend upon his own resources for what he does in this respect, and yet no one can be said to do his whole duty in teaching grammar in any school whatever, without giving some attention to this large and inviting subject. We wish it received much more attention than it does.

H. B. B.

MISCELLANY.

S. J. WHITON. We learn that this gentleman, one of our Associate Editors, of whose contemplated mission we spoke in a former number, did not sail until quite recently. He is now on his way to West Africa where we trust his labors may be abundantly blessed. To any who may have occasion to communicate with Mr. Whiton we would state that letters forwarded to the care of Rev. George Whipple, 61 John St. New York, will be promptly forwarded.

NEW HAVEN. L. A. Thomas Esq., formerly postmaster of this city has recently been elected Superintendent of the schools. He has, for many years, been an active member of the Board of Education and will engage with earnest devotion to the duties of his new office. We wish him abundant success, and feel that in him the teachers of New Haven will find a sympathizing friend and helper,—while the schools will be elevated by his efforts.

DANBURY. We learn that the schools in this place are in a prosperous condition. The Middle Center School, under the charge of Prof. Dowd, is spoken of in terms of commendation. Mr. D. is certainly an earnest and efficient teacher. We are glad to learn that there is some prospect, that a union school may, ere long, be established in this place. It would prove a great advantage to Danbury.

Mr. Lamonte is teaching one of the schools with good success. Misses Stevens and Miss Fayerweather are also doing excellent service in the schools of Danbury.

AMERICAN EDUCATIONAL BUREAU. Smith, Willson & Co., have established an agency at 561 Broadway New York, which must be found very useful. The following are the prominent objects of their establishment.

1. A depository of books, maps, charts and apparatus for schools, and for teachers' inspection.

2. A medium for teachers to secure situations, or for committees to secure teachers.

3. A medium of information in relation to schools, for such parents as have occasion to send from home.

4. An agency for negotiating sales of schools and school property. We commend this agency as worthy of support and confidence.

IN MEMORIAM. We had prepared for our last number, a brief notice of some testimonials of respect given to Miss C. F. Whittemore, late and for several years first assistant of the Broadway school,