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 THE USE, MISUSE AND ABUSE OF TEXT BOOKS.

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��bright boy may become the nation's champion in figures. One algebra and one geometry are sufficient tor all the wants of all the inventors, designers, en- gineers and architects in the world while under tutors and governors. When thus educated, they can pursue the higher mathematics without a teacher. Gram- mars, geographies and philosophies for infant minds, are all comparatively worthless; for children should be con- fined to the elementary branches of learn- ing, reading, spelling, writing and arith- metic, till they have sufficient mental matin ity to understand any well prepared treatise on those higher subjects. Then one book in either of those departments will supply all their reasonable wants.

The ornamental branches, as well as the useful, like Tarpeia, are overwhelmed by their treasures. Book-makers, like Neptune of old, if they cannot govern Attica, seem determined to flood it. A new French grammar, reader, phrase- book and text-book, crowded with ques- tions, notes and explanations, come to us every year, possibly every month. A young lady who has practiced music for five or six years, under different teach- ers, will have about half a cord of sheet music to be stored with other worthless lumber in the attic. The hymn-books and choir-books for divine service are counted by scores, and each denomina- tion has its own divine songs and sacred music ; and these become obsolete in a few years. The laws of the material uni- verse all tend to unity; the world of mind is developed in infinite diversity.

Sabbath schools, too, have felt the pressure of book-makers, who, even in this department ot sacred labor, are as manifestly moved to write by " needi- ness, greediness and vain-glory " as the veriest political scribbler of the hour. The Bible is over-loaded with annota- tions, commentaries, question-books and paraphrases. The books provided for Sabbath reading are chiefly tales, stories and biographies of consumptive children of precocious piety. Menzel, in his his- tory of German literature, thus speaks of such Christian essays prepared for young ladies: u These sentimental people think that because they have young girls in

��view, towards whom one should always be polite and tender, God's word, too, must be spoiled by softening down, dilut- ing and sweetening it for them. The lan- guage of the Bible seems to them alto- gether too rude and unmannerly, and so they extract from it, as from the power- ful forest plants, a little drop of essence only, mingle it with sugar, put it up in fine post paper, with a neat device, and give it to the dear little babes of grace to swallow, as a godly sugar-plum."

Indeed, our popular literature upon all subjects, sacred and profane, is assum- ing the form of narrative, and finds ex- pression in stories, novels and romances. It is. therefore, rather superficial, en- tertaining and attractive, than pro- found, analytic and didactic. If a man were to read stories till he reached the age of Methuselah, he would not probably grow wiser or better. Novels do not make thinkers, inventors, discov- erers or benefactors. Neither do the miscalled helps of the school-room make able reasoners, wise counsellors and elo- quent orators. Whoever helps a boy to do what he can accomplish by fhe indus- trious use of his own unaided powers, ■ does him an irreparable injury. It is the business of the teacher to awaken curi- osity, excite enthusiasm, stimulate indus- try and, by judicious suggestions, enable the student to achieve his own victories. The three great ends of education, disci- pline, information and expression, are se- cured by the hard study, careful reading and frequent speaking of the student himself. By application he acquires mental strength, by reading, intellectual stores, by speaking, oratorical skill. A good teacher may render invaluable as- sistance to his pupil by showing him how to think, how to learn and how to speak. But toil is the price every learner must pay for discipline, knowledge and utter- ance. A good book greatly aids the teacher in his arduous labors. But if the edge of the tool be blunt, he must put forth the more strength ; and, by that very process, become a more vigorous mental athlete. A book, like a key or copious commentary, that makes every- thing plain to the meanest capacity, is the meanest kind of a book. It degrades

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