amusement, that they would thenceforth lose their lesson look; and be, correspondingly, all the more easily-learnt. In fact, they would appear more as a series of interesting pastimes than school tasks.

Instead of making boys and girls con so many pages, say, of the geography of China, at the same time that they are wading through the history of the Norman Conquest, for instance; those two subjects should be made to bear the one upon the other.

The deeds of Duke Robert would lead to a consideration of the places mentioned in connection with them, their geographical position, geology, local traditions, celebrities, and other archaeological associations; while, their after-bearing on the history of our country should not be omitted.

The doings of the Black Prince might, also be exampled as inducing the study of the geography of northern France. Cressy, and Poitiers, and Agincourt, might, naturally, suggest the first use of gunpowder, its composition, and invention; and, then, the improvements in modern weapons of war would follow as a natural consequence, which would end in their being compared with the old flint implements, that are so frequently found to the delight of antiquaries’ hearts.

In this way, the literature of any particular period might be combined with its history and geography:—science, and other technical matters, being incidentally introduced; and, the pupil’s imagination, in addition, kept in play, by allowing him or her to peruse such good historical novels and light essays as would bear upon the life and times of the people of whom they were reading.

Celebrated battles of the world, memorable deeds, and famous men, would then no longer be classed in separate order, as so many bald facts, and dates, and names, to be learnt and remembered in chronological sequence; but, the young student would take such deep interest in them from the various pieces of desultory and comprehensive information he may have picked up in reference, that he could tell you “all about them” in succinct narrative—in lieu of merely being only able to mention their bare statistical connections.

You may urge, perhaps, that this system would take a long time to work; and that a large portion of the knowledge thus learnt would be quickly forgotten?

But, to the first objection I would reply, that, I do not see why it should take any longer than the ordinary practice of educating children, now in vogue; as, instead of considering the 

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