It is a lesson yet to be learned, that genius gives no charter for the indulgence of error,—a truth yet to be remembered, that only a small portion of the world will look with leniency on the failings of the highly-gifted; and, that from themselves, the consequences of their own actions can never be averted. It is yet, alas! to be added to the convictions of the ardent in mind, that no degree of excellence in science or literature, not even the immortality of a name can exempt its possessor from obedience to moral discipline; or give him happiness, unless "temper's image" be stamped on his daily words and actions. St. Pierre's life was sadly embittered by his own conduct. The adventurous life he led after his return from Dusseldorf, some of the circumstances of which exhibited him in an unfavourable light to others, tended, perhaps, to tinge his imagination with that wild and tender melancholy so prevalent in his writings. A prize in the lottery had just doubled his very slender means of existence, when he obtained the appointment of geographical engineer, and was sent to Malta. The Knights of the Order were at this time expecting to be attacked by the Turks. Having already been in the service, it was singular that St. Pierre should have had the imprudence to sail without his commission. He thus subjected himself to a thousand disagreeables, for the officers would not recognize him as one of themselves. The effects of their neglect on his mind were tremendous; his reason for a time seemed almost disturbed by the mortifications he suffered. After receiving an insufficient indemnity for the expenses of his voyage, St. Pierre returned to France, there to endure fresh misfortunes.     

       Not being able to obtain any assistance from the ministry or his family, he resolved on giving lessons in the mathematics. But St. Pierre was less adapted than most others for succeeding in the apparently easy, but really ingenious and difficult, art of teaching. When education is better understood, it will be more generally acknowledged, that, to impart instruction with success, a teacher must possess deeper intelligence than is implied by the profoundest skill in any one branch of science or of art. All minds, even to the youngest, require, while being taught, the utmost compliance and consideration; and these qualities can scarcely be properly exercised without a true knowledge of the human heart, united to much practical patience. St. Pierre, at this period of his life, certainly did not possess them. It 

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