only on that which bears the grim phantom of terror. Fear may be and is a wise motive to employ at an early stage of development, useful to the disobedient child, the sinful man, but it is love which leads to progress and allures onward the saint.

There is something generous and good in a child's heart to which an appeal can be made usually with much more beneficial results. Excuse me here for telling a little incident in my own experience, since such incidents have been often and wisely used in this discussion. When in College, I rejoice to say, for it was useful to me, I taught each winter a district school. My first school was reported to be a very hard one, because of a troublesome boy who defied all discipline, and set at naught all rule. I was advised to whip him daily, as the only means of governing him at all, and assured of the parental sanction to that course. I resolved on a different treatment of my refractory pupil, at least as an experiment.

At church the boy was pointed out to me by my request, and I thought then that he looked roguish and frolicsome rather than "depraved," and perhaps the remembrance of my own sportive boyhood rather drew me towards him, for

"A fellow feeling makes us wondrous kind,"

or a higher principle than that, and one which has ever warmed my heart toward those who seem to me to receive injustice and stand alone, made me have for him a friendly interest.

On Monday morning I read the scriptures and assigned the lessons for the day. For a few minutes all studied more or less attentively, John among the number. Not daring to wait longer, lest I could not do it truly, I stepped up to him and said, "Now here is a boy who is studying,

and I think he and I shall be friends this winter, and as I like good company I will give him a seat next to mine." It was a convenient locality for me, Mr. President, provided the boy should prove refractory. I shall never forget his surprised look, and that of the pupils, who regarded me as having made a most wondrous mistake. The boy's aspect, however, in a moment changed, and, at least, one or two inches taller, and with a countenance more beautiful and hopeful than could often have been his, he took his place by my side. At noon he went to his home, and exclaimed, "Mother, is my best jacket mended? and do get me a clean collar! I want some water to wash my hands." "Why, John," was his mother's wondering reply, "what does all this mean? You never cared for these things before." Mother," was his answer, "Mr. Fuller treated me like a gentleman, and I mean to behave like one." And he did; that boy became then, and is now, my friend. A generous confidence, a kindly word, an appeal to something good and noble in his nature, aroused him to a better life; I believe, under God, may have been his redemption.

Sir, he who goes into a school believing a child is full of evil, without one generous thought or generous tendency, makes a terrible mistake, and does those young beings a wrong. Depravity there is in the heart, and many inherited evil tendencies that show how the sins of the fathers are visited upon the children for many generations; but it is not all depraved there. Sir, we want to go into the school-room with the belief that children are not angels; those who think they are, make a great mistake. If we go into the schoolroom and think it is to be all sugar and honey, and that children will always yield to reason's appeals, we make a mistake. But it will be a less terrible mistake in the sight of God and his angels than he makes who goes with

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the belief that they are all demons, and therefore manifests towards them harshness and cruelty.

The fear of God is the beginning of wisdom, but it is not the end of it. The angels have that peaceful love that casteth out fear. Oh, that all teachers had the spirit of "The Master" who, when that woman who had sinned was brought to him, wrote upon the ground, not in anger, but with sorrow, and spake a kind monition, to "sin no more." Oh, that we had more of teaching in the spirit of that God who "bears long with us," and is so patient and so tender.

My friend, the lecturer, did well in presenting love as a motive, and others did well in presenting fear. But both were wrong in sundering them as methods to be used in government. They should be united, fear as the beginning of wisdom, and love as its crown. The lecturer did not say enough in reference to this point of the sorrowful. necessity of using fear as a motive, and on the other hand, those who have discussed his lecture seem to me to have laid far too much stress on this motive, and to have said scarce anything, if anything, in reference to the more pow. erful influence of love. If he too much exalted human nature as without one false tendency, they have depressed it too low in making it utterly base and vile.

There is a woman near my church whose conduct on one occasion showed the goodness and greatness latent in all human souls. She is a feeble woman, who has been for some time watching over a blind husband and a helpless babe. She is not one who would be selected as likely to prove a heroine. And yet when that husband was stricken down at sea with sickness and his sailors almost mutinied, 'twas that feeble woman who proved equal to the hour and guided the storm-tossed ship safely over the waves, and by the force of mind over brute matter, governed that

rebellious crew.

The greatness, the heroism, were there always, in her heart, though circumstances were needed to arouse it, and make Mrs. Patten an example of wifely love, noble fortitude, and glorious heroism.

And in the souls of the vicious, too, whether adults or children, there ever is something good. Says Channing: "In the depths of every heart, however stormy and dark its waters, there lie jewels which may be brought to the light of day, and fit to sparkle in the Master's crown."

Let us do justice, look at this matter on both sides, be fair and impartial, and not with any view to our sectarian prejudices, and we shall recognize love and fear both united as motives.

Mr. GREENLEAF. I would like to ask, do men naturally love God?

Mr. FULLER. They do not naturally love God any more than they naturally love Arithmetic. Love in either case is the result of education. My friend has doubtless found that children do not naturally love Arithmetic.

At 3 o'clock, a lecture was delivered by DANIEL MANSFIELD, Esq., of Cambridge. Subject: "Some of the Erroneous Opinions prevalent in the Community in regard to Education." Adjourned.

EVENING SESSION.

The Institute assembled at 8 o'clock, the President in the chair.

A lecture was delivered by Prof. R. P. DUNN, of Brown University. Subject: "A more thorough Study of the English Language in our Elementary Schools."

Prof. SAMUEL S. GREENE, of Brown University, expressed his hearty approbation of the theme of the lecture. The English language has been one of the things greatly neglected in our schools. The truthfulness of the lecture

was worthy the attention of teachers, and the course of thought pursued showed most clearly the value of a finished education, and was an exemplification of it.

Prof. G. concurred in the remarks made in the morning as to the defects of Primary Schools, and especially in teaching to read. Children read what they do not understand; their reading is consequently a mechanical process. Better reading would be secured, and better readers made by the process recommended by Dr. Alcott. Prof. G. would go further than he did, and would bring the pupil in contact with the things themselves rather than the names of them, and then leave them to express their thoughts about them in their own way. As the evils connected with the language commence with the Primary Schools, there is the place to apply the corrective.

But even with the best methods of instruction there is danger of falling into a routine. I knew a teacher, said Prof. G., who took a passage in English to transpose or translate into other words. The passage was one in which the writer was describing the condition of Columbus, as he was returned to Spain in chains, from one of his voyages of discovery; and he expressed himself in this way :

"Said Columbus, with an expression of generous indignation, I wear these fetters in obedience to their majesties, the King and Queen of Spain."

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Now for the translation. "I wear these fetters, said Columbus, with an expression of munificent disgust, in honor of their majesties," &c.

When the teacher complained, the pupil defended himself by saying that he took the words from the dictionary with their proper definitions. So unless care and judgment are used, any system may be mechanical and mere work of routine, without thought or value.