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Let us now consider, in an illustrative way, the value of literary culture in the every-day work of the school-room. This value is seen, first, IN ITS INSTRUCTIVE POWER. One of the rarest gifts, either natural or acquired, to be found among the qualifications of teachers, is that of telling a story with skill-a power which gives one of the most convenient and most efficient vehicles of conveying instruction to children. In truth, it is the natural means of educating childhood. Whatever may be the merits of the discussion between the so-called "Old" and "New" in education, one good result is sure to follow the agitation-a better understanding of child-nature, and a wise conformity to that nature in methods of school work. I do not, by any means, sympathize with the idea that all our teaching is to be sugar-coated, and that the learning of lessons is to be made a thing of play. I believe in downright thorough training, which, beginning with the child's schooldays, shall continue to the end of them to develop strong, active, and vigorous faculties; not one faculty, nor two, but all of them. But, at the same time, cannot our teaching—all of it-be surcharged with the juices of life and living? Surely it can be vitalized in every grade of work. Public schools, and colleges, too, have been given. too much to the dissection of their subjects of instruction and to the articulation of the bones. But we are beginning to show the better way. Instead of putting the world into a sort of a museum or an herbarium for our pupils, we are leading them with quickened minds to the living, growing world of animal and vegetable life. Why, every |