Locke, nor even the American Franklin. They finally content themselves, with the hope of attaining to a respectable mediocrity. Between this respectable mediocrity, and an excusable inferiority, they soon fancy there is but a trifling shade of difference-this, added to the very soothing consideration, that after indulging in mental indolence, they will even then pass through the world, very respectably, in company with an overwhelming majority of their contemporaries, allays to a very considerable degree, all juvenile aspirations after pre-eminence—thus a kind of habitual apathy is acquired, which, if not early counteracted by a change of circumstances, is liable to increase through life, and prove a barrier to all honourable distinction or excellency in any thing. This is the true state of ninety-nine hundredths of those with whom we have to do in teaching. "The spirit in such case, like a horse that has sunk beneath his burthen, lies down in despair, with scarcely a struggle to rise."

Hence, to excel in teaching it is necessary after determining upon what is most essential to be taught or learned-first, to confine the attention of the learner to one thing at a time; second, to devise ways and means to counteract or overcome the indifference of which I have spoken, and to inspire a faith and confidence in the pupil that he can and must accomplish the object under consideration;-and thirdly, to be diverted by no minor objects from pursuing the course marked out -but cause the whole class, great or small, to move as one man, or like a mighty engine kept in motion by an irresistible force, till the object is attained.

By expounding, theorising, &c. I have brought myself to the close of the third lesson, conformably to my present practice in large classes.

The fourth lesson may be devoted exclusively to acquiring a greater facility of hand, without burthening the learner with any new theory. To acquire the habit of writing very rapidly must necessarily require considerable time, but in this, as in every thing else, much depends upon the method pursued. Hitherto the nature of the subject, notwithstanding our efforts to the contrary, has forced upon the pupil, a diversity of mental and physical exercises, almost at one and the same time; but having drawn from the book, the chart, the verbal explanation and the practice of three or four hours all that is essential in the theory or writing, this diversity of objects is narrowed down in the present exercise, to simply the gaining of greater despatch. To borrow a military figure; having driven the enemy from all his outposts, surrounded his camp and spiked his cannon, it only remains to make a bold and desperate charge and the day is won.

Let each pupil, then, at this time, enter upon his new duty like one who runs a race for his life, or some other valuable prize, and there is no fear but he will succeed, not only to his entire satisfaction, but to his utter astonishment; for he will in this exercise, call forth powers of which he had no previous conception. He will acquire a command over his wandering thoughts, and a confidence in his own abilities, which will enable him to accomplish twice as much as he could under any other circumstances; for there is, perhaps, with the

exception of intense mathematical research, nothing which so completely confines the attention to a particular object, as recording in short-hand, the language of a public speaker; and when the habit of close attention and application is once acquired, it may be transferred at pleasure from short-hand to other exercises.

During the time appropriated to this important object, there is no impropriety in losing sight in some degree of all minor considerations about the beauty of the writing-whether the characters are formed with the utmost precision-whether they are larger or smaller than usual, or whether the words and lines are nearer or further from each other. All these subordinate matters may be temporarily overlooked in the engrossing topic of despatch, which for the time being, is the one thing needful. This lesson should be exclusively devoted to the recording of language addressed to the ear-nor should the learner be at all discouraged or discomfited, should the language be uttered at times, considerably faster than he is able to write itit is even adviseable, that the teacher occasionally dictate in this manner, increasing gradually above the rate at which the class are able to write; for by this means, they are unconsciously led to a degree of exertion which no other means can call forth, and the effect is ultimately beneficial.

The 5th lesson may commence with an attempt on the part of each individual, to write, not with rapidity, but with the utmost neatness and accuracy. For this purpose let each individual copy the same piece from a book rather than from dictation,-taking his own time

to accomplish it. During this exercise the teacher has an opportunity to visit each individual separately, to see whether their writing is conformable to the rules and instructions previously given; and to suggest such amendments as he may consider necessary; or, if he please, to write personally, from the dictation of another, in order that the several individuals may witness his method of humouring the pen, in the more rapid formation and combination of the stenographic characters.

After this, when the class shall have written a suitable portion, let each individual look steadfastly upon his own writing, while the teacher proceeds to read slowly and distinctly that which has been written, commenting when necessary, upon particular words as he proceeds. If time permit, it may be useful to read the same piece several times over, increasing the rapidity with each repetition.

After several paragraphs have been written by the class and read by the teacher in the manner described, the lesson may close by a few timely hints in relation to the style of writing: viz.—that short-hand, whether for beauty or despatch, should be written tolerably fine -that the lines should be about one-third of an inch apart; and, that the words in the lines should stand as close as they conveniently can, without touching. Unless proper regard be paid to these particulars, the writing appears like a promiscuous assemblage of crooked marks, without order or comeliness-while, with a little care, the line and space being clearly defined, and the words properly arranged, it assumes the orderly

and systematic appearance of a written or printed page. Sentences should be separated by a blank space of about half an inch, and each paragraph should begin a new line, &c. &c. A little advice of this kind, added to the instruction previously given respecting the relative proportions and relations of the individual characters, and the rules of joining, will do more towards improving the general appearance of the style, than hours of practice, in imitation of the best speci

mens.

The sixth lesson may commence like the fifth-all writing from a book, the same piece, with neatness and accuracy, so that it may be read with the greater ease.

As the reading of short-hand is considered extremely difficult, I shall here explain the manner in which it may be readily acquired by every individual in the class. Let us first inquire, why is the reading of shorthand difficult? It is difficult for beginners, because the characters and their combinations are new, and not readily recognised as the representatives of letters, words, and so forth. Second, because the spelling and abbreviating are new and must consequently require time for reflection: and third, because the entire novelty of the process so completely occupies the attention, that the sense of the subject, the indispensable key to all good reading, is entirely lost sight of, and the reader consequently distracted and confounded.

To remove these obstacles, when a suitable portion has been written, request the whole class to read aloud at the same time, as fast as they can. One reads this word, another that, and a third the next; and so on