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MAGAZINES.

Its review of important new books is one of the most valuable features of the Atlantic Monthly. This department of the September number is unusually interesting. The Journals of General Gordon at Kartoum, the second volume of McMaster's History of the People of the United States, from the Revolution to the Civil War, and Lausdell's Russian Central Asia are the books that pass under the critic's eye this month. The first, printed from the original manuscripts, is a thrilling story of self-sacrifice and heroism well calculated to revive one's faith in human nature. It is at the same time a piece of authoritative political history which places the English cabinet in no enviable light.

Henry James begins a new story, "The Princess Casamassima," there are interesting installments of Mrs. Oliphant's "Country Gentleman," Dr. Holmes's "New Portfolio," and Dudley Warner's "On Horseback," "Ancient and Modern Greek," by William Cranston Lawton, is an interesting contribution to the discussion of the "Greek question" in college, and there are other choice articles, making this altogether a choice number of this favorite magazine.

The general desire to erect a monument to the memory of General Grant that shall be worthy of the most eminent citizen of the greatest nation in the world, adds interest to the symposium in the September number of the North American Review, entitled "Grant's Memorial: what shall it be?" Shall our National Banking System be Abolished?" is the subject of another symposium in the same number. In "Reminiscences of Famous Americans," John R. French, ex-Sergeant at Arms, contributes racy sketches and anecdotes of General Grant, General Burnside, Henry Wilson, Wendell Phillips, Henry G. Davis, Garret Davis, Abraham Lincoln and others. "Decay of Ecclesiasticism," by R. H. Newton, "The Great Psychical Opportunity," by Elizabeth Stuart Phelps, and two or three other articles complete the table of contents, making an unusually interesting number.

The Popular Science Monthly for September is full of strong meat. It contains two articles of special interest to educators. One is the conclusion of Mary Putnam-Jacobi's "Experiment in Primary Education,” in which she gives, in detail, an account of the training of her own little girl. The other is an attempt to show "How Spelling Damages the Mind," by Frederick A. Fernald, in which it is claimed that, owing to the "lawless character of English spelling," "learning to read the English language is one of the worst mind-stunting processes that has formed a part of the general education of any people." Both these articles will repay perusal by those engaged in the work of education.

The July-August number of Education contains about the usual number of solid articles; among them "An Equivalent for the Greek,” “Training of Teachers," "Froebel's Principles in Primary Schools," "Manual Training in General Education," "Methods of Classical Instruction," and "Industrial Education and the Colored People. Boston: New England Publishing Co.

Of greatest public interest among the contents of the September Century is General Grant's article on "The Siege of Vicksburg." There are several other articles embraced in "Memoranda on the Civil War." Other articles are "Connecticut in the Middle Ages," "The Great River of Alaska," "Twilight of the Poets," etc., besides the usual fiction. "Topics of the Times" and "Open Letters" are of special interest.

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The teacher's subject is not books, but mind. On the other hand, the lecturer's subject in the first instance is not mind, but books. This distinction is vital, and the most important results follow. Broad is the dyke, and deep, that cuts across between the teacher and the lecturer, dividing them by a bridgeless space. They stand on the. same level; at a little distance they appear in the same field; to the ordinary eye they are engaged in the same work, with the same surroundings, and the same object. But they are divided forever in theory, and in practice.

It has already been shown that the subject of the teacher is the mind of the individual; that his first, second, and last thought must be mind, and how to get at mind. But the first, second, and last thought of the lecturer is how to get out his book-work in the clearest and most presentable form. His books, and the way he handles his books must be his subject. This arises from the nature of things. The lecturer has to deal with knowledge. He is a knowledge-master and must conform himself to the conditions of knowledge. Knowledge demands that the work to be done should be put out from beginning to end

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* From Rev. Edward Thring's Theory and Practice or Teaching. McMillan & Co., New York.

without flaw, and with perfect skill. To do this implies that the worker uninterrupted by any external consideration should do the work himself, shape it, polish it, and with great artistic skill turn out a work of art. He addresses a mass. The component parts of his audience, the single minds with their difficulties, are nothing to him. He assumes, and is justified in assuming, if his lectures are voluntary, that the audience are prepared to understand him by previous acquirements. The general character of his instruction must indeed be adapted to his audience. But for this it is enough for him to know their general character. Nothing more is required. He is like a ready-made clothes shop. If he wishes to succeed, richness of material, and a graceful hitting off the average taste must make up for want of individual fit. His knowledge must be cut into the most acceptable pattern. This requires much command of the book to be communicated, much tact in the fashioning, and a taking and effective style of delivery. But when done it is done. The book, and the knowledge, and the skilful narrative are the sole business of the lecture. The audience must take care of themselves. A good lecturer puts out his work wonderfully well, and those who profit by it come already prepared, and adapt themselves to what they hear. last line a definition of the English schoolboy? or of any schoolboy? But it is in this that the difference lies between teacher and lecturer, between taught and belectured. The teacher makes the taught do the work, and occupies himself in showing them how to do it, and taking care that they do do it. His work is to direct, suggest, question, inspirit; and he adapts himself in every possible way to the individual minds, never resting till he has made them master of the skill required, and seen them become capable of working on their own account. The lecturer leaves his audience, and they leave him; and he goes his way entirely regardless of their fate, only concerned with having performed with credit to himself. The distinction is vital. Excellence in the one is a complete reversal of excellence in the other. The lecture is clear cut, logical, precise, beautifully connected, yet avoiding all close and laborious exactness. Teaching takes any shape whatever, is fragmentary, changing as the difficulties of the pupils' minds change, and disregards all precise plan, provided that a close, laborious, and exact exercise of mind is the result. The lecturer does the work, and goes. The teacher makes the pupils work, and stands or falls by what they do.

A most important practical result at once is developed from these facts. The number that can be dealt with at one sitting is fixed. A teacher can only teach in one hour as many as he can make take part

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