he shows plainly an unwillingness to be taught. When a scholar, on going to a new teacher, is told some improved way of performing an operation in arithmetic, if he says, "I never have been used to that way- Mr. A. never had us do so - I don't wish to do it in that way," he or she has an indocile temper, and, as long as it is indulged, will make very little advancement in the studies of school.

Children should remember that their parents know much more than they do, and should therefore be willing to be taught by them. Scholars should readily submit themselves to the guidance and instruction of their teachers. They ought not, on entering a school, to say, "I am going to study this and that," naming, perhaps, some mispronounced sciences, of the nature of which it is evident that they have not the most remote idea. If they possessed that docile disposition which promotes one's own best good, they would modestly tell their instructor what studies they have already pursued, state to him for what particular business they are preparing, and how long they expect to attend school, and then request him to direct them as he thinks best. As to the rules or requirements of school, docility will lead the scholar to obey and comply with them, even if

As shown by the scholar? Effect of this temper? What should children remember? What does docility require of a scholar? What should they avoid, on entering a school? To what course would docility lead? To what in regard to the rules of school? What will lead the scholar to conform to them?

he does not see their use, or the reason for which they are given. Knowing that they are appointed by those older and wiser than himself, he will suppose that they are beneficial and necessary, and will willingly conform to

them.

A person of a docile mind will always keep his eyes open to improvements, and will learn something valuable from almost every one about him. He will be taught by the silent example of others. He will profit by being told of his bad habits in manners, in conversation, or in any respect, and thus will continually improve.

And more than all, he will be willing to receive the teachings of God, whether made known by His word, His works, or by His dealings with men.

It may not be out of place here to say, that docility is a quality that need not be confined to children and youth. It may, indeed, continue to old age. It is a true saying, that we are never too old to be taught. It is right that the oldest and wisest persons should feel that there may be many truths in science, in morals, and in religion, which have not yet been discovcred; and they would do well to examine any new ideas that are presented, and to keep their minds open to receive them, if true, even though opposed to long established opinions. Mr. Rob

What will be done by a person of docile mind? Is docility necessarily confined to the young? What true saying? How may the oldest or wisest feel?

inson, the pastor of our Pilgrim Fathers, is an excellent example of this disposition. As his people were about to depart for America, he expressed to them his belief that there was more religious truth yet to be made known, and charged them to be as ready to receive it as ever they were to receive any truth from his ministry.

Opposed to this virtue, are self-sufficiency and self-confidence. These not only hinder improvement, but they are also disagreeable and unlovely traits of character, which render those who possess them very undesirable companions. The young should carefully guard against these opposite feelings, and against all undue positiveness, for there is nothing more necessary, or more lovely and winning, in children and youth, than a teachable spirit.

Docility is here classed with duties to ourselves, because the person himself who does not possess it suffers most from the want of it. But it is also a duty we owe to others, to be willing to receive from them the results of their age and experience.

Who is a good example of a docile mind? What is related of him? What are opposed to docility? What is said of these? What caution to the young? Why? Why is docility here classed with duties to ourselves? Is it not also a duty we owe to others?

CHAPTER VII.

IMPROVEMENT OF THE MIND.

"Each pleasing art lends softness to the mind,
And with our studies are our lives refined."

WE are made up of two parts, the body and the mind. The body we have in common with all other animals. It has already been shown, that it is a duty to keep it in perfect health, and a sin to violate those laws which are essential to its well being.

But the mind is far superior to the body. It is the mind which distinguishes us from the brute creation. The more we cultivate it, the further we are above them, and the nearer we are to God, the All-knowing. It is the most precious gift of our Creator. It never dies. The body is designed merely for its servant. And if it is our duty to care for the body, how much greater is our obligation to attend well to our minds, and thus elevate ourselves as far as possible in the scale of being. This is a duty we owe to the Author and Giver of our spirits, as well as to ourselves.

It is thought by many that the sciences are pursued in heaven, and that the attainment of knowledge forms a part of the happiness enjoyed there. If this be so, the more highly we culti

Subject of Chapter VII.? Motto? Of what two parts are we made up? What is said of the body? What of the mind? For what is the body designed? What is said of our duty to cultivate the mind? What is an opinion of many? What if this be so?

vate our minds here, the better shall we be prepared for the nobler pursuits of the next stage of our existence. The person who has acquired great wisdom by study in this world will be fitted to enter upon a more advanced order of enjoyment than he who lives and dies in igno

rance.

It is true that there is a difference in the natural capacities of children, yet they are, as they become men, very much what they make themselves. Diligent and persevering effort will do almost everything. The dull boy at school, if faithful to his studies, will, in the end, surpass the bright one, who is careless and idle.

1. To show what may be done by industry and perseverance, the examples which follow are given. A certain sexton's son became a fine astronomer, by spending a short time every evening in gazing at the stars, after ringing the bell for nine o'clock. Sir William Phipps, a former governor of Massachusetts, learned to read and write after his eighteenth year, and whilst acquiring the trade of a ship-carpenter in Boston. A certain William Gifford was an apprentice to a shoe-maker, and spent his leisure hours in study. Having neither pen nor paper, slate nor pencil, he wrought out problems on smooth leather, with a blunted awl. David Rittenhouse, an American astronomer, when a plough-boy, cqv

What is said about the natural capacities of children? But what are they as they become men? What about the dull boy? The story of the sexton's son? Of Sir William Phipps? William Gifford? David Rittenhouse? James Ferguson? What do all these show?