interspersed with the lessons in
all our text-books, when the nature of the subject will admit of it.
When these are not given by the author, they should be supplied by the
teacher.

I will illustrate by an example. Several years ago a teacher had the
charge of a class in natural philosophy. There were no questions in the
text-book used for the exercise of the student, as here recommended. In
treating upon the hydraulic press, the author said, in relation to the
force to be obtained by its use, "If a pressure of two tons be given to
a piston, the diameter of which is only a quarter of an inch, the force
transmitted to the other piston, if three feet in diameter, would be
upward of forty thousand tons." The teacher inquired of the class, How
much upward of forty thousand tons would the pressure be? Not one in a
large class was prepared to answer the question. Some of the scholars
laughed outright at the idea of asking such a question. After a few
familiar remarks by the teacher, the class was dismissed. This question,
however, constituted a part of their review lesson. The next day found
it solved by every member of the class. Several of the scholars said to
the teacher that they had derived more practical information in relation
to natural philosophy from the solution of this one question, than they
had previously acquired in studying it several quarters.

In treating upon the velocity of falling bodies, such questions as the
following might be asked: Suppose a body in a vacuum falls sixteen feet
the first second, how far will it fall the first three seconds? How far
will it fall the next three seconds? How much further will it fall
during the ninth second than in the fifth? If this paragraph should be
read by any teacher or student of natural philosophy who has not been
accustomed thus to apply principles, the author would suggest that it
may be found pleasant and perhaps profitable to pause and solve these
questions before reading further.

The importance of reducing immediately to practice every thing that is
learned, is no less essential in moral and religious education than in
physical or intellectual. Indeed, any thing short of this is jeoparding
one's dearest interests; for "to him that knoweth to do good and doeth
it not, to him it is sin." The practical educator should bear in mind
that man is susceptible of progression in his moral and religious nature
as well as in his physical and intellectual. "Cease to