brought into operation, in the weekly acts of drawing and applying their practical lessons. The exhibition of so much mental power possessed by mere children,--and these children collected from the very humblest and rudest classes inhabiting a sea-port town,--appeared to be a circumstance altogether new. The official persons present, and the very Rev. Bishop Russell, who took an active part in the examination, expressed their decided satisfaction at the results of the whole experiment; and the effects of these principles, as illustrated by such children, made the present Lord Murray remark publicly at the close of the meeting, that it was obviously "a valuable discovery, calculated to be extensively useful to society." FOOTNOTES: [28] Note Z. PART IV. ON THE SELECTION OF PROPER TRUTHS AND SUBJECTS TO BE TAUGHT IN SCHOOLS AND FAMILIES. CHAP. I. _On the General Principles which ought to regulate our choice of Truths and Subjects to be taught to the Young._ In all cases where our temporal interests are concerned, a proper discrimination in the selection of such exercises and studies as shall best suit our purpose, is considered as not only prudent, but necessary. The neglect of this would, indeed, by men of the world, be esteemed the height of folly. No ship-master thinks of perfecting his apprentices by lectures on agriculture; nor does the farmer train his son and successor to cultivate the land, by enforcing upon him the study of navigation. In a public school, therefore, when all classes of the community are to be taught, the truths and exercises should be selected in such a manner, that they shall, if possible, be equally useful to all; leaving the navigator and the agriculturist, the surgeon and the lawyer, to supplement their _general_ education, by the study of those special branches of learning which their several professions require.