The next branch of the subject is the ordinary education of young persons not of the poorest classes, with which the State has hitherto had little or nothing to do. This may be considered under four heads: religious, moral, intellectual, and physical education. With regard to the first, there is not much that can be put into rules about it. Parents and tutors will naturally be anxious to impress those under their charge with the religious opinions which they themselves hold. In doing this, however, they should not omit to lay a foundation for charity towards people of other religious opinions. For this purpose, it may be requisite to give a child a notion that there are other creeds besides that in which it is brought up itself. And especially, let it not suppose that all good and wise people are of its church or chapel. However desirable it may appear to the person teaching that there should be such a thing as unity of religion, yet as the facts of the world are against his wishes, and as this is the world which the child is to enter, it is well that the child should in reasonable time be informed of these facts. It may be said in reply that history sufficiently informs children on these points. But the world of the young is the domestic circle; all beyond is fabulous, unless brought home to them by comment. The fact, therefore, of different opinions in religious matters being held by good people should sometimes be dwelt upon, instead of being shunned, if we would secure a ground-work of tolerance in a child’s mind. INTELLECTUAL EDUCATION. In the intellectual part of education there is the absolute knowledge to be acquired, and the ways of acquiring knowledge to be gained. The latter of course form the most important branch. They can, in some measure, be taught. Give children little to do, make much of its being accurately done. This will give accuracy. Insist upon speed in learning, with careful reference to the original powers of the pupil. This speed gives the habit of concentrating attention, one of the most valuable of mental habits. Then cultivate logic. Logic is not the hard matter that is fancied. A young person, especially after a little geometrical training, may soon be taught to perceive where a fallacy exists, and whether an argument is well sustained. It is not, however, sufficient for him to be able to examine sharply and to pull to pieces. He must learn how to build. This is done by method. The higher branches of method cannot be taught at first. But you may begin by teaching orderliness of mind. Collecting, classifying, contrasting and weighing facts, are some of the processes by which method is taught. When these four things, accuracy, attention, logic, and method are attained, the intellect is fairly furnished with its instruments.