Grammar should no doubt be taught by text-book and in stated lessons. The parts of speech, the conjugations and declensions, syntax and parsing, must all be systematically conned, the rules and definitions committed to memory, and the judgment exercised upon their application. At the same time every recitation of a child, as well as all his conversation, ought to be made an incidental and unconscious lesson in grammar. Only never allow him to use unchallenged an incorrect or ungrammatical expression, train his ear to detect and revolt at it, as at a discordant note in music, let him if possible hear nothing but sterling, honest English, and he will then learn grammar to some purpose. If, on the contrary, he is allowed to recite and to talk in whatever language comes uppermost, and to hear continually those around him reciting and talking in a similar manner, he may parse till he is blind without learning "to speak and write the English language correctly." Banish from the nursery, the school-room, and the play-ground, incorrect and ungrammatical expressions, and you do more than can be done in all other ways to preserve "the well of English undefiled." Young persons need systematic instructions in the principles which should govern their conduct. They need not indeed be troubled with the more abstruse questions in the theory of morals. But the great obvious rules of duty should be taught them, in a systematic manner, by a competent instructor. But that man would be thought little acquainted with the influences which go to mould and form the character, who should suppose the matter ended here. The doctrines inculcated in the lesson, must be carried out and applied in all the petty incidents of the day. Not an hour passes in a large family or a school, without an occurrence involving some principle in morals. A boy of moderate talents, notwithstanding all his exertions, is eclipsed by one more gifted, and he is tempted to envy. Imagining himself aggrieved or insulted by his fellows, he burns for revenge. Overtaken in a fault and threatened with punishment, he is tempted to lie. Misled by the opinion of others, or esteeming some rule of his teachers harsh and unnecessary, he is inclined to disobey. These and a hundred other instances which might be named, will suggest to the thoughtful parent or teacher so many opportunities for giving incidentally the most important practical instruction in morals.