As it is, we too nearly put the pupil's intellect asleep by our false method; and he endures it because of his unnatural condition. He thinks he 'gets on' with it; and in an imperfect way and degree does so. Rarely, we find, does such a one get so far as into the 'conics;' and he is not certain to be in the habit of reading reviews: if we were sure, however, that he could comprehend and would meet with our simile, we would say to him, that the tardy inclination up which he now plods painfully, must, if graphically represented, be shown by an oblique line _descending_, in fact, below the curve of his possibilities, more rapidly even than it _ascends_ above the horizontal cutting through the point of his setting out. True, with pupils who are spontaneously active-minded from the first, or who at some point in their course become positively awakened to brain-work, very much of the repressive influence of imperfect methods is prevented or overcome. The number of those so fortunate is doubtless small in the comparison. The few who _would_ know, by a necessity as imperative as that by which they _must_ feed, and sleep, and probably toil with hands or head for subsistence, are able to supplement many of the deficiencies, and supersede some erroneous processes of our methods, by the play of their own powers of investigation upon and about their subject. To these, a false method can bring perplexity and delay, but not repression nor veritable intellectual torpor. We assert, then, that from a course or manner of instruction from which those characteristics of true study--real work of the learner's faculties, and a just consecution of steps--are largely omitted or excluded, the best sort of intellectual education can not, in the majority of instances, accrue. On the other hand, the method embodying these characteristics must present that unity, certainty, and guiding force hinted at in the outset. Concisely summed up, it is a method proceeding throughout by discovery, or, as we may say, by _re-discovery_ of the truths and results to be acquired in each department of knowledge undertaken by the learner. In the absence of the one true method of intellectual advance, what should we expect but a confusion of clashing, imperfect, or tentative processes of instruction? He who could, to-day, ciceroned by some pedagogic Asmodeus, visit one hundred of our schools, or listen successively to a recitation on a given topic, conducted by one hundred qualified and faithful instructors, would find the methods and no-methods of introducing to the century of classes the truths of this self-same subject to be--and we do not mean in the personal element, which ought to vary, but in the radical substance and order of the theme--quite as numerous as the workmen observed; in fact, a conflicting and confusing display. Now, do causes, in any realm of being, forbear to produce fruit in effects? Are the laws of psychologic