the rest, as to have failed _to bring out the mind_ that was dealing with these topics, and is hereafter to have so many others to deal with? The physiologists have to tell us of a certain ugly result, occurring only in rare instances in the _bodily_ organization, such that in a given young animal or human form the developing effort ceases before completion of the full structure; the individual remaining without certain fingers or limbs, sometimes without cranium or proper brain. They name this result one of 'arrest of development.' Is it not barely possible that our studies and recitations are yet in general so mal-adapted to the habitudes of the tender brain and opening faculties of childhood, as not merely often to allow, but even to inflict on the intellectual and moral being of the child a positive arrest of development? And if it be possible, what question can take precedence of one concerning the means of averting such a mischief? Pestalozzi intuitively saw and deeply felt the existence of this evil in his day, when, we may admit, it was somewhat more glaring than now. But Mr. Spencer truly characterizes Pestalozzi as, nevertheless, 'a man of _partial_ intuitions, a man who had occasional flashes of insight, rather than a man of systematic thought;' as one who 'lacked the ability logically to co-ordinate and develop the truths he from time to time laid hold of;' and, at the same time, he accredits the great modern leader with a true idea of education, 'the due realization of [which] remains to be achieved.' How doubly important every rational attempt to achieve such realization--every well-considered effort to improve the method of the studies and the lessons--becomes but too apparent when we note the early age at which, as a rule, pupils must leave the schools, and the consequent brief space within which to evoke the faculties and to establish right intellectual habitudes. As an illustration drawn from the cities, where of course the school period is soonest ended, take the incidental fact disclosed by Mr. Randall in the New York School Report, that in that city the course of studies must be so framed as to allow of its completion, with many, at the preposterously early age of _fourteen years_--really the age at which study and mental discipline in the best sense just begin to be practicable!