incomparable opportunity of training mind and character. The strength of our own convictions, the brightness of our own ideals, the fibre of our patriotism and loyalty will tell in the measure of two endowments, our own spirit of self-sacrifice and our tact. Children will detect the least false note if self-sacrifice is preached without experimental knowledge; and as it is the most contradictory of all ages, it takes every resource of tact to pilot it through channels for which there is no chart. The masterpieces of educators are wrought in this difficult but most interesting material. Those who come after them will see what they have done, they cannot see it themselves. With less difficulty perhaps, because reason is more developed and the hot-headed and irritable phase of character is passing away, they will be able to apply the principles which have been laid down. With less difficulty, that is to say against less resistance, but not with less responsibility or even with less anxiety. For the nearer the work approaches to its completion and the more perfectly it has been begun, the more deeply must anyone approaching to lay hand upon it feel the need for great reverence, and self-restraint, and patience, and vigilance, not to spoil by careless interference that which is ready to receive and to give all that is best in youth, not to be unworthy of the confidence which a young mind is willing to place in its guidance. For although so much stress is laid upon the impressionability of first childhood and the ineffaceable marks that are engraven on it, yet as to all that belongs to the mind and judgment this third period, in the early years of adolescence, is more sensitive still, because real criticism is just beginning to be possible and appreciation is in its spring-tide, now for the first time fully alive and awake. A transition line has been passed, and the study of history, like everything else, enters upon a new phase. The elementary teaching which has been sufficient up to this, which has in fact been the only possible teaching, must widen out in the third period, and the relative importance of aims is the line on which the change to more advanced teaching is felt.