the demonstrations, deductions, and proofs are wholly missed, as already mentioned in regard to Arithmetic. Even in geometry a student may carry away with him the theorems, as so many truths applicable to practice, without understanding their dependence upon each other; in other words, without knowing geometry as a science. So we may have a large stock of physical, chemical, and physiological facts, and may be quite correct in our statements of them, and yet may not know any one of these sciences. The same remark applies to the knowledge of mind.

Nevertheless, it is not a low order of intelligence that has taken in, remembered, and is able to apply an extensive stock of maxims of practice and utility in various departments. There may not be anything amounting to high discipline, but there is an expenditure of good intellectual force. The higher the character of the work, the more scope is there for fine discrimination or accurate perception, in order to suit the means to the end. Navigating a ship, practising physic, may be on the basis of information alone; but it is a superior order of information. There is, in short, a scale of amount and difficulty, in regard to what we may consider as mere information; and when we touch the higher degrees, we come upon something that involves the best faculties or forces of the mind.

The truth is, that for the higher professions the extent of practical knowledge is such that it cannot be comprehended, held together, or rendered sufficiently precise, unless we have a certain amount of science and scientific method, such as would probably come within the scope of Discipline.

TRAINING THE FACULTIES.

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Let us now review the meanings of DISCIPLINE. While the mere facts of science, turned to account in practical operations, are called information, the method of science, the systematic construction of it, the power of concatenating and deriving truths from other truths, is treated as something distinct and superior. The thorough comprehension of the method of Euclid, the tracing of the Arithmetical and Algebraical rules to first principles, would be considered as training, discipline, the calling forth of the powers.

Most definitions of training are obscured through the mode of describing mind by faculties. We have seen that to train 'Memory' is a very vague way of speaking. Equally vague is it to talk of training Reason, Conception, Imagination, and so forth. Moral training is much more intelligible; there is here a habit of suppressing certain active tendencies of the mind, and fostering others; and this is done by a special discipline —like training horses or making soldiers. The analogy is not very close between these exercises and the improvement of the intellectual powers; still, such as it is, it is illustrative. To train a soldier is to bring him to the ready performance of a number of combined movements, to which he is led on by graduated exercises. Head knowledge, or information, is combined with the training, but is a distinguishable factor. In all other skilled avocations, a similar element of training is present. In many, however, the muscular aptitudes do not form the main part; the training penetrates more into the thoughts or ideas. For example, the training of an officer is more mental than bodily; it consists in a knowledge of the configurations, movements, group

ings of bodies of men; and a readiness to direct the proper movement in the proper situation. It is knowledge realizable in practice with the quickness of an instinct.

While science, as already noted, may be imbibed in a form that does not pass beyond information, the arts of scientific observation and research imply training proper. The senses have to be exalted, the attention directed, methods of procedure learnt, to the pitch of habituation; with all which there concurs much information of details, but the information is distinct from the training.

In the vast accomplishment of Speech, we can enumerate various things properly designated training. Elocution, or the management of the voice, would be considered as training throughout. The knowledge of detached names would exemplify information pure and simple; it is bare word memory. The arrangement of words in sentences, with attention to grammatical forms and all the other proprieties of speech, would be accounted training. The still higher arts of arranging the thoughts in lucid expression, if known only as rules or theory, might be called information; but when embodied in habits would rank as training. Hence we speak of a trained orator or writer. It is in this sense that moral teaching and moral training are totally distinct things.

The element of Form, Method, Order, Organization, as contrasted with the subject-matter viewed without reference to form, has a value of its own; and any material that displays it to advantage, and enables it to be acquired, is justified by that circumstance alone.

SUBJECTS THAT GIVE TRAINING.

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The targets used in learning to shoot, the wooden soldiers that are aimed at in sabre drill, although unreal, are effectual.

Worth belongs to any subject of study if it conveys methods that are useful far beyond itself. The sciences that embody an organization for aiding the mindwhether in deductive method, such as Geometry and Physico-mathematical Science; in observation and induction, as the Physical Sciences; or in classification, as the Natural History Sciences; would on these grounds alone be admitted to the higher circle of mental Discipline or Training, irrespective of the value of the facts and principles viewed separately or in detail. It depends partly on the teacher and partly on the scholar whether the element of method shall stand forth and extend itself, or whether the subjects shall only yield their own quantum of matter or information.

Logic is nothing, if not training. The information mixed up with it is all to be used for training purposes. It is the element of scientific form, which is more thoroughly impressed by being singled out for special consideration. It is the grammar of knowledge.

There is a form of mental efficiency that attaches more or less to every productive effort-the giving attention to all the rules and conditions necessary for the result intended. We cannot perform any piece of work unless we are alive to everything that is involved in it; we cannot guide a boat, unless we manage sail and rudder according to the direction of the wind. We cannot turn out a good sentence without fulfilling numerous conditions. When we follow written rules, we must interpret them correctly, and apply them appositely.

This is a discipline that we learn from everything that we have to do; it is not a prerogative of any one study or occupation, and it does not necessarily extend itself beyond the special subject. Because a man can hunt well, it does not follow that he shall be a good politician or a good judge; although in all these functions there is the common circumstance of taking account of every condition that enters into a given effect. A very superior mind, like Cromwell's, probably transfers the conditions of efficiency from one department to others remote from it; and thus becomes rapidly developed into fitness for new domains of practice.

In our subsequent review of Education Values, the difference between Information and Training will be rendered still more precise.

ONE THING WELL.

This is a favourite commonplace of teaching and of private study. It proceeds upon the idea that it is better to be thoroughly versed in one limited walk of knowledge or culture, than to pass slightly over a wider

area.

There are different senses attached to learning anything well. In the first place, it may mean simply that full habituation to any piece of knowledge or practice that makes it a matter of mechanical certainty and ease; as in the case of a thorough proficient in Arithmetical sums. Long iteration has this effect in everything; and it is indispensable in matters of business occupation.

In the second place, there is a higher form of learning anything well, by which is meant a full and minute acquaintance with all details, qualifications, exceptions,