does not touch the real difficulties of the Greek geometer. The definition of a straight line, and the theory of parallels, are marred instead of being mended. We have yet to look for a work which, abandoning all false attempts at rigour, shall treat of that previous part of geometry which is derived from the senses, on which, ultimately, all theories must be founded. This is the preparation which children require, and to which might be added ocular demonstration of as much of the results of geometry as would create an interest in the young mind, by teaching it to look forward to the demonstrations, as to the explanations of things already known. This would assimilate the study of geometry to that of physics, in the pleasure which it would give to the student.

We must, in conclusion, caution our readers against receiving any method or book, as certainly rational and instructive, because the author has called it after the name of Pestalozzi, or any other celebrated reformer in education. It is as easy to adapt the forms of any system to unsound as to sound knowledge; which renders it necessary to inquire what is taught as well as how it is taught. The latter part of the question may be very satisfactorily answered, but it does not therefore follow that the former is in the same predicament. The work before us is an instance.

ANNUALS FOR 1832.

Ackermann's Juvenile Forget-Me-Not.-The New Year's Gift.-The Christmas Box.

Juvenile Forget-Me-Not. Edited by Mrs. Hall.

It is to be lamented that fashion and caprice are allowed to extend their incursions into the domains of education, and that in their insatiable thirst for conquest, they should attempt to lead captive the minds even of children. We shall, perhaps, do some good by assisting to free youth from such unworthy thraldom. The works, the titles of which are prefixed to the present article, supply ample proofs of this invasion. The many who are accustomed to consider that the business of education is confined to the imparting of knowledge during hours statedly set apart for study, will find it difficult to understand how books written professedly for amusement can have any connexion with education; but the intelligent director of the pursuits of youth will readily acknowledge, that the formation of character is always going on during the intervals of freedom from scholastic restraints, and that the voluntary occupations of the child may, in this respect, be as influential as any mere book-knowledge which can be supplied. An inquiry, therefore, into the use and abuse of works of amusement, which engage without exercising the mind, may serve to show how far their tendency is to produce that indolence of thought, and that frivolity of character, which are the besetting sins of youth.

In some of these works of fiction with which the juvenile library is crowded, information of such various kinds, and in so many shapes is offered to the young, that parents believe the perusal of such books must be productive of benefit. If judiciously selected, and if an indulgence in this species of reading be allowed as a reward for higher mental exertion, they may perhaps assist in the work of education; but their indiscriminate and inordinate use, unaccompanied by any more wholesome description of books, is the certain means of producing that disposition and those habits which are so much to be avoided.

Among that portion of lighter literature which, perhaps, it would be well to deny admittance into the libraries of the young, we would more especially include those works which belong to that trifling class of literary productions, called for and sustained merely by the fashion of the day, and which are worthy scions of the frivolities of a more advanced age, We disapprove of 'The Juvenile Annuals' on general principles. They are objectionable, not only because they supply desultory reading, but because they tend to give a factitious value to trifles, and cause the youthful mind to attach importance to their acquisition, not from their intrinsic merit, but because it is the fashion to be pleased with the toy. Every little Miss with her album' and 'her annual,' now descants on their respective merits, in the exaggerated phraseology of inanity, with as much fluency, and perhaps with as much sense, as children of a larger growth. Unless it be desirable that the adult mind should be so engrossed with trifles, why should the certain means be taken to generate a similar disposition in children? The young people who most delight in these annual productions, and to whom they are more peculiarly addressed, are always to be found in that class who take pleasure in light reading only, who require the constantly recurring incitement of novelty, and therefore prize books only as they minister to this appetite. But should not this taste be gratified? In reply we ask; Should not this disposition in childhood be checked by every possible means, as tending to produce a trifling tone of mind, and a taste for superficial acquirements? Even though the present progress of the pupil may in consequence appear unusually rapid, the

end proposed should be steadily kept in view; nor should we allow ourselves to be dazzled by any apparent precocity. The amount of knowledge actually imparted during childhood is an object of secondary consideration, in comparison with that of awakening tastes and confirming habits, which may at once form and ennoble the character.

If the truth of this proposition be allowed, it necessarily follows, that one of the most important duties in conducting education, is to foster aspirings after high intellectual attainments, to infuse a rational desire to acquire useful knowledge, and a laudable curiosity to dive into the depths of learning and science.

The too prevalent error of being content with vague generalities of not accurately defining the precise meaning of phrases is the frequent cause of failure in obtaining this result; the effect desired is too often supposed to be produced, while in fact a state of mind wholly inimical to its acquirement has been produced.

If children read with insatiable eagerness the books with which they are sometimes too plentifully, and, perhaps, injudiciously supplied a taste for reading is supposed to be happily confirmed, and the indiscriminate or unreflecting parent exults in this dawn of intellectual brightness. To say that a child is fond of reading, is considered almost synonymous with affirming that he is very clever, and will be very wise. Before, however, this sentence is pronounced, it would be as well to enquire somewhat deeper into the subject.

Let us examine into the meaning of what is called a taste for reading, and we shall find that this phrase may have significations widely differing; that this taste may be produced by two very opposite causes-that it may spring either from activity or from indolence of mind. Books may be esteemed as repositories of the treasures of knowledge, and as affording salutary exercise to the higher mental powers, or they may delight only as they minister food to the imagination, and gratify a craving after novelty. In this case fancy alone exerts her sway-and even though rational books which are intended to convey instruction as well as amusement be read-only those parts are appropriated which are addressed to the imagination, the rest being rejected as insufferably dull. Thus the best faculties of the mind remain dormantperhaps altogether undeveloped. and the intellect is indulged and confirmed in a habit of listless inactivity, while vanity is gratified and pedantry engendered, by hearing the often repeated judicious remark, that it is an excellent thing to be so very fond of one's book.'

The mere love of reading is not then necessarily a good in itself, but is salutary or mischievous according to the kind or degree in which it is indulged: when united to a desire for information, we would seek to encourage it, but if caused by a restless appetite for excitement, we would either strive to repress its ardour, or transfer it to a more praiseworthy object.

This bookish' inclination in childhood from which so much is generally augured, is, on the farther developement of character, too often productive of disappointment. The little students of quick perception, who were considered to hold out so great promise of future excellence, are discovered, as soon as they emerge from scholastic restraints, to be of idle habits, totally devoid of any inclination for rational pursuits, and tolerating no other literature but works of fiction. The contents of these may have no positive pernicious tendency; on the contrary, many are calculated to improve both the mind and the heart-many rank deservedly high in the scale of modern literature, and it would be difficult to believe that aught but good could result from a perusal of the inimitable volumes of the Scottish novelist. With the confirmed votaries of light reading, however, the real beauties of works of this description are overlooked, while the insipid pages of the commonplace writer are dwelt on with equal pleasure.

We are aware that some most intelligent individuals who are professionally engaged in the business of education, and who bring to the pursuit enlightened views and an unfeigned desire to adopt the best and most rational methods, are of opinion that it is much better to arouse and encourage what is called a taste for light reading, than to suffer the pupil to be confirmed in a disinclination towards all voluntary mental occupation.

With great respect for these authorities we cannot forbear having doubts even as regards this extreme case, inasmuch as we believe, that when wholly confined to this species of reading, the intellectual faculties are hardly ever called into play, and that indolence of mind and frivolity of character in after life are the usual results. These induce a distaste to all rational employment-a perpetual craving after fresh stimulants, and a dissatisfaction with the common routine of every-day realities. If all stimulants were refused to the young, save those which incite to a more healthy action of the mind, this disposition would not be acquired.

Frivolity shows itself under many forms, but is in none more conspicuous than in the character of the confirmed novel reader. Under this conviction we would rather that females should never read than that they should be devourers of the contents of the circulating library; they might, in other pursuits, perhaps, show themselves as trifling, but they would certainly attend more to the social duties at the cost, perchance, of a few yards of muslin-some waste of cardboard, rice-paper, beads, or other materials employed in the numerous ingenious inventions for killing that hydra-headed monster-a lady's time.

By the other sex these innocent substitutes cannot be made available, and therefore it is, perhaps, better that those should read novels who will read nothing else. This resource may preserve them from something worse-frivolity and romance being preferable to vice and sensuality.

Surely, however, MAN is formed for a higher, nobler destiny, the wonderful and stupendous powers of the human mind-the divine gifts of thought-judgment-reason-and invention-were not bestowed on him to be dormant, or to be wasted on the enervating pursuits of pleasure. He is capable of the most exalted conceptions of the deepest researches, wherefore should he strive to render worthless such distinguishing attributes? It is the proud privilege of mind to soar beyond the world which is kept enchained by fashion and prejudice. Should it be left as a matter of chance whether the infant mind shall expand into the full vigour of intellectual growth, or whether it shall remain for ever in a state of inanity ?

Every one, however, who is engaged in superintending the education of youth, is made to feel, that after pursuing what he considers the most judicious methods, he has' too frequently failed in producing the wished-for results-that it is a most difficult thing to arouse the mind to rational enquiry, without at the same time exciting a pernicious love of novelty. How with unfailing certainty to develope the faculties of the mind, and to give to the youthful intellect the power and the inclination to exert itself on great and ennobling objects, is a problem which has never yet been solved, but to which sure we are there must be a solution. He who shall satisfactorily resolve this difficulty-who, instead of pouring into the passive mind the draught of knowledge, too often rendered vapid and distasteful in its passage through the muddy channel of educational books,-shall teach the youthful mind to seek with eagerness the pure stream of knowledge, will