the hands are employed in labor, were cultivated from childhood, it would be continued through life, pouring an almost continual stream of pleasure into the soul of its possessor.

2. The words usually set to fashionable music, meet my unqualified censure; for, three-fourths if not nine-tenths of them are love sick ditties, or the pinings of unrequited love. I can not see how half of them can be sung by a modest woman without crimsoning her cheek with the blush of shame. And then, to give music its full power, the performer must feel both the words and the song. It is passing strange how fashion can so "strain at a gnat, and swallow a camel," but no more strange than true. However, those ladies who think otherwise, have the same liberty to sing these love-sick verses that I have to think what I please about those who do it.

3. But the principal fault of modern singing, is that it is unnatural, strained, and artificial. This is a natural consequence, however, of the method by which it is taught, and can be obviated only by teaching children to sing, and that by rote. Listen to the music of the concert, the parlor, the theatre, the martial field, and even the sanctuary, and how little emotion does it stir up, compared with what might be done. Sacred music, properly conducted, would fill all our churches, and induce many to attend religious meetings, whom this arti ficial singing will not call out.

I doubt the utility of having the singing in our churches performed by a chosen few, called "the choir." Rather let it be done by the whole congregation. Pursue the plan already pointed out, and all will be as competent to sing in a church as any now are; for, all have the organ, and, by beginning young, all might learn to sing. This organ averages several degrees larger in children than in adults: the cause of this has already been attributed to artificial music having been so generally substituted for that which is natural.

A good voice is also indispensable to a good singer, and a strong constitution is equally indispensable to a good voice; so that a good voice for siging-one that is clear and strong, is a sign of good health, while a feeble voice, formed at the top of the throat, and not shrill, clear, and, full, evinces a weak, frail organization. I have noticed, also, that in addition to a strong

constitution, good singers usually have the sanguine-nervous, or vital-mental, temperament; which gives remarkable intensity and power of feeling, and this intensity of feeling is the most essential element in good singing.

Time and Tune naturally act together, and mutually aid each other. Hence, it is as natural for children to keep correct time in singing, as to sing at all. There are probably two organs of Tune, the lower one for catching tunes and singing; the upper, for appreciating the higher qualities of music, such as its harmony, and the lofty, thrilling, and exquisite in song.

Instrumental music is very good, and playing on wind instruments is calculated to strengthen the lungs, (unless carried to excess,) yet, after all, no instrument ever made by man, can equal the human voice, either for melody, or expression, or sweetness of tone. Let no person neglect to sing daily.

After making remarks analogous to these at Chelmsford, Mass, the Presbyterian clergyman of that place remarked, that they were in striking harmony with the system of Pestalozzi, and added that a singing master then in C., was conducting a school upon this principle. About that system I know little or nothing, not as much as I wish; but, if it be analogous to this, it must certainly be correct, because founded in the nature of mind.

LOCALITY. Local memory; recollection of the place WHERE we have

seen persons or things; the geographical fuculty; memory of roads, scenery, the looks of places, where on the page certain facts or accounts were seen, &c.; desire to TRAVEL and see places, and ability to find them; the WHERE WHERE faculty.

ADAPTATION.-Every physical thing must be in some PLACE, and one thing cannot be where another is. Space exists, and constitutes a necessary property of matter; and thus far, man has been unable to find its limits. Around us, above us, every way, it is to us boundless. The extent to which man has carried his observations, though millions on millions of miles, is probably but a small moiety of those endless fields of space which have been stretched out by the hand of the Almighty.

But for this element of things, our houses and every thing else, could have no place to be, could be no-where, that is,

could not be at all; and without this faculty in man adapted to this element of matter, though his house and other things might have a "local habitation," yet he would be unable to find them, and would be perfectly lost every time he left one place or thing to find another. This faculty enables its possessor to retrace his steps through a winding roade with many cross roads, or through the forest; to call to mind the looks of places and position of things; to find places once seen; and to keep the points of the compass correctly in his head, &c. Those in whom it is small, soon lose themselves in a city or the woods, and find places or learn geography either practically or from maps, with difficulty.

The valuable ends attained by the full development of this faculty, are very great; and the importance of cultivating it, is of course equally so. The present system of teaching geography, is probably less faulty than that of teaching any other science, yet it might be improved,

1. By being begun earlier, and rendered more practical. Thus; when your child is two years old, it will know the house in which it has lived from other houses, and should have its attention called to this point. Beginning with the rooms in your house, teach it which way is east, west, north, and south, above, below, right, left, &c., and often ask it in which room the bureau, or sofa, or clock, or stove, &c. is, and then, in what part of the room. Then, if you live in the country, or have a garden or fields, teach it their geography, and frequently ask it where certain trees, or fields, or stones, &c. &c. are; where the woods, wheat-field, corn-field, meadow, &c. are ; where such and such neighbors live, and a thousand similar questions. If you live in the city, pursue a similar course in regard to houses, &c., and when you walk out, ask in what direction home is, or any curious thing it may have seen.

In presenting this subject, I cannot probably do better than to draw my illustrations from the course pursued by myself in reference to my own daughter. After moving from 210 Chestnut st., Philadelphia, when she was just two years old, I observed that when she passed it, she stopped, saying, “I used to live there." Taking her upon my horse, (which, in spite of its being unusual, I did for her health, as well as my own,) as

I rode up or down the street, I ask her which way home or mother was; and then turning a corner, I asked “which way now?” I one day called her attention to a place some. wbat unusual in looks, and stopped my horse, requesting her to look at it, so as to remember it next time. A little further on, we saw a parrot, which delighted her exceedingly. The next day, as we came to the place just mentioned, she exclaimed with joy, “Oh pa, we are coming to the parrot soon.” I asked her which way the parrot was, and thustook every opportunity of exercising her Locality as well as Individuality, Eventuality, Language, and Causality.

After pursuing this course for a time, you can extend your explanations to the geography of the earth, but, in so doing, bear one thing in mind—namely, to teach them the natural divisions of the earth, such as its divisions into mountains, rivers, oceans, valleys, &c. first, before you begin to explain the artificial divisions of the land into different countries or states. Thus, in teaching them the great natural landmarks of the earth, suppose you begin with the mountains; and, commencing, at the southern extremity of South America, show them a map, or some representation of the Andes, and their passage north and east through the isthmus of Darien, and forming the rocky mountains, which extend to Behring's straits, cross into North-eastern Asia, forming Skamschatska and extending on to the Himaleh mountains, and then bra nching off, one branch forming the Polynesian Islands, and the other running east and forming Mount Ararat, the Alps, Pyrenees, rocky clitl's of Gibraltar, and the mountains of the Moon, in Northern Africa, &c. Here they have the mountainous framework of our globe.

Then teach them the divisions of this land into the basins of rivers; such as the valley of the Mississippi, St. Lawrence, Hudson, Connecticut, &c., and their sub-divisions, the former into those of the Ohio, Missouri, Arkansaw, &c. Then show them the leading characteristic, or topography of each. Each valley has its leading features. Thus; the St. Lawrence is characterized throughout its course by innumerable falls, exactly like those of Niagara and Genesee, except in size, The same range of rocks that forms the Niagara falls, also extetris ou east and forms the Genesee falls, and those in the Back River at and near Watertown. The same horizontal strata of rorks, the same deep gully below the falls, and the same fossil remains in the same strata, characterize them all, 01.1 a!! the rivers that enter the St. Lawrence, whether from (ana la or from the C. S. The same is true of the aspect of the country.

The Susquehanna, again, has an aspect entirely different fr: Liut of the St. Lawrence. Its bed, from the head-waters of all its branches, throughout its entire course, is broad, and 1:3 waters shaliow, and on each side, at aimost any part of it, sal.y of its branches, will be found terraces, or rapid ascents fre... the bed of the river for a few feet and then a level, and 21. nie and level, corresponding on each side of the river. 15 tons often run close under the base of the mountain, wi...trrises rapidly to a great height, and is quite regular. A:7 person at all acquainted with the general aspect of either of!!.•rivers or any of their branches, in casually entering ar y part which he had not seen, and did not know to what Taller it bringed, would know where it belonged just from its ! ; al resmblance to the other portions of that river.

C Bb.it.z the orzans, or calling sereral faculties into action a: t!, un tune, will be found of incalculable value in teach1.. and iram.nz geography, as, inderd, any thing else. That 1", she's you are exhibiting the position of paces and the geogT:;" of a country to Locality; let Eventuality also be called 11.'1 arba by mazing the erents or history of the people, -.: the geography and aspect of the country. In other words, !!! barber trill them all that is known of the history, pe(...*s, flandrs of life, hatuts, governinent, laws, customs,

dr., of each country, logrther with lardscape views of l'olor pulvipal cities, btailings, rivers, mountains, scrnery, &c. F:tance, connected with the geography of England, show ter', a sirw of London, taken froin some point from which it can burn to the best advantage, and then other views of ***mometer Abbey," "The Tower," • Buckingham Palace," &-., &r., with the history and remarkable events that have er arparred in relation to eah. And then, by a very cheap rinn.vratna, or a mere magnifying lens even, each pup!