sooner or later, enriched the whole human race. This act of sympathy with Mankind as a whole will be more productive of vigour, in proportion as the pupils have, during the History lesson itself, thrown themselves more unreservedly into the emotions of the particular people of whom they are reading.
At Queen's College I tried for some years the experiment of holding, on Sunday evenings (the only available time; but the eve of Sabbath would have been more suitable), a true logic-class for the resident pupils. That I made many mistakes I need not say; the whole subject was, at that time, entirely in the condition of pure theory; and I had, as I went on, to find out what were the practical difficulties. Moreover, the College was under clerical management, and of all the staff, including the council and committee, only two members ever had the faintest idea what I was trying to find out, or why I went to the place at all. I had therefore to be very careful not to suggest doubts of the wisdom either of clerical authorities generally, or of our own in particular. The position was difficult, but I tried to find out whatever I could. On week-days the girls had, of course to attend to one subject at a time, and to look at each from a prescribed point of view. On Sundays I read to them any book, or allowed them to talk of any subject, that seemed to interest them, and encouraged the free play of their minds; but I took care to lead the conversation into the channel of finding what light one subject of study throws on another. The characteristics of the week-day lessons being submission and specialization. I made those of the Sunday lessons free expansion and unification.
