The days of primer, and catechism, and tasks for the memory are gone. The schoolmaster is no longer to us as he was to our mothers, associated with all that is puzzling and disagreeable in hard unmeaning rules, with all that is dull and uninteresting in grave thoughts beyond the reach of the young idea. He is to us now rather the interpreter of mysteries, the pleasant companion who shows us the way to science, and beguiles its tediousness. If there is now no "royal road," certainly its opening defiles are made easier for the ascent of the little feet of the youthful scholar. The memory is not the chief faculty which receives a discipline in the present system of things. The "how," the "why," are the subjects of interest and attention. This is well; but it may be that in our anxiety to reach the height of the hill, and to keep up with the progress of the age, we are neglecting too much the training of the memory, which should be to us a treasury of beautiful thoughts, to cheer us in the prose of every-day life, to refine and elevate taste and feeling. We do not think it was a waste of time to learn, as our mothers did, long extracts from Milton, the sweet lyrics of Watts, the Psalms of David. Have we not often been soothed by their recitation of them in the time of sickness, at the hour of twilight, when even the mind of the child seems to reach out after the spiritual, and to need the aliment of high and holy thought? The low, sweet voice, the harmony of the verse, were conveyancers of ideas which entered the soul to become a part of it forever.

If we would be rich in thought, we must gather up the treasures of the past, and make them our own. It is not enough, certainly, for ordinary minds, simply to read the English classics; they must be studied, learned, to get from them their worth. And the mother who would cultivate the taste, the imagination of the child, must give him, with the exercise of his own inventive powers, the rich food of the past.

It need not be feared that there will not be originality in the mind of one thus stored with the wealth which others have left. Where there is a native vigor, and invention, it will remould truth into new forms, and add a value of its own, having received an inspiration from the great masters of thought.

If, then, you would bless your child, persuade him to make Milton and Cowper, and other authors of immortal verse, his familiar friends. They shall be companions in solitude, ministers of joy in hours of sadness. And let the "songs of Zion" mould the young affections, and be associated with a mother's love, and the dear delights of home. Perhaps in a strange land, and in a dying hour, when far from counselor and friend, they may lead even the prodigal to think upon his ways, and be his guide to Heaven.