OF THE HAMILTON ASSOCIATION. 37 



of that kind might as well be picked up perhaps by the way, as 

 one hurrying on his path of duty might pluck a flower by the 

 way. 



There are many live subjects which could be taught in our 

 schools at great advantage, subjects like Chemistry, Botany, 

 Natural History. The object in all teaching should be to make 

 subjects entertaining or at least agreeable to the pupils. In 

 olden days it was the reverse of this. Teachers as a rule (there 

 were always some noble exceptions) did not seem to think it 

 right for children to be happy. Shakspheare spoke the true 

 sentiment of school going in his own day when he described 

 the school boy "with shining morning face, slipping like a snail 

 unwillingly to school." Poor child, he had no doubt much to 

 make him feel unhappy there. Children are often grossly mis- 

 understood. They are often punished when, in point of fact, 

 the rod ought to be applied to the backs of those who punish 

 them for their owlish stupidity and want of ordinary feelings of 

 humanity ; but children are being better understood ; the world 

 is at least learning wisdom on that point. As far as my experi- 

 ence goes children go willingly to the public schools of our city. 

 Four of my own children go there and they are certainly never 

 made unhappy; they are always indeed eager for the school 

 hour to arrive. This shows of itself that it is quite possible to 

 make children happy in their education. And live subjects, 

 such as those I have mentioned, would greatly assist in this. 

 To be pegging away at a dead language is certainly uninterest- 

 ing, and a child can scarcely be brought to see the utility of it. 

 He is apt to say, "What is the use of this Greek, any way ?" 

 And yet he can be encouraged to learn it by giving him a little 

 at a time and always keeping him back rather than forcing him 

 onwards. I would not advocate giving up Latin and Greek, 

 On the contrary I think it should be begun much earlier than 

 it is in our Public Schools, say at the VI. or VII. Grade. By 

 short, spirited lessons pupils could then be taught much of the 

 science of language which they can scarcely learn in any other 

 way. But living, interesting subjects should form the principal 

 part of instruction. Take Chemistry for instance. By means 

 of experiments it can be made a most delightful and attractive 



