trial, but the unobtrusive and sincere piety which ever glowed in his bosom enabled him to bear it with composure and fortitude.

It was also no small source of alleviation to him, that at this time he was most actively and beneficially engaged in the education of young persons. For many years his attention was principally directed to theological pursuits, or those intimately connected with them, and to the theoretical, and also as far as his situation would allow, the practical study of the works of nature; but his rising family rendering it necessary that he should employ his talents in such a manner as might be of pecuniary advantage, he resolved to devote himself for a few years to the education of female youth. To this he was in some degree induced by a regard to his own daughter's improvement, who was at that time nearly of an age to require and to benefit by his instructions; but the but the principal motive by which he was guided, was a desire to impart valuable information to those whose early and powerful influence over the infant mind renders it in the highest degree desireable that they should be well furnished with useful

knowledge. He saw with concern the finest talents too generally wasted upon mere personal accomplishments; and minds capable of the greatest comprehension, lost amidst the most trifling occupations. He contemplated with pain the dissipation and folly which were the inevitable consequences, and the effects which a total want of preparation for the discharge of the maternal duties, must have upon the generations to come. He resolved, therefore, that to at least a small circle of female youth, he would endeavour to open some sources of rational and refined enjoy ment, worthy of their capacities and their destination, and communicate such a degree of sound and useful knowledge, just and important principles as should prepare them for the discharge of the most important duties of social and domestic life. For such an employment no one was ever better suited. Possessed of the purest habitual cheerfulness of temper, delighted with the innocency and inquisitiveness of youth, and never more happy than when promoting their comfort; fond of those subjects of instruction to which it was most proper to turn the attention of his pupils,

clear and accurate in his own conceptions, and patient in assisting the conceptions of others, he was peculiarly qualified to undertake the labours which, happily for many young persons, he was compelled to assume; and whilst the clearness and extent of his knowledge commanded all the respect which an instructor could desire, his concern to render his instructions intelligible, and to imprint them deeply upon their memory produced an affection on the part of his pupils little less than filial.

His course occupied three years, and comprehended lectures upon History, Geography, Natural Philosophy, Grammar, the Belles Lettres, Natural History, the Human Mind, Moral Philosophy, and the Evidences of Natural and Revealed Religion. In common, it is believed, with all other instructors who are not content with the too general routine of school reading, who themselves think much upon the subjects they undertake to teach, and are anxious to convey full and accurate information, Mr. Wood found it very difficult to make a proper selection of class books for the use of his pupils. Of the numberless volumes which issue from the press

ostensibly indeed for the use of young persons, but in reality, it is to be feared for the sake of profit to the author or bookseller, few can serve the purposes of an enlightened instructor. Persons engaged in teaching, are in general the only persons qualified to compose for the use of teachers, but the daily labour of instructing seldom affords them leisure sufficient for the task; this falls therefore frequently into the hands of those who are incompetent to the business; and works are obtruded upon, the public, read by instructors, and put into the hands of youth, containing materials arranged and collected without judgment, as injurious to the cultivation of a good taste, as they are ill-adapted to convey clear and accurate knowledge, and to assist the me mory. Mr. Wood was anxious to make the best selection in his power for the private use of his pupils, and his knowledge and judgment enabled him to guard them against the errors into which they might otherwise have been lead. In his hands the evil which has now been mentioned became a source of good. His pupils learnt to read with caution, to place no implicit reliance on any author

however high his reputation, but to examine and judge for themselves.

The books which he selected to assist him in reading with his pupils, a full course of history, were a View of Ancient History, in two volumes, published by Rutherford, but written, it has been said, by Logan, the poet, Gillies' and Mitford's histories of Greece, Leland's history of Philip, Gast's history of Alexander, Beckford's history of Rome, in three volumes, Gibbon's Decline and Fall, abridged by the author of the preceding, Mehegan's history of Modern Europe, an elegant and admirably arranged compendium, worthy of a better translator than has been found in Fox; Robertson's Charles V. and Goldsmith's History of England. These, with a few others, he used as his text books, but always with a strict attention to a very clear and accurate arrangement of periods, first, of universal history, and next of every particular country, the history of which he thought deserving of attention, and likewise with considerable additions of his own, delivered in conversation. These additions were highly interesting and important, they were designed to point out the connection