In a speech before one of the many educational societies in England Professor Tyndall remarked "that two factors were necessary to make a good teacher; first, he must be master of his work and have ability to inform and instruct; second, he must have the rare gift of being able to stimulate and incite his pupils and to convert the knowledge he posessed into to a lever lift, exercise and strengthen the growing minds committed to his care." Few realize the importance and truth that is contained in these simple words and we believe that many of the students do not even give a thought about the instructors they elect courses under. Naturally a man reasons that in the choice of an elective he should only pick out those subjects, which will do him the most good, and care little as to what instructors he will come under; and while there is a great gain when a man conscientiously chooses a subject without regard to its softness, still there is much lacking if he does not realize that a poor instructor in the best of courses may do him harm. How often we have heard students say of a certain course that they learned absolutely nothing in it, and that it was time thrown away to attend the recitations. While there is much exaggeration in their statement, there is nevertheless much truth as well. Perhaps nothing is so tedious to a young mind as to sit hour after hour in a section there the method of teaching is wearisome and false, not to mention the (often unjust) dislike to the voice and presence of the instructor. No matter how interesting the subject, no matter how much the student may think it will benefit him, unless the head of the department posesses the magnetic power of instructing his pupils, they are doing themselves great injury in attempting to listen to a man with whow they have no sympathy.

We think that the gist of Professor Tyndall's remarks is that unless there be a natural interest between instructor and students, that unless a bond of sympathy exists between them. time is wasted in taking this particular course. Although we may learn much, the lesson will make no visible impression on the mind, and after a year or two will fade completely away, never to be recalled. Yet where are we to get instructiors of the type recommended by Professor Tyndall? This is indeed a gordian knot in the shape of a question, and we must confess has not been cut with an answer. Much can be done by a hard working and earnest teacher to keep up the flagging interest of his class, but from the general indifference it is quite evident that there is a lack of system in the art of teaching, and until that is remedied we must be content with what advantages we have. Still in this age of progression such an important fact ought not to pass unnoticed. The elective system has been one great reform in the line of study, and now the old system of instructing ought to be changed and improved.