EMBEZZLEMENT BY TRUSTEES.

The appointment of a superintendent for half the county, or for of felony, and shall be imprisoned in the penitentiary for the term of his the whole county, with adequate remuneration, would no doubt natural life, or for any term not less than two years, or be imprisoned in remedy much of the drawbacks here mentioned, and secure greater any other prison or place of confinement for any term less than two years, efficiency in the performance of the duties of the office. But this and it shall not be necessary to allege or set out in the indictment the name also is not without its difficulties, the greatest of which would prob- of the owner of any such building." (Con. Stat. C., c. 93, s. 6). ably be in the selection of the proper man. A combination of qualifications somewhat rare is here required. He should be not only a man of liberal education, but of recent education, or at least thoroughly conversant with the modern improvements in the art of teaching, and capable of practically exemplifying the best methods of securing the attention, winning the confidence, and drawing out the minds of his little auditory. How few in any community are there who possess the undefinable manner and the inimitable tact, the readiness, and the experience for such a task. And yet it is here that the real power of the office centres. It is only by becoming thus en rapport with the minds of both teachers and pupils that an inspiring and beneficent influence can be exerted over both, and real results accomplished.

Public lectures on education, however good in their way, can effect but little. It is a subject difficult to render popular and attractive. Its dry platitudes are generally addressed to adults, whose habits are fixed and who can only be reached in numbers too few and at intervals too remote to arouse their interest or excite their enthusiasm. It is with the children that the great work has to be accomplished, and in practically exemplifying the duties of the school room, in stimulating, admonishing, and cheering the little palpitating hearts, and kindling the upturned faces, that the real work of education can be best promoted.

"If any person, being a trustee of any property for the benefit, either wholly or partially, of some other person, or for any public or charitable purpose, does, with intent to defraud, convert or appropriate the same, or any part thereof, with intent as aforesaid, otherwise dispose of or destroy such property, or any part thereof, he shall be guilty of a misdemeanor." (Con. Stat. C., c. 92, s. 51).

"If any person, being a trustee of any money or other property for the benefit, either wholly or partially, of some other person, or for any public or charitable purpose, converts or appropriates the same, or any part thereof, to or for his own use or purposes, or otherwise wilfully disposes of the same, contrary to his duty, so that such money or other property is not forthcoming and paid or delivered when such person is ordered or decreed by the Court of Chancery, or other court having jurisdiction in the matter, to pay the same, he shall be deemed to have converted or disposed of the same with intent to defraud, within the meaning of the last preceding section of this act; but this present section is to apply to Upper Canada only." (Con. Stat. C., c. 92, s. 52).

OFFENCES BY ASSESSORS.

Apart from these special qualifications, is the almost equally difficult task of selecting a man in whom the different sections of the community would have confidence, and who, either from his own "If any assessor or clerk refuses or neglects to perform any duty required peculiar views or prejudices or theirs, might be regarded as objec-of him by this act, he shall, for every such offence, upon conviction thereof tionable. But if it be decided that the educational interests of the before the Recorder's Court of the city, or before the Court of General county require the selection of such an officer, then should a wise Quarter Sessions of the county in which he is assessor or clerk, forfeit the discrimination on the part of the Council be followed by a generous sum of one hundred dollars to Her Majesty." (Con. Stat. U. C., c. 55, s. 171). liberality and an united effort on the part of the people to render his efforts successful.

It would be desirable, if possible, that such a selection be made as would render annual changes at least improbable, since the occupant of the office would doubtless be called upon to give up some other calling when entering upon it, and a reasonable tenure of office would be most advantageous to the interests of the public as well as to his own.-Peterboro' Review.

"If any clerk, assessor, or collector, acting under this act, makes any unjust or fraudulent assessment or collection, or copy of any assessor's or collector's roll, or wilfully and fraudulently inserts therein the name of any person who should not be entered, or omits the name of any person who should be entered, or wilfully omits any duty required of him by this act, he shall be guilty of a misdemeanor, and, upon conviction thereof before a court of competent jurisdiction, shall be liable to a fine not exceeding two hundred dollars, and to imprisonment until the fine be paid, or to impris onment in the common gaol of the county or city for a period not exceeding six months, or to both such fine and imprisonment, in the discretion of the court." (Con. Stat. U. C., c. 55, s. 174).

person so offering to make the following declaration:—

5. MCNAB'S MAGISTRATES' MANUAL FOR U. C. We have been gratified with an examination of this excellent compilation. It seems very full and complete in all its details, and contains, so far as we are able to judge, extracts from the OFFENCES RELATING TO SCHOOLS. various statutes of the Province, relating to the jurisdiction and duties of Magistrates. The work has been prepared by John CHALLENGING VOTERS.-"If any person offering to vote at an annual McNab, Esq., Barrister-at-Law, Crown Attorney for the Counties or other section meeting, is challenged as unqualified by any legal voter of York and Peel, and is published by Messrs. W. C. Chewett in such section, the chairman presiding at such meeting shall require the & Co., of Toronto. The jurisdiction of magistrates as we learn from this manual is quite extensive; and it appears to have been very much increased of late years. It is, therefore, of the greatest importance to these gentlemen (many of whom only hold the office ex-officio and for a short time) to have some reliable guide to direct them in the performance of their highly responsible duties. From the following titles of some of the chapters, the character and value of the manual, it will be readily seen: "The office of a Justice of the Peace;" "Procedure of a Magistrates Court;" "Statutes relating to the office and duties of Magistrates;" " Summary of the Criminal Law of Upper Canada." This last chapter embraces almost the whole of the remaining part of the Manual and includes a discriptive alphabetical order of all the various indictable offences of which a magistrate can take cognizance. As a specimen of the work we extract the following sections of Acts which relate to schools, &c. We cordially recommend the Manual as a valuable book of reference for our public school libraries, and we shall be happy to supply it from the Department for this purpose.

ARSON OF SCHOOL HOUSES, &c.

"If any person unlawfully and maliciously sets fire to any school house, lecture room, seminary of learning, college, or building used for the purpose of education, or to any village, town, or city hall, or to any steam or fire engine house, or toll-booth, or to any building used or employed as a mechanics' institute, or as a public library, or to any hall or building used by any body or society of persons, by whatever name or designation they may be known, and whether they are associated together for educational, philanthropic, or benevolent purposes, or for any other lawful purpose, or to any museum or repository of curiosities, such offender shall be guilty

“I do declare and affirm that I am a freeholder (or householder) in this school section, and that I am legally qualified to vote at this meeting.' "And every person making such declaration shall be permitted to vote on all questions proposed at such meeting; but if any pereon refuse to make such declaration, his vote shall be rejected." (Con. Stat. U. C., c. 64, s. 17).

PENALTY FOR FALSE DECLARATION.-"If any person wilfully makes a false declaration of his right to vote, he shall be guilty of a misdemeanor, and be punished by fine or imprisonment, at the discretion of the Court of Quarter Sessions, or by a penalty of not less than five dollars or more than ten dollars, to be sued for and recovered, with costs, before a Justice of the Peace, by the trustees of the school section for its use." (Con. Stat. U. C., c. 64, s. 18).

REFUSING TO SERVE AS TRUSTEE.-"If any person chosen as trustee refuses to serve, he shall forfeit the sum of five dollars, and every person so chosen who has not refused to accept the office, and who at any time refuses or neglects to perform its duties, shall forfeit and pay the sums of twenty dollars, to be sued for and recovered before a Justice of the Peace by the trustees of the school section, for its use." (Con. Stat. U. C., c. 64, . 23.)

PENALTY ON SECRETARY-TREASURER.-"If any secretary-treasurer appointed by the school trustees of any school section, or any person having been such secretary-treasurer, has in his possession any books, papers, chattels or moneys, which came into his possession as such secretarytreasurer, and wrongfully withholds, or refuses to deliver up, or to account

for and pay over the same, or any part thereof, to the person, and in the and punished for any of the offences herein before mentioned, as a misdemanner directed by a majority of the school trustees for the school section meanor." (Con. Stat. U.C., c. 64, 8. 139.) then in office, such withholding or refusing shall be a misdemeanor." (Con. Stat. U.C., c. 64, B. 180.)

charge the duties of the office of school trustee, to which I have been elected.' And, if any person elected as school trustee shall not make such a declaration within two weeks after notice of his election, his neglect to do so shall be sufficient evidence of his refusing to serve, and of his liability to pay the fine, as provided for in the twenty-third section of the said Upper Canada School Act." (23 Vic., c. 49, s. 18.)

PENALTY ON CHAIRMAN FOR NEGLECT.-"Any chairman who neglects to transmit to the local superintendent a copy of the proceedings of an annual or other school section meeting, over which he may preside, within ten days after the holding of such meeting, shall be liable, on the complaint of any ratepayer, to a fine of not more than five dollars, to be recovered as provided in the one-hundred-and-fortieth section of the Upper Canada Common School Act, aforesaid." (23 Vic., c. 49, s. 19.)

III. Education of Farmers.

We cannot shut our eyes to the fact that, while our common school system has conferred inestimable benefits upon this country, and has done much to advance its material welfare, there has not been that attention given to the study of agriculture which our position demands. Our schools derives the greatest support from receiving an elementary training in the theory of agriculture, and, the rural districts, yet, in how few instances do we find the youth as a natural consequence, a growing reluctance among them to continue the pursuit of agriculture as a means of existence. Many persons, occupying high positions in the country, have pointed out this defect in our common schools, and although those who are the public guardians of our youth may have, in a measure, endeavored to supply this desideratum, by the introduction into our school libraries of approved works upon agriculture, yet we have undoubted evidences of the fact that, in but few instances, is that knowledge which they are intended to convey imparted to the children in attendance at the schools. It is probable that these remarks may not be quite palatable to those to whose care is intrusted the education of our children; yet I would ask them to bear in mind the fact that a knowledge of the theory of agriculture is no test in the granting of certificates of qualification, and must continue to be so, so long as that prerogative is in the hands of boards of examiners who have not the remotest idea of either the theory or practice of agriculture. In discussing this subject, I cannot offer better proof of its importance than by quoting the language of the Chief Superintendent of Education for Upper Canada, who is reported to have said:—

And

1. NECESSITY FOR EDUCATED FARMERS IN CANADA. From the last Address of the President of the Provincial Agricultural Association of Upper Canada, we select the following admirable passages, relating to the importance of a superior education for the farming community in our country:Agriculture, the foundation stone upon which rests a nation's prosperity, is the most useful of all the arts and sciences; the existence of society and civilization depend entirely upon it. Of all human pursuits, agriculture is first in order, in necessity, and importance. We learn from history that the most ancient nations, though they had not the great advantages, nor the light of science, which we possess, regarded the cultivation of the soil as one of the most noble of pursuits. It is evident that there is no profession or pursuit which more needs the aid of a thorough education than that of farming; and it is equally true that there is no class in the community by whom it is more neglected. It needs reading and thinking minds as well as working hands, and it is a combination of these which has done so much to advance the interests and develope the resources of the mother country. It is unfortunate that the feeling should generally exist among the farming community that the boy who intends to be a farmer requires only the mere rudiments of an education. Experience has taught us that whether a person farms for the production of cereals alone, or gives his "It is admitted by all, that the change in the commercial policy attention to the improvement of his stock, he is constantly brought of the mother country should induce us to put forth extraordinary in contact with the great laws of nature; and, though he may learn exertion; that all must put forth their efforts to demonstrate that much that is valuable, or of temporary advantage, how much more two ears of corn could be grown where we now raise one. might he learn and communicate, for the general benefit, if that what so important a means to this end as education. Finding experience were utilized by a general intelligence and a knowledge their sons return knowing nothing of what belongs to their future of the laws and principles which govern all productions. It is our career, engenders dissatisfaction with farmers. When educated duty to encourage, by every means in our power, the young farmer properly, with the same view to their future engagements as the to a more intimate knowledge of the sciences as adapted to agricul-student at law. medicine, and theology, for their respective offices; ture; and I feel persuaded that there is no person in the community when regard should be had to their feelings, self-respect, and who will say that, while other departments of life in this country virtuous habits, then agricultural pursuits would rank as high as advance, that which represents interests the most vital to our legal studies. Looking at these points, who could be unaware how success, should not share in the progress, and should not rise in important it was they should be carried out? It is not only with intelligence, and show itself worthy of a high place among the most practical knowledge the farmer has to do, the seasons, &c., but it successful workers of our future greatness? The advance which is also necessary he should know something of the constituents of has already been made in popular education, the efforts made by the soil; some may be defective, some prolific. With plants, he our government to foster educational interests, and the inducements should know how each is the best suited to the ground; and this held out by associations like this, give us every reason to hope that knowledge should extend to every kind and every soil. A proper many years will not pass before we shall find the agricultural among knowledge of manures will require that he should inform himself the most popular of our institutions. It is, to a certain extent, of the first principles of chemistry, and their application." true, as regards the early history of this country, that our ancestors brought up their sons to feel that the farmer belonged to an inferior caste; and many of our fathers and fastidious mothers taught their children that manual labor was dishonorable and degrading, and that, in order to be respected in the world, they must have a situation behind the counter, or study theology or jurisprudence. At the annual meeting of the members of the Oxford North But how marked now is the change; we, at the present time, teach Riding Agricultural Society on the 17th ult. a proposition was made those under our care that there is no more honorable nor respectable to introduce into our educational system, and render it a part of the livelihood than that of cultivating the soil, and its kindred arts and study of the youth of the country, irrespective of age or sex, the very sciences. And we point them, with pride and satisfaction, to men abstruse, subject, "Agricultural Chemistry."-Woodstock Times. occupying the highest positions in the country, as being engaged in the noble pursuit of agriculture. In order to be a thorough-going, energetic, and successful farmer, a man must be educated; he must have a good practical knowledge of agricultural chemistry, natural philosophy, botany, geology, &c., and he cannot reasonably expect to succeed in the thorough cultivation of the soil, and raise good crops on his farm from year to year, as long as he lives, unless he is a man of thought, accustomed to devise the best and most practicable arrangements and systems of management, not only for producing, but also for consuming the productions of the soil. The most successful cultivators of the soil, whose opinions on

2. AGRICULTURAL CHEMISTRY IN OUR PUBLIC SCHOOLS.

IV. Correspondence on subjects of Instruction.

1. REMARKS ON GRAMMAR. (To the Editor of the Journal of Education.) In relation to the articles on Grammar in the January and pre

school library catalogue, is very large. The Educational Department does all in its power to promote the circulation of these books.—[ED. J. of E,

The list of books relating to Agriculture and kindred subjects, in the official

vious November numbers of the Journal of Education, it is evident that, from the avidity with which they were commenced, our professional brethren in various parts of the province, are praiseworthily on the alert, and ready to adopt any amendment, that, on examination, has aught to mention in it. One or two items which I then advanced, not having been made sufficiently clear, and as they may fairly be deemed legitimate matter for the Journal, I propose, with your leave, to show why I argued so, in the hope that, should I succeed in the argument, it may lead to a greater uniformity of, so treating them in our classes, a feature, especially in Grammar, much to be desired.

First, in relation to the rule, " one verb governs another in the infinitive mood," as, Forget not to do good. In this proposition we have all the requisites for the elucidation of the rule. It is an imperative proposition, with its subject “ye” understood—while the attribute to do evil satisfies the question-forget what? thereby giving us the verbal noun to do, the object of the active transitive verb forget; this reads very satisfactorily. But let us take an active intransitive, neuter, or passive verb, as "He was known to be rich," and the former rule and analysis become a failure. Besides, we are reminded appropriately enough that neuter and passive verbs do not admit of objects after them, so that the only rule applicable in its entirety-logical, as well as grammatical, is the use of the nearly absolute for, which meets the requirements in every case for the government of these infinitives-as nouns. The first rule holds good only where an active transitive verb is employed; by testing it with other verbs as above, and bearing in mind the rule just contrary to "Active verbs govern, &c," its fallacy will at once be apparent. I trust this is obvious enough.

Then as to some words called adverbs, which can not under any circumstauces modify verbs, let us take-very-rather-pretty. We could not say "He spoke very (well), They were dressed rather (poorly), He ran pretty (fast); but add the adverbs in brackets and they then show their true value (only) as adverbial complements not adverbs themselves. It would be as reasonable to call an adjective a noun because it is a complement of the noun; or a noun, a verb, because they are inseparably connected.

the essence of syntax, I think that the above will commend itself. It is the exact meaning while it is also the grammar.

Such is the method I have used in dealing with these items in my class, and I would be much gratified did I see in your next issue the experience of some of my other brethren on this useful topic. In such a numerous connection there should be no lack of experience on this and cognate subjects which should not be withheld. The "States" teachers' contributions to their educational papers, show us a meritorious example in this respect, and I should be glad to see such a praiseworthy custom obtain more largely among Canadian teachers. ROBERT BLACKWOOD.

Preston, April 18th.

2. HOW TO TEACH SPELLING.

To the Editor of the Journal of Education. SIR,-Bad spelling is one of the most apparent defects in the attainments of most of our boys and girls attending school, even amongst those exhibiting great proficiency in many other branches. This defect is very often not so apparent till you set the pupil to writing. How many scholars have we noticed acquitting themselves admirably in a viva voce examination, who could scarcely write three lines and spell all the words correctly! Under the system usually pursued the scholar cannot write a letter free from orthographical errors, till, perhaps, the age of sixteen or eighteen. The question arises, can this defect be remedied? We believe it can, by carefully following the subjoined method: As soon as the pupils can write, abandon the practice of hearing them say their spellings; and instead thereof, make them close their books, take their slates, and write down the spellings at the teachers' dictation. Six or eight words for scholars in the second book of lessons may be selected by the teacher to test the pupils' knowledge of the lesson. Require the scholars to divide the words into syllables as they find them in their books. Then let the teacher take the slate of the highest scholar in the class, and let the second pass his slate to the first and so on, the teacher giving the slate of the first to the last. Then let them open I would also remark the abuse to which the past tense is submitted their books and mark all the mistakes, and afterwards again rein place of the past participle as "His health was drank," &c., and change slates. They can then pass up, according to the accuracy of also the using of a plural verb with a singular nominative, as "Atered. The method suggested is the fairest way of testing a pupils' their spelling. Let not a lesson be passed over till thoroughly masnumber of them were killed." This species of grammar has obtained largely in the states of late, and it certainly loses nothing in its attainments in spelling, as all get the same words. passage through our Canadian press, who ought to know better How elegantly it would sound to say, "His work was did expeditiously, He was saw doing it," yet they are equally correct with, His health was drank," &c. While as to the rule applicable to the other (when a noun of multitude, &c.) it may justly be said to cause more blundering than would be, had it never existed, because when a noun has a distinct singular and plural as fleet, council, army, number, &c., the simple rule "A verb must agree with its nominative," is sufficient. When the noun has no such distinctive number, the verbal relation is arbitrary, and should be used so as to impart the greatest euphony and elegance as well as sense to the sentence of which it is subject, as "The news are," not "The

news is."

But the words guilty of the greatest number of grammatical somersets, seem to be the participles, while for the most part they are the easiest of solution, if we only keep in mind the simple but important fact, that participles are, for the most part, only abbreviate forms of speech, and are easily resolvable into their equivalent moods and tenses; and when they do not admit of their construction, they are either participle adjectives or nouns. In our Latin exercises of school boy antiquity, we have the example in point. "Sole oriente, fugiunt tenebrae," "The sun rising (called the nominative absolute), or, when the sun rises, darkness flies away." This noniabs is a very convenient way of disposing of it, but the fallacy of this is satisfactorily shown in the secondary translation. The fact is, we have here, simply, a compound sentence, consisting of two propositions. The 1st and principal being, "Darkness flies away," 2nd and dependent, "When the sun rises," the latter being the exact equivalent of "The sun rising." Again, "Having been there before, he knew the road well," is just, "He knew the road well," is the 1st and principal, "because he had been there before" (the equivalent of "having been there before ") being the 2nd and dependent; and when the participles are not so convertible, as noticed above, they are either participle adjectives or nouns. "One verb governs another in the infinitive," is also a rule in Latin, as in "Cupio dicere," "I desire to learn," In dismissing this rule after what has been said already, I may only add that in many cases the inseparable preposition, in order, is not only understood but often expressed, as "He went in order to judge for himself," and when this prepositional form is not admissible, for always supplies the governing word. To the teacher who values critical relation

words are spelled pretty nearly as pronounced, but it will hardly do
Some may say that this method may work very well when the
when the spelling and pronunciation differ much. This is a mistaken
idea, as in the method I adopt the pupil is taught and trained to use
habit with him, and the most difficult words are easily learned
his eye without consulting the sound much. This soon becomes a
have met with, that I should like to see it generally adopted. Es-
So convinced am I of the superiority of this system above any I
pecially let those who have scholars of whom they have despaired
effects to be magical. To facilitate the plan here suggested, it would
begin this plan, and pursue it carefully, and they will soon find the
be well, were a uniform system of dividing the words into syllables
made use of in our national series of school books.

Lindsay, Dec. 30th, 1865.

I am, yours, &c.,

FRANCIS WHALLEY.

3. WRITING FOR THOSE WHO CAN WRITE. SIR,-Permit me to say a few words on the above subject.

I find from experience the best sentences to take in setting copies are Scripture texts. The texts of Scripture children thus write get fixed in their memories, and they never forget them. Those texts have more influence on their minds and conduct than, perhaps, all the rest of the Bible put together. They think over the meaning of the texts more than many grown up persons give them credit for. Children can write texts of Scripture with quite as much pleasure as they can the proverbs and maxims of man's making, which are often expressed in language unintelligible to them, and as though universally true when they are only partially so; many of which will be found hollow, and sometimes unchristian, if examined into.

I know children can write Scripture sentences ten or twenty times over without getting half as tired as they would after writing mercantile, geographical, or other sentences two or three times. There is more in Scripture texts for them to think about.

By putting worldly maxims before children, they are apt to forget the inferior value of those when compared with Scripture truths, which will always be found to be of universal application, whether considered in their highest sense or merely from a wordly point of view.

Such texts can be got at the Christian Knowledge and National

Societies' Depositories. I remember copying them at School, and Divine Providence. On this principle the Magi were led by a star; I have never forgotten them. The letters in these copies have one great advantage in being void of useless tails and twists.

I find it a good plan to allow those who can write very fairly to write the Psalms, "The Moral Songs," or other pieces of poetry, in their books. Boys take great pleasure in doing this, and it is an encouragement to the more backward writers to make progress, that they may be allowed to do the same.-Yours truly, J. H.

V. Papers on Practical Education.

1. ADMIRABLE SUGGESTIONS FOR TEACHERS. From a Speech delivered by Mr. Pardee, of New York, at a recent Sunday School Convention at Hamilton, we select the follow-ground, besides having given them so many new ideas. In a simiing interesting suggestions for Sunday school teachers. They are also applicable to Common school teachers:

I have learned more on that question from the publications of the London Sabbath School Union than from any other scource. The art of questioning and of securing attention can be obtained here to a considerable extent; but while we obtain the principles here, we must adapt them to our circumstances. Mr. J. G. Fitch, of London, England, is perhaps the best Sabbath School teacher in the world. He had twelve training classes in London at one time. They are now bringing those into use in Australia and other colonies. The art of teaching is the most important of all the arts, and is therefore worthy of all the effort we can make to obtain it. I enquired of Mr. Fitch, what the simple principles of good teaching consisted in; his answer was, that he could not put down on a letter-sheet what they are, but the following maxims should be grasped ;

1. Never teach what you don't quite understand.

2. Never tell a child what you could make him tell you; let the child be drawn out by questioning.

3. Never give a piece of information without asking for it again; or, as Mr. Stowe says, never leave a verse till the child has told it to you in his own words.

4. Never use a hard word if an easy one will convey your meaning; and never use any word at all unless it has a meaning to convey.

5. Never begin an address or lesson without having a clear view of its end.-As teachers, we should be sharp-shooters.

6. Never give an unnecessary command, nor one which you do not mean to see obeyed. For if the child be not ruled by it, the child rules you, and you have lost your command.

7. Never permit a child to remain in the class, even for a minute without something to do, and a motive for doing it.

the merchantman is represented as seeking pearls; the woman of Samaria coming to the well for water, has salvation presented to her under that symbol, and the farmers have the wheat and chaff brought to their minds as emblems.-There is again the black-board system, which may be used extensively with great profit. This system far supersedes ordinary book instruction.-Father Seaton, who was superintendent of a Baptist school, though a member of the Episcopal Church, went one afternoon into a school when it was so hot that the children could hardly be got to do anything; he figured something like smoke on the board, then the chimney from which the smoke issued, and finally the whole house, asking them the names of each part as he proceeded, the spelling also, and mixing in useful instruction.-Thus in a few minutes he had the children more freshened up than they would have been by a race in the playlar manner he would pick np a thread from the carpet, and ask what it was made of; wool,' they would all answer; and where did the wool come from,' 'from the sheep's back,' would be the ready response; and what do we call all the wool together on a sheep's back?' after some study, a little girl answers a fleece,' and is de lighted that she was able to give a correct answer. He would then take a leaf, and ask what all the leaves together on a tree were called; some of them answer foliage,' aad they would spell it. And what are all the green leaves of the field called?' 'herbage,' is the reply. Months after this, these children would remember the lesson, and spell these words correctly. Thus object and blackboard teaching might be used to a great extent, and with great advantage. We should use natural and simple objects with which all would be familiar, as flowers, fruits, &c.

We might even take a pin and say that we could buy fourteen for one cent, and therefore it would not be of much importance if we should lose one; but if in a storm our shawl should become unpinned, we should feel the benefit of so little an article. The pains expended in making it show also its value. Thus we could teach the worth of little things; we could then crook it, and then show how easily a useful article can be spoiled, the bad effects of a crooked or sour disposition, &c. Another valuable method of teaching is by texts printed in large characters on cards. In Chicago, in one of the Churches, all the panels are filled with texts, the letters being gorgeously illuminated. It is more beautiful than any fresco work. There are also beautiful paintings, as of Christ receiving little children.

'Now,' said Mr. Pardee, 'for a model lesson, that a young lady in London, Miss Lavoilet, who was only twenty-two years of age, gave before five hundred professional teachers connected with the London S. S. Union, people of the highest respectability and intelligence. The class that was given her was picked up from the streets; they had never before been taught in a school, and had never seen her till now. She first walked round amoug the children, and then asked them the simple question, as if in conversation with them, what kind of weather, children, have you had in London lately? the immediate answer was, rainy.' In questioning children, we should never ask questions that we know they cannot answer; this would give them no satisfaction, but rather discourage them. Some were speaking about the use of question books; if used properly, they may be an advantage; but teachers may easily frame their own questions. As soon as Miss L. received the children's reply to her first question-'rainy,' 'I thought so,' said she; and what is rain good for?' 'To wash the streets,' sings out one little fellow, at which the rest laugh; but she protected her little scholar, and said he was right,-that the streets would be covered with filth, and thousands of children would have gone to to their graves in consechildren are so slow to answer, is the fear of being incorrrect, and of being laughed at; the teacher should always thus protect them. 'But what else is rain good for?' she asks. 'Good to make the flowers grow,' says another; 'good to make the trees grow,' said a third. All were astonished to see how much such children knew about the rain. How very useful the rain is! What could the streets, and the gardens, and the flowers do without it!' and thus a valuable lesson was inculcated. They were then asked if sunshine was not also good for the trees and flowers; and were made to feel that the world would be miserable without it. Their minds were now prepared for the lesson of the day, which was the maxim of the Tyrolese mother,-'God has a plan for every man, and he gives every man something to do,' which they recited after her. what is your name,' she asks one of the litte girls. Maggie Ryan.' And where do your father and mother live!' Maggie gives the residence as well as she can. Then, Maggie, God has a plan for every man ; what has he got for your father to do? Nothing,' is the reply; What! has he got no business? only a workman ;' 'what kind of work does he do? He is a plumber.' She then describes the work of a plumber, and shows what an advantage it is

There is sufficient instruction embodied in these few maxims to lay the foundation of successful teaching. But we require also to make our mode of communicating our ideas as attractive as possible. Dr. Sprague, when preaching Dr. Pott's funeral sermon, said that the best style of preaching was that which presented great truths in the most attractive and effective form. Teachers often have in their classes young men and women who have studied in our literary institutions, and who will laugh at us when we show no aptitude in communicating instruction. No particular system can be recommended for all; different persons will excel in different methods. One will be adapted to the narrative style; another to the Gall system. There is a book that describes fourteen ways of developing lessons (Forbes' system). Let us first go to an infant class. Now what does the teacher want to do? It is to study these little ones, and find out their characteristics. Activity may be said to be the first; a healthy child abhors quietude; give it something to do. Curiosity is another; this is the parent of attention. An-quence, but for the washing of the rain. One reason why so many other is inquisitiveness; it is a great fault in many old persons to be restless of children's questions; this continual asking is but the pleading of the untutored mind for information. Therefore regard children's peculiarities, even those of older scholars, and adapt your instruction to the peculiarities of mind. If one has more imagination, or sense of beauty, or any other quality than ordinary, try to reach his heart through this.” Children learn mostly through their eyes. A distinguished LL.D. once said he doubted whether there was any good teaching where this method was not adopted more or less. Thus, the whole of the Bible teaching was of this character, as under the Levitical ceremonies, the altars, with their offerings, were but symbols of other things. When the Jews asked our Saviour whether they should pay tribute to Cæsar or not, he did not answer directly, but asked for a penny, and showing them the superscription, his answer came with much more weight than if he had used the other method. In the same manner He took a little child and set him in the midst of his disciples, when He wished to teach them the lesson of humility. On another occasion he points them to the lilies of the field, and to the fowls of the air, when He would instruct them to depend upon

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