ren who talk so badly that they can scarcely be understood. This is owing to defects in articulation. To remove this habit, we know of no better way than thorough drilling in uttering the elementary sounds of the language. This may be practiced, at first, by the class in concert, then by each pupil singly.

The first exercise should be pronouncing the word, then the vowel sound in the word, as follows: ale, a; arm, a; all, a; at, a; eat, e; bet, e; ice, i, etc. Then the subvocals should be spoken in the same manner, thus; ebb, b; odd, d; him, m; buzz, z. Then the aspirates: up, p; it, t; sin, s; thin, th. When these have been well learned, words should be pronounced and spelled by sounds as: m..a..n; d..a..day; e..t-eat. These exercises will give command of the organs of articulation, and teach the habit of speaking distinctly.

THE IMPORTANCE OF READING.-It is of the greatest importance that young persons should seek the companionship of books; should rest at times from the bustling affairs of business, and hold sweet converse with those great minds which have flourished in all ages, and transmitted their researches for the benefit of posterity.

Books are never-failing sources of knowledge. We gaze upon nature, and turn to our books as our instructors; upon the starry heavens, and see there the streaming comet, the flashing meteor, the lurid lightning, and hear the deep-toned thunder pealing out its wildest notes—and then turn to the pages of science to learn why they are thus, and what great end they serve. And if we dive beneath the surface of the earth, a new field for contemplation is presented to the view-and this too is treated of on the printed page; for the geologist has done his part, that no avenue may be closed against the young aspirant for knowledge.

To seek for instruction is the imperative duty of the young, and there can be no better way to employ the leisure moments. Not in sauntering idly about, or frequenting the halls of pleasure and folly, but in poring over the pages of the poet, historian and philosopher, and gleaning gems of thought to enrich and beautify the mind.

There can be no higher eulogy upon a young man, than that his evenings were passed at home; where, gathered around the cheerful fireside, books, conversation, and the society of loved ones, render it an altar, a paradise, and a sure defence against the snares of vice and dissipation. We predict for such an one, honor, distinction, and a life of usefulness. And what can be more lovely, or fascinating, than a highly cultivated mind in a young woman. If but half the time which is expended in gaining a few trivial accomplishments was devoted to the right search for knowledge, there would not be such a meagre number of learned and talented women. Besides, the high estimation in which those few are held, is a sufficient stimulus, one would suppose, to urge others to do likewise.

Be a reader, then, a careful reader, if you would be powerful, if you would become wise and honoured, if you would be worthy the name and station of men and women.

III. HINTS HOW TO TEACH WRITING.

Writing has been taught solely as an art. Copies are usually set in the books for the pupils to imitate, but it is much better now and then to vary this system by tracing on blackboard, in presence of the pupils, the writing lesson for the day. They thus see that the copy is not an ideal but a real one. Their ambition is fired to equal the master; and the practice of the eye also assists the practice of the hand.

Every teacher has his own notions about teaching writing, and every parent, too, so far as to the time when "Darling Charley" shall learn to write. So I shall not prescribe

which side must lean against the desk, or how the pen must be held, or the paper laid, but shall proceed to give a few common-place hints about teaching writing.

When the teacher (not the parent) decides it is time to begin to write, let the pupil supply himself with a substantial copybook, not too large, an inkstand not liable to upset, and pens. If quills are used, the teacher should mend and make them out of school hours, so that when the writing signal is given, nothing else may require his attention. Copies should also be set, and every arrangement completed, so that nothing whatever shall disturb the stillness of the writing hour.

Habits of neatness and care must be formed now, if ever. Every hasty line and every blot must be scrutinized and reproved. Improper posture and habits of hand, must be repeatedly noticed and corrected by the teacher. His eye must be everywhere and on everything. None should discontinue writing, until the signal is given for all to do so. Then the pen should be carefully wiped, upon the wiper attached to the copy-book, and when the ink is dry, the book closed, and laid away or gathered up to lie upon the teacher's desk until the next writing hour.

Do you think, teacher, that this standard is too high for you? Not a whit! If you ever want the writing exercise to be a pleasant one, and your copy-books fit to be seen, you must aim high. Straight marks look well, if they show pains-taking.

"Pot-hooks and hangers," are ten times better to discipline the muscles of the fingers than all the fine hair strokes of the writing master. Suit your copies to your pupils' ability, and oblige them to follow them the requisite time. Some may teach writing in twelve lessons, to older brains and more practised fingers, and pocket the $5 with the consciousness that it has been a most potent incentive to the attainment of the hand, but you cannot teach it in thrice twelve lessons, to the pupils of a common school. System and perseverance alone will enable you to succeed.

Do not forget the black board; now, suppose you can imitate a bad letter and show how to make a good one of it? The black board is the place to show the science of writing, analyze its principle, and interests the pupils more thoroughly in the art of writing.

IV. SUGGESTIONS ON THE MODE OF TEACHING ARITHMETIC.

1. Qualifications.

The chief qualifications requisite in teaching Arithmetic, as well as other branches, are the following:

1. A thorough knowledge of the subject.

2. A love for the employment.

3. An aptitude to teach. These are indispensable to success.

2. Classifications.

Arithmetic, as well as Reading, Grammar, &c., should be taught in Classes.

1. This method saves much time, and thus enables the Teacher to devote more attention to Oral Illustrations.

2. The action of mind upon mind, is a powerful stimulant to exertion, and cannot fail to create a zest for the study.

3. The mode of analyzing and reasoning of one scholar, will often suggest new ideas to the others in the class.

4. In the classification, those should be put together who possess as nearly equal capacities and attainments as possible. If any of the class learn quicker than others, they should be allowed to take up an extra study, or be furnished with additional examples to solve, so that the whole class may advance together.

5. The number in a class, if practicable, should not be less than six, nor over twelve or fifteen. If the number is less, the recitation is apt to be deficient in animation; if greater, the turn to recite does not come round sufficiently often to keep up the interest.

3. Apparatus.

The Black-board and Numerical Frame are as indispensable to the Teacher, as tables and cutlery are to the house-keeper. Not a recitation passes without use for the Blackboard. If a principle is to be demonstrated or an operation explained, it should be done upon the Black-board, so that all may see and understand it at once.

To illustrate the increase of numbers, the process of adding, substracting, multiplying, dividing, &c., the Numerical Frame furnishes one of the most simple and convenient methods ever invented."

4. Recitations.

1. The first object in a recitation, is to secure the attention of the class. This is done chiefly by throwing life and variety into the exercise. Children loathe dullness, while animation and variety are their delight.

2. The Teacher should not be too much confined to his Text-book, nor depend upon it wholly for illustrations.

3. Every example should be analyzed; the "why and wherefore" of every step in the solution should be required, till each member of the class becomes perfectly familiar with the process of reasoning and analysis.

4. To ascertain whether each Pupil has the right answer to all the examples, it is an excellent method to name a question, then call upon some one to give the answer, and before deciding whether it is right or wrong, ask how many in the class agree with it. The answer they give by raising their hand, will show at once how many are right. The explanation of the process may now be made.

Another method is to let the class exchange slates with each other, and when an answer is decided to be right or wrong, let every one mark it accordingly. After the slates are retuned to their owners, each one will correct his errors.

5. Thoroughness.

The motto of every Teacher should be Thoroughness. Without it, the great ends of the study are defeated.

1. In securing this object, much advantage is derived from frequent reviews.

2. Not a recitation should pass without practical exercises upon the black-board or slates, besides the lesson assigned.

3. After the class has solved the examples under a rule, each one should be required to give an accurate account of its principles, with the reason for each step, either in his own language or that of the author.

4. Mental Exercises in Arithmetic, either by classes or the whole school together, are exceedingly useful in making ready and accurate arithineticians, and should be frequently

practised.

Every one who cyphers, will of course have a slate. Indeed, it is desirable that every scholar in school, even to the very youngest, should be furnished with a small slate, so that when the little fellows have learned their lessons, they may busy themselves in writing and drawing various familiar objects. Idleness in school is the parent of mischief, and employment is the best antidote against disobedience.

Geometrical forms, diagrams and solids are also highly useful in illustrating many points in arithmetic, and no school should be without them. They can be obtained at the Educational Depository, Toronto.

6. Self-Reliance.

The habit of self-reliance in study, is confessedly invaluable. Its power is proverbial; I had almost said omnipotent. "Where there is a will, there is a way."

1. To acquire this habit, the pupil, like a child learning to walk, must be taught to depend upon himself. Hence,

2. When assistance in solving an example is required, it should be given indirectly; not by taking the slate and performing the example for him, but by explaining the meaning of the question, or illustrating the principle on which the operation depends, by supposing a more familiar case. Thus the pupil will be able to solve the question himself, and his eye will sparkle with the consciousness of victory.

3. He must learn to perform examples independent of the answer, without seeing or knowing what it is. Without this attainment, the pupil receives but little or no discipline from the study, and is unfit to be trusted with business calculations. What though he comes to the recitation with an occasional wrong answer; it were better to solve one question understandingly and alone, than to copy a score of answers from the book, What would the study of mental arithmetic be worth, if the pupil had the answers before him? What is a young man good for in the counting-room who has never learned to perform arithmetical operations alone, but is obliged to look to the answer to know what figure to place in the quotient, or what number to place for the third term in proportion, as is too often the case in school ciphering?

V. MENTAL ARITHMETIC-BEST MEANS OF TEACHING IT.

(By John H. Sangster, Esq., Principal of the Central School, Hamilton.) Upon its first introduction into his school, the teacher should endeavour to make the subject as attractive as possible; especially must he aim at extreme simplicity, as every effort will eventually prove a failure, unless he guard against giving the class questions above their capacity.

The larger the class learning mental arithmetic, and the greater the variety of modes consequently adopted by the different children to obtain the answer, taking it for granted that the teacher always encourages each child to explain the steps by which he arrives at the required result, the more easily and effectively is it taught. Suppose the class, then, to contain from fifty to a hundred children, between the ages of ten and sixteen, they may be most conveniently seated, if the arrangements of the school permit, on parallel benches, rising one above another, as in a gallery, so that the teacher, when at his proper station, before the front seat, can see all that is going on in the class, and be able to check instantly the slightest inattention. It may be here proper to remark, that, while we would encourage the teacher to diligent self-preparation, every evening, for the duties of the following day, we cannot too forcibly urge the impropriety of his making use, during the lesson, of any text-book containing question and answer. It is so palpable an acknowledgment of his inability to obtain the answer as quickly as his pupils, that very soon they lose that respect for their master's attainments which is essential to his usefulness and success. Besides, the habit of giving questions extempore is so exceedingly advantageous in other respects, and is so easy an acquisition, that no teacher should hesitate a moment which mode to adopt.

In conducting the lesson, the teacher should steadily keep in view that the grand object to be attained is, not so much mental facility in computation, as rapidity of thought, power and truthfulness of intellect; and accordingly every question must be made more or less conducive to this one great end. Bearing this, then, constantly in mind, he will direct his attention chiefly to three things:-First. He will be careful that all, or nearly

all the children in the class are actually engaged in solving the problem. Secondly. When the answer is given, he will ascertain that all are thoroughly conversant with the principles by which it was obtained. And thirdly, he will anxiously endeavour to develope in his pupils that amount of self-confidence and ardent desire to surmount obstacles which the subject is so well designed to teach, and that form so essential an element in the character of him who would successfully encounter the difficulties and temptations of life.

In briefly adverting to the manner in which this threefold object may be accomplished we shall suppose that 80 or 100 children, who have already devoted some two or three months' attention to the subject, are seated, as before described, on parallel benches, rising one above another. The teacher without any text book, stands before the class, ready to propose questions, receive answers, and explain, on the blackboard, the principles involved in their solution. The question is propounded clearly and distinctly, and while the pupils with lips instinctively moving and eyes half closed as if to shut out all external objects, are silently employed in obtaining the answer-the teacher carefully guards against giving any intimation whatever, either by word or sign, as to the individual from whom he intends to require it. Hence, every child, knowing his liability to be called on for the answer, does his utmost to be able to give it correctly.

Although no show of hands or any other signal is allowed, yet it is an easy matter to distinguish those that have finished from those still engaged in the mental operation. The more excitable, directly they have ascertained the answer, can scarcely refrain from springing off their seat, and seem to be almost bursting with eagerness to be permitted to announce it: while even in the more plodding and sluggish, the sudden illumination of their countenance presents an unmistakeable sign of their readiness to make it known. The teacher uses his own discretion as to the amount of time requisite for waiting, determining it by the nature of the question and the capacity of the class. A sufficient interest having clapsed, some one is requested to announce the answer. If not given instantly, and correctly, a second, a third, and a fourth, in different parts of the class, are asked for it in rapid succession. If these all fail in giving an accurate reply, it is required from an entire seat or the question is thrown open to the whole class. If then as sometimes happens, none or but few answer, the teacher, so far from jumping at the conclusion that his pupils are incapable of learning mental arithmetic, attributes the failure to his own want of consideration in not adapting the question to their capacity, and, with more judgment and discretion, resolves in future, rather to lead them almost imperceptibly onward, from the simple to the difficult, than attempt to drive or pull them through the perplexities of an uninviting study. When it occurs that none but erroneous answers are returned, instead of offering a special rule to meet the case, the question is for the time abandoned, and a much easier one of the same description substituted in its place; this being correctly answered and thoroughly explained by a number of the pupils a second and a third of the same nature, but somewhat more difficult, are successfully dealt with. Thus in the space of two or theee minutes the difficulty is so effectually removed, that when the original question is again proposed, it is answered by the majority of the class with facility. The pupils are left as much as possible to their own ingenuity in devising methods for solving each problem, still, when a particularly difficult question is under consideration, the teacher sometimes endeavours to facilitate the process of finding the answer, by throwing such judicious hints as he may think proper; but however much they are thus helped, it is done in such a manner, that the children learn the lesson, fully impressed with the idea that they have resolved every difficulty without assistance. In every instance when the answer to a problem is given accurately, as many of the pupils as convenient, are requested to state the steps by which they arrived at the required result. The teacher also indicates the means pursued by himself. The