teach him to watch by your house at night, and keep away the thieves who wish to come in and steal. He will be very sorry when you are sick; or when you have fallen down and hurt yourself. But you cannot teach him that God made him. Oh no! If you were to tell him this, he would not understand you. You love your dog for being so grateful and obedient; and you do not blame him for not thinking about God, because you know he cannot understand such things.

So God determined to create a man and woman; and to give them reason, that they might know something about God, and love him, and obey him. And God made Adam and Eve, and placed them in the garden of Eden. It was a very fine garden, which God had made on purpose for them to live in. And God told Adam and Eve, that they might rule over all the animals; and he said that all the animals must obey Adam and Eve. And God made all the beasts, and fowls, and every living creature, to go to Adam; and Adam gave them names; and they were afterwards called by the names which Adam had given them.

THE LOOK-AND-SAY METHOD OF TEACHING

TO READ.

In our last number this method was fully described, and the principles on which it is grounded were carefully stated. It only now remains to describe the apparatus. This, though not an essential part of the method, is yet so calculated to promote its success that it should never be neglected where it is possible to introduce it. It affords these several advantages. Firstit compels the teacher to teach a little at a time, which is an important element of teaching well. Secondly-it compels him to teach collectively and so to make the best use of his time. Thirdly-it presents great facilities for syllabic division, and for comparing one word with another. And fourthly-it gives an opportunity to the children, in occasionally putting up a word, for the exercise of that useful constructive faculty' in which they so much delight.

We will describe-1, the letters-2, the box-3, the board.

1. THE LETTERS. These are simply printed letters pasted on blocks of wood. Our readers who wish to get them made will observe the following directions. First, go to the printer's and select your type from the file of hand-bills which he will show

you. That which most resembles the common book type will answer your purpose best. Then get your printer to set up his whole 'fount' in the right proportions. The letters must be set up in lines, without any spaces between them. At intervals dots should be arranged, lying against the bottom of the line of type; and just so much space should be left between the lines that, when the letters are 'mounted' on the wood, there may be paper enough to paste over the edge at the top and bottom. The letters below will show what is meant.

aaaaaaaaaaaaaaaaaaaaa bbbb cccccccc ddddddddd

Next cut up the sheets of letters, so that each line may be on a separate strip. The letters are then ready for pasting on strips of wood; and it will be necessary for you to give the following directions to the carpenter. The measurements are taken from a box of convenient size for a small school. Even where the school is large, it will probably be better to have several boxes of this size than one larger.

Cut out strips of wood of any length most convenient to the carpenter. Let them be one and a quarter inch wide and half an inch thick. Make a "plough groove" one-eighth of an inch deep through the whole length-so as to be close to the lower edge at the back of the letters. On to these strips of wood paste the strips of letters, taking care that the dots above mentioned exactly touch the lower edge of the wood. The importance of these little dots, in keeping all the letters on the same level, will be best learnt by those who try to do without them.

When the pasted strips are quite dry, the letters may be separated by the saw. Our carpenter does it in this way. He

makes a trough the width of the strips, which he nails upon his bench. He then cuts in it what he calls a "saw craft"-for the saw to work in, so as to be kept square. He is thus enabled, as he pushes the strip through the trough, to cut the letters off with great correctness and rapidity. The "plough groove" has now become a notch at the back of each letter to distinguish u from n, b from q, p from d, and to answer all the other purposes of that useful little indentation which is found in the front of the printer's type. The letters will all require filing at the edges, and then they are ready for the box.

A much larger number of some letters will be required than of others. E is the letter of the alphabet most used. The following is the proportion of each letter, reduced from a statement in "the Printer," published by Charles Knight.

If two or three are added to the smaller numbers the above set of letters will be found sufficient for two boards. The box we are about to describe will easily hold half as many again, and that would generally be enough for three boards.

2. The measurement of the Box on the outside is-two feet four inches long, eleven inches wide, and five and a quarter inches deep. The drawing below will explain the rest of its structure. It will also show the "plough groove," and mark the most convenient place for each letter.

The capitals W, L, B, V, X, are placed in the box above the corresponding small letters, and so with the rest. The partitions are two inches deep, leaving room for the board to come between the upper and lower parts of the box when it is shut.

3. THE BOARD is made of a size to fit into the box. It may have a "beading" round it rising about half an inch above the board, with ledges full half an inch deep, and at a little more than one inch and a quarter distance from one another, nailed inside. A drawing of the board is given at p. 17. The board is held in the box by means of two small iron pins, which slip into holes at one end of the box, with a brass hook and eye at the other end. This could probably be better contrived.

We hope that our readers have not felt these details too wearisome. For ourselves, the hope of contributing, in however small a degree, to emancipate three hundred thousand little children from the thraldom of the spelling book has given to them all the deepest interest.

LESSONS ON SINGING.*

LETTER III.

Dear Friend-In teaching two little children the other day, we hit upon the following expedient for illustrating the structure of the mode. Eight coins were thrown upon the table. Two were placed at some distance from one another, and we amused ourselves in arranging the rest between these two in as many modes as possible. We then agreed that the coins should represent notes in music-the two extreme ones being duplicates and our 66 silvery notes" were soon arranged in the doh mode. We gave to each its proper Sol-fa name, and sang up and down the mode as we pointed to its new representatives. We then made careful observance of its peculiar structure of tones and part tones, and noticed that it was divisible into two similar parts with a whole tone between them thus :

* An explanation of the terms and signs used in connection with these letters will be given in this magazine as soon as we can find room. Meantime it may be seen in the "Little Tune Book Harmonized."

The mode was disarranged and reconstructed again by each of us. We dodged one another in the names of each note, and then continued to practise the rest of our exercises from this new Modulator. It is very important that the minds of our pupils should be thoroughly familiarized in every way with this structure of the scale or mode, and with the invariable name for each modal note. Then will the symbols f.m or t.d' never suggest to them a whole tone; and when the part tones are thus kept in their proper places, the singing will be compact and firm. Before I proceed further, permit me to add the following exercises in completion of those which you received with my last letters.

Slowly.

DO IS D.

Ex. 21. Modulating to TE in the manner of Exercises 2 and 6.

Modulating to TE in the manner of Exercises 3 and 7.

Ex. 22.

Modulating to Doh' in the manner of Exercises 2 and 6.

Ex. 26.

Slowly.

DO IS D.

Modulating to Doh' in the manner of Exercises 3 and 7.

!t:1

f

!m :r !d

DO IS D.

The subject which next demands the attention of your pupils is commonly called TIME. But in the use of this word there is much confusion. It is made to denote two distinct things. Sometimes it means the rate of movement, as when we speak of "slow or quick time." Sometimes it means a certain regulated