pulpit or the school, and especially the eternal repetition of religous formularies or the memoritor getting up of Scripture truth, where not accompanied by right practice is injurious to the moral nature, an impediment to spiritual growth, or an obstacle to the individual's salvation. Every such repetition lessens the susceptibility of impression, until at length its much to be pitied subject is past feeling. Hence the religious teaching of schools should be of a practical character, bearing on the daily life of the child, and especially on such points as come immediately under the teacher's direct notice and influence. 66 Another principle belonging to the law of habit is that termed periodicity. "This is a tendency to resume the same mode of action at stated times." If we repeat any kind of mental effort every day at the same hour, we at last find ourselves entering upon it without premeditation, when the time approaches." Thus, if school studies are arranged according to this law, and cach taken up regularly in the same order, a natural aptitude is soon produced which renders application more easy than by conducting the school as caprice may direct. (To be continued.) OF THESE HEADS. III. I-That it is our duty to attend the house of God. (v. 1.) 2. That we should always be willing to give to others what we can (v. 6.) 3.That Christ is the source of all our blessings. (v. 6.) 4. That we should express our gratitude for the mercies we receive. (v. 8.) QUESTION. (1 v.) Where is this lesson taken | ship had the Jews? At what time did from? What is its title? Who are Peter and John go up to the temple? the principal persons mentioned in the When was the hour of prayer? What lessons? Who were Peter and John? hour with us corresponds to their ninth Where were they going? What is a hour? When was the first hour among temple? What do we call a place of the Jews? worship? What other places of wor- | (2 v.) What do you mean by a certain man? How is this man spoken of? How long had he been lame? What words refer to his birth? Where was this lame man taken every day? Why should he be laid at the gate of the temple? For what purpose was he laid here? Why should he want alms ? Whom, in particular, should we assist? Why was the gate called "Beautiful?" (3 v.) To whom does the word who refer? Of whom did he ask alms? What are alms? What is the meaning of about to go? Where were they about to go? (4 v.) What is said of Peter when the lame man asked alms of him? What does fastening his eyes denote? QUESTIONS TO BE What is said concerning John? How do you know that John did the same as Peter? Quote the words. Which of the two addressed the lame man? What did Peter say to him? Give the full force of "Look on us." (5 v.) How did the lame man act? What is the meaning of gave heed unto them? Why did he do so? (6 v.) What did Peter say he did not possess? Give one word which means silver and gold. What did Peter say he would give him? What did he mean by such as I have? What did he tell him to do? In whose name did Peter bid him do this? What does this show us? (And so on with the other verses.) ANSWERED IN WRITING. 1. Give an account of the beautiful gate of the temple. 2. Explain fully the conduct of the man after he was healed. 3. When, and in what words, did Christ give his apostles power to work miracles? 4. Show what lessons can be deduced from verse 6. 5. What special duties do we learn from this lesson ? Hints on Teaching. NOTES OF A LESSON IN READING. No lesson will do more for intellectual and moral culture than a vigorous and an effective analysis of the reading lesson We must ever recollect that books form one great means of selfeducation. If our children leave school able to tell the words, but unable to grasp the ideas, in books-if they are not competent to understand, appreciate, derive profit and amusement from that which they read-we cannot be surprised if the skittle ground or tap-room shall monopolize their leisure time and money-if sensual amusements should have more charms for them than intellectual recreations. Hence it should ever be our object to enable them to read with understanding; and it is for this reason that, at the suggestion of the Rev. Canon Moseley, the Committee of Council on Education, examine candidates for certificates" upon the subject matter of the Reading Lesson Books used in Schools." Preparation of reading lessons is needed. In this case the construction of an involved sentence, the meaning of an uncommon word, any illustration throwing light upon the text, or additional matter bearing upon the point in hand, will be jotted down upon paper. A copy of ach book interleaved with blank paper upon which to write these notes could not fail to be of service to teachers themselves, and also as hints to their pupil teachers. The following advice is to the point: "In preparing notes of a reading lesson, you take the text, pass your eye over the first pericd, and ascertain whether you are perfectly master of the ideas, and prepared to enter on their exposition. It may happen that it contains some unaccustomed term or terms, or some derivation with which you are not familiar, or some idea which may be new and requiring some additional light or illustration. The whole of the difculties should now be solved, which you can readily do when surrounded with your books of reference, and noted on your paper. In like manner all the successive periods should be gone through. You should be prepared in the same way to meet any difficulty which the analysis of the THE SNOW FLAKE. "Now, if I fall, will it be my lot As down through the measureless space Or, as half by dalliance, half afraid, NOTES. Instance of prosopopeia or personification. A snow flake is introduced as speaking, as the trees in Jotham's parable, animals in Esop's fables, organs of sense in poetry on page 390. (Ask for these.) The flake is engaged in a soliloquy, which is overheard by the earth, and then changes into a colloquy, or dialogue. Forgot. Why forgot and not forgotten? Which the most correct? Poets often use the past tense for the perfect participle. Poetical license.) "And the idols are broke in the temple of Baal. And the might of the Gentile unsmote by the sword." Byron. Feathery. Because light, soft, white, and possessing a feathery texture. Refer to commen saying about "plucking get se in Scotland," &c. Measureless space. The air; its height calculated from its deereasing density. It may mean the distance between the place of formation and the earth. Strayed. Mark appropriateness of this word as applied to the motion of a snow flake This word, and the next two lines, show the roet's observation of nature-teaching a useful lesson. Dalliance. Delay in sp: rt. Illustrate the meaning of the word by a little child's making laughing feints to give something, or to walk, to a person. -Leaves from a Teacher's Note Book. BRIEF NOTES ON A BIBLE LESSON. Let the verse be read until all can repeat it. Observe the two sorts of repentance. I. A godly repentance, II. A worldly repentancc. (2) Its fruits; produces results of good-pardon, peace, reconciliation. II. The characteristics of a worldly repentance. (1) Its nature; sorrow of the world opposed to godly sorrow, comes from the world, is not inspired by higher 1. The characteristics of a godly re- principles;-sorrow for lost money, pentance. health, friends, children. (1) Its nature; godly proceeds from God, as its source; and is directed towards God, as its object, (" repentance towards God.") (2) Its fruits; leads to despair, to a broken heart, sometimes suicide, and (unless grace comes in to sanctify) to a hopeless futurity. BRIGHTON AND SUSSEX CHURCH SCHOOLMASTERS' ASSOCIATION. On Tuesday evening, May 5, a paper was read before the members of this association by the Rev. W. Michell, on "Schools in Belgium and the North of France,' The Rev. J. Ellerton in the chair. The paper consisted for the most part of extracts from the journal of the lecturer during a tour on the Continent in the autumn of last year, and contained much useful information respecting the education in colleges, nunneries, and the schools of the Christian Brothers. On Tuesday, June 2nd, a paper will be read by Mr. Stevens, of St. Martin's School, Kemp Town, on "Illustration as an Element in Teaching." E. STEVENS, Min. Sec. SCHOOLMASTERS ASSOCIATION, EAST KENT. The first Annual Meeting of this Association was held at St. George's School, Ramsgate, on the 1st of May. The proceedings commenced with a lesson on the Lighthouse," to a class of 20 boys, by Mr. Stoney, of Holy Trinity Schools Margate, This was followed by one on "Rain," by Mr. Hadfield, of Christ Church Schools, Ramsgate. Mr. Hawkins, of St. John's Schools, Margate, then read a paper on "Hints in giving a Lesson." After tea; the Report was read, and the following officers elected for the ensuing year. Mr. Hadfield, of Christ Church, Ramsgate, Treasurer, and Mr. Mead, of St. George's, Ramsgate, Secretary. The next Monthly Meeting will be held on 6th of June at Minster, when the best methods of teaching Grammar will be discussed. |