power of association, or any favourite or familiar topic to lead you away from your subject matter, to do so is to give the understanding that very habit of yielding to every casual and fantastic suggestion, which it is the main object of all mental discipline to correct. This caution is not intended to prevent your calling up and binding together by fresh associations, such facts and ideas as have a natural relation to the subject of your lesson. Your knowledge of the course through which the class has already passed, will be your guide as to the manner and extent to which you should carry out this point. So long as the associations add distinctness to the ideas of the text, so long they will be pertinent; when they fail to do so, they not only darken and confuse, but tend to form that habit of mental vagrancy, against which you are directed to guard. In an analysis, it will rarely be necessary to introduce new matter; the text clearly brought out and illustrated with its natural associations, will quite occupy all the appointed time. When you think the analysis complete, test your success by ascertaining the children's intelligence of the more complicated sentences, requiring a paraphrase from several, the best being the most truthful as to the sense, and the most correct as to language. Your success will be complete only when every child in the class can thus express in correct phraseology the idea contained in any proposed sentence, and show that a clear and complete conception of the entire subject has been gained. In taking up the subject of grammar in connexion with the analysis, it will be sufficient that one entire sentence with its adjuncts be gone through. Dwell distinctly on the logical analysis, bringing out the main parts of the sentence, and clearly connect with the subject, predicate and object, as the case may be, the various abjunctive words and phrases, rather than occupy much ime in mere technical parsing. Whilst pursuing your analysis for the purpose of vivifying the text, remember that the meaning of a root is of no value unless it helps the meaning of the derivative itself; hence you will take up no etymology at this time, unless it really helps you in your purpose of rendering the text intelligible; neither should you now call for kindred derivatives. After the grammar, you may take up two or three common derivatives for a complete etymological analysis, getting not only at their roots, but their prefixes and affixes, with examples in each case. The steps then in your reading lesson will be, the reading of the whole as many times as may be thought necessary; next the whole of the first period will be spelt; after which comes a complete nalysis of the period; the grammar of a sentence or two, and the etymology of a few words. When the first period is thus completed, you may dispense with the grammar and etymology, reducing the work to be done in this remaining part of the lesson, to the spelling and analysis of the several periods seriatim. R. Lates of LessoÛS. COMMERCE-PORTS AND TRADE OF EACH. CHIEF PORTS. London, where? Capital and largest port—about 30,000 ships come in annually-trade to all parts. Liverpool, where? Second port- What commerce is, and how, and why carried on-the difference between imports and exports-under what circumstances articles are imported and exported-make clear that we import only what England does not produce, or produces not enough of-and exports what we have or make above our wants. Imports-(Use Map of World here). -Raw cotton mostly from United States, why, and why raw? Sugar from W. and E. Indies, and Mauritius -Tea from China, why? Coffee from West Indies and Arabia-Flax from Russia and Holland, why from these-Baltic. particular countries? Raw silk from China, East Indies, and France-Corn-coasting-some foreign trade, and from Baltic, why?-Wool from Germany and Australia, why?-why import at all when we have plenty of sheep-Wine from Portugal, Spain, and France, why from these countries? -Timber from Canada, Norway, and Russia. Exports.-Cotton goods to United States and India, how is this, bring cotton from thence, and then send it back?-Woollens to north of EuropeIron and Steel to United States and Holland Hardware, cutlery, brass copper, linen, apparel, silk goods' carthenware, and machinery, to mos? parts of the world. Coal to France Holland and foreign parts. Hull, where ? Trade to BalticWhale fishery. Newcastle; where? Mostly coal trade Plymouth, where? Naval station pilchard fishery. Sunderland, where? coal trade-ship building Whitehaven, where? Coal trade to east coast, and Ireland. Yarmouth, where? Trade to Baltic -herring fishery. Southampton, where? Chief packet station to Mediterranean, West Indies, and Channel Islands. Gloucester, where? Inland trade and a little foreign. England employs about 200,000 seamen, and beside ships trading to foreign parts, many thousands of small vessels are employed in the trade round the coast of England. Scripture Illustrations Lo. VX. EMPLOYMENT OF THE PEOPLE. The Jews were nearly all employed on the land, and were in no way a manufacturing people; hence when Solomon wanted workmen he sent to Phenicia for them. The ordinary occupations of the people were as shepherds, farmers, and fruit-growers, I. Pasturing. The patriarchs Abraham, Isaac, and Jacob possessed large flocks; Abraham and Lot had so much cattle that they were obliged to separate to find pastures. Abraham employed 318 servants. Jacob had large flocks which were kept by his own sons. Moses kept the flocks of his father-inlaw in the desert of Sinai. The life of a shepherd was of toil and danger. Jacob tells of his toils Gen. xxxi 31-40, and David of the danger I Sam. XVII. 34.35. In the East the sheep are not driven, but follow the shepherd, whose voice they know; to this our Saviour alludes Jno. x. 4, 5. II. Farming. The grain principally grown was wheat, barley and rye. The ground was turned up by a plough, smaller than that used in England, drawn by one or more yoke of oxen, I. Kings XIX. 19. The barley harvest followed the sowing in about three months, at the time of the Passover, and the wheat harvest about five weeks after, a the Pentecost. The harvest was followed by a feast. The corn was carried home, and threshed out by the treading of horses or oxen Deut. XXV. 4, or sometimes with a flail or staff. Threshing floors were so situated as to catch the wind, that when the corn was thrown up, the chaff might be blown away. Psa. 1. 4. At other time the chaff was blown off by a fan Matt. III. 11. 12. III. Fruit Growers.-Palestine was famous for its grapes, hence vine-dressers are frequently spoken of. The vineyards were mostly on the terraced sides of the hills. At the vintage, the grapes were thrown into a vat, and the juice trodden out by men's feet, Neh. xiii. 15. The juice was put into skin bottles-thus Christ says "men put new wine into new bottles." Next to the grape was the cultivation of the olive on account of its valuable oil, which was used in large quantities for eating, burning and anointing. In the time of Solomon large quantities were exported. The mountain, east of Jerusalem, was named from the Olive-yards on it. The figs of Palestine were famous, as were also its pomegranates, dates, melons, and cucumbers; the melons from the neighbourhood of Jaffa are still famous in the Levant. Ethnographic Geography. OUTLINE NOTES. Remark.-There are three chief branches of the Human Race; viz: I. Caucasian. II. Mongolian. III. Ethiopian. I. Caucasian. Characteristics; head, round-face, oval-hair,curled-beard, full-capacity of head, from 79 to 109 cubic inches. This race is divided into: (a). The Indo European inhabiting: | head elevated-cheek bones, largeHindostan; Persia; part of Asia Minor; colour in North America-copper; in all Europe, excepting Hungary, Fin- South America, orange red. This race land, Lapland and part of Turkey. inhabits Patagonia; Persia; Terra del (b). The Syro-Arabian: inhabiting Fuego, and centre of South America. Arabia; Syria; Egypt; and Africa, North of the Desert. III. Ethiopian Characteristics; head, narrow and long-forehead, low-cheek bones, high-teeth of both jaws, projecting-lips, thick-hair, black and This race inhabits Africa, South of the Desert; West Indies, and part of America; having been transported to these districts as slaves. Closely allied to this race is— II. Mongolian. Characteristics; head, square-face, broad and flat-hair, thin and lank-cheek bones, projecting-woolly-colour, black-beard, scant. eyes small, and set obliquely near the cheek bones colour olive-capacity of head, from 69 to 93 cubic inches. This race inhabits Asia, north of Himmalaya Mountains; China; Mongolia; Tartary; Ivan; Japan; Lapland; Finland; Hungary; part of Turkey; Labrador; and North America, except these parts inhabited by Caucasians. Closely allied to this race are (a). The Malays; brain rather smaller; these inhabit the Indian Archipelago; Malacca; Cochin China, and Madagascar. (b.) The Americans; crown of the (a). The Papuan; inhabiting New Guinea, New Hebribes, and the hills of the countries inhabited by the Malay. Note. The human race is estimated at 900,000,000; of whom there are :— Mongolians 450,000,000 Caucasians 350,000,000 Ethiopians 100,000,000 P. S. G. I. Source. II. Course. III. Mouth. RIVERS. I. Source. It is well known that rivers rise from mountains or elevated lakes; the water necessary to feed them comes from the clouds, where it has been drawn by evaporation from water and land. The rising vapour is wafted by the wind to the mountain, and precipitated upon it. The rain which has thus fallen on the mountain, either trickles down the outside, if the crust is rocky, and collects in caverns, or it sinks into the mountain, and there collects in the basin of the rock inside, 'till the amount of water causes the mountain's side to open, and thence issues the water which runs into the ground below. Thence seeking the lowest level, it winds its way, often by a circuitous path to the sea-the common receptacle of rivers. Lakes which give rise to rivers, are likewise elevated; thus, the lake which is the source of the Volga is on the Valdai Hills. II. Course. The course of a river is generally divided into two parts, viz.: its first and second courses. By the first course of a river is meant that part of it which is nearest its source. This part is generally most rapid in the river's course, from the great descent the waters have in pouring down the mountain's side; and it is in this course that the waterfalls are most commonly found; as in the Rhine. The second course has a more gentle slope; hence the rapidity of the water is not so great, as in the first course, although the feeders which it receives impel the water of the river. This course is generally known by its numerous windings, which assist greatly the erection of manufactories and wharfs on its banks. These windings tend to stop the rapidity of the river, by the waters having so many turns in their banks to flow against. Some rivers are, however, comparatively straight in their second course, as the Rhone, in France, whose waters are consequently very rapid. The course of a river is in the opposite direction to the mountain ranges from which they rise, as is seen in the river systems of England, America, &c. III. Mouth. The mouth of a river is that part of it which enters the sea, and which varies in length according to its length, and the quantity of water it discharges. Some rivers have several mouths, as the Nile, Volga, Danube, Po, and others. This is caused by the collection of sand and stones in the bed of the river, which are washed down to its mouth, where the waters of the sea and river meet and cause them to be deposited; a rapid river will wash the sand into the sea, and so have but one mouth. The mouth of a river is the outlet of goods brought down the river, and the inlet of goods to be sent up the river into the country. The river is the national highway. Rivers have been beautifuliy described by Solomon in Ecclesiastes. "All rivers run into the sea, yet the sea is not full; unto the place whence the rivers come, thither they return again." P. S. G. WHAT IS NOT EDUCATION? "If one that had the treatment of the human body from infancy in his hands were to bestow unwearied attention to the strengthening and develop. ment of a single limb, to the neglect of other parts of the structure, which were allowed to dwindle and weaken by neglect, he would produce a monster. If a politician who happened to possess the power to grasp and command the energies of a whole people were to culture and develope them in one direction only, as, for instance, the formation of a military character, to the entire and utter neglect of the economical, the social, or commercial, he would produce an imbecile and monstrous policy. Why; because, first of all, he would obviate the intention of nature by an excessive and partial developement, which would be highly out of proportiou with the rest; and secondly, because the portions he neglected could not simply remain where they were, but gradually dwindle away, rendering the disproportion more monstrous still, and leaving the cultivated portion in an excess which would prevent its applicability to its true object. This is true of all composite things, and there are few things more composite than the human being. He, therefore, who simply educates the intellect will produce a monster; but this is what men do in every direction, and especially in our own age. The intellect is being developed as if it were the whole of the interior man. doing this, men forget three great things: first, they are utterly obviating the original intention of God, who intended the human being to come out in the developement of a perfect whole; secondly, the intellect itself becomes In |