the envelope when the letter is in it? Let them examine the envelope and discover that it has gum on it ready for the purpose. What next is done before the letter is sent? They must then write the name of the person to whom the letter is going, and the place where she lives; must be sure to put the right name of street, and right number. Why? Might tell anecdotes of letters wrongly addressed.

When the letter is addressed and sealed, something else has to be done to it. (Posted.) Before it is posted must have a stamp on it. Show a stamp, let children describe it, say where it is obtained, how much it cost, what is its use. Should be careful to stick it on firmly. Why?

Then letter may be posted. Who does this? Where is it done?

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5. The Postman.-Elder Infants.

Refer to last lesson on "the Letter." Ask what was the last thing they did with the letter. Obtain from children by questions what became of the letter after it was put in the LetterBox. How did they know it was a postman who unlocked the box and took the letters away ? Let them describe the dress of the postman; when and where he is seen, and what he is doing. Sometimes he is getting letters out of the boxes: this we call 'collecting." Sometimes giving out letters at different houses -called "delivering." When he has collected all the letters he takes them to a large house, called the Post Office, where they are stamped (show a letter that has been stamped) and sorted. Show the necessity for this. They are then sent away. Some go into the country. Ask how these go? Taken in carts (to be described) to Railway Stations, then sent away in trains. Postmen take them. Teacher might speak of their working all the time they are in the trains, and throwing out the bags of letters at each station.

Then postmen have to deliver them at the houses. Question as to what time of day this is done. How are they able to see the addresses at night time? postman comes to our house?

How do we know when the Require a child to knock like

the postman. What should we do when we hear his knock ? Repeat: "We should never keep a postman waiting.”

A postman should be able to read and write. He must be punctual. Show that it is necessary for people to have their letters at almost the same time every day. He must be quick and clean. We should not like our letters made dirty. Refer to the different things people send in letters, e.g. stamps, and lead the children to discover that a postman must be honest. Show children that it is their duty to seal their letters properly, so that the postman may plead no excuse for opening them. If they put any money in their letters they should take them to the Post Office to have them registered. Explain this.

Show also that it is their duty to write the addresses very plainly, so that the postman can read them at once, and not be delayed.

6. The Beaver.-Elder Infants.

Apparatus.-Picture of the Beaver and of any other animal to be used for comparison.

I. Parts and Description.-From observation of the picture and comparison with other animals, children to describe its parts. Tell them its size-it is about 2 feet in lengthshow something this length-children to name other animals the same size. Its body is thick and covered with fur of a glossy, brownish black. It has a broad flat tail, covered with scales. Hind legs longer than front and the feet webbed (this to be explained) claws, strong and slightly hooked.

Front teeth very strong and chisel-shaped (chisel to be shown).

II. Habits, Food, and Adaption.-Tell children Beavers mostly live by the side of water. They build their houses of pieces of wood, clay, sticks, and stones. Question as to where the Beaver can get his materials, and what he has to enable him to get them. Refer to the teeth with which he cuts the tree and gnaws off the branches-then show how he carries the wood between his front paws and throat. Tell children how the Beaver builds his house, and how he uses his tail.

Require children to say what the Beaver would find to eat. In summer they feed on the bark of trees (this to be explained), leaves, and berries, which grow near where they live-but what must they do in the winter?

Tell them that the Beaver stores up bark in his house, so that when the cold weather comes, he has plenty of food. Children to name other animals that do this.

III. Summary.-To be made on the Large Slate, as the lesson proceeds, and to be elliptical.

PART III.

BOYS', GIRLS', AND MIXED SCHOOLS.

CHAPTER I.

1. Reading.-2. Dictation.-3. Writing.

1. Reading.

DURING a Reading lesson, if the size of the class and the arrangement of the room be such that they must needs remain in their desks, their books should lie flat on the desks. If the class be smaller, it is better that the children should stand in a semicircle, or form three sides of a square. The hints already given on Class Management should be borne in mind, and the teacher should take care always to place himself where he can see the children at both ends of the class without having to turn his head to right or left.1 When books have been passed silently round, and it has been ascertained that every child has a copy, they should be told to open them at the page named, and then to hold their books well up in their left hands, forming book rests by propping their left elbows on their left hips. The book should be so held that their eyes may fall upon the page without their necks being bent, yet not so high as to screen their faces from the teacher's glance. Their right arms should be folded behind the back. This will have the effect of throwing up their heads, and of keeping their necks straight. The teacher

1 It is well for a beginner to look straight over the middle of the class, and then note whether he can see without looking at the children at both

extremes.

D

should set a good example by his own erect bearing. This is a matter commonly overlooked, but of great importance both to good reading and to general health. During the lesson the teacher should ascertain by constant watchfulness that no eye is wandering from the book. If he suspect a child of having lost its place he may call on it suddenly to read. It is not well in a general way to adopt the practice (customary, and sometimes necessary, with infant classes) of walking round behind the children to see that they are following the words with their fingers.

1

The usual course of a reading lesson should be somewhat as follows. The teacher begins by reading a passage out in a clear, distinct voice, with natural unaffected expression, careful pronunciation, and fitting pauses. This he will only be able to do thoroughly well if he has read and thought the piece over before school time, as he ought always to do, unless he be previously familiar with it. The children should then be directed to repeat after their teacher all together, while he reads out a few words at a time. During this the teacher will listen carefully for an exact reproduction of his pronunciation, stress, intonation, and phrasing. If they fail to imitate him in these respects, he should call attention to mis-pronunciations, false or exaggerated emphasis, wrong accents, or to faulty or imperfect grouping of words. The passage should then be read out once more by the teacher, and the children directed to follow his style more carefully. If the failure be on the part of only a few children, these alone may be told to repeat the passage. When from ten to fifteen minutes, or about one-third of the whole time allotted to the lesson (which should last not less than thirty, nor more than forty-five minutes) have been thus spent, individual children should be called upon to read from the same passage, and their blunders should be corrected by children selected in turn from such as raise their hands on detecting mistakes. Praise should be given to those who best reproduce their teacher's style, and

1 This practice and advice is based on the belief that reading is acquired by imitation. With this view many disagree. Such would naturally reverse the above process, and let each child struggle through a passage as best he can.