The true medium.-" Not to-day, sir."

upon it himself, makes but a feeble impression upon him, and is soon forgotten. The true way is, neither to discourage inquiry nor answer the question. Converse with the scholar a little as to the principles involved in the question; refer him to principles which he has before learned, or has now lost sight of; perhaps call his attention to some rule or explanation before given to the class; go just so far as to enlighten him a little, and put him on the scent, then leave him to achieve the victory himself. There is a great satisfaction in discovering a difficult thing for one's self, and the teacher does the scholar a lasting injury who takes this pleasure from him. The teacher should be simply suggestive, but should never take the glory of a victory from the scholar by doing his work for him, at least, not until he has given it a thorough trial himself.

The skill of the teacher, then, will be best manifested, if he can contrive to awaken such a spirit in the pupil, that he shall be very unwilling to be assisted; if he can kindle up such a zeal, that the pupil will prefer to try again and again before he will consent that the teacher shall interpose. I shall never forget a class of boys, some fourteen or fifteen years of age, who in the study of algebra had imbibed this spirit. A difficult question had been before the class a day or two, when I suggested giving them some assistance. "Not to-day, sir," was the spontaneous exclamation of nearly every one. Nor shall I forget the expression that beamed from the countenance of one of them, when, elated with his

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RIGHT MODES OF TEACHING.

"I've got it!"-Other than book-studies.

success, he forgot the proprieties of the school and audibly exclaimed, "I've got it! I've got it!" It was a great day for him; he felt, as he never before had felt, his own might. Nor was it less gratifying to me to find that his fellows were still unwilling to know his method of solution. The next day a large number brought a solution of their own, each showing evidence of originality. A class that has once attained to a feeling like this, will go on to educate themselves, when they shall have left the school and the living teacher.

As to the communication of knowledge, aside from that immediately connected with school-studies, there is a more excellent way than that of pouring it in by the process already described. It is but just that I should give a specimen of the method of doing this. I shall now proceed to do so, under the head of

SECTION IV.-WAKING UP MIND.

THE teacher of any experience knows, that if he will excite a deep and profitable interest in his school, he must teach many things besides book-studies. In our common schools, there will always be a company of small children, who, not yet having learned to read understandingly, will have no means of interesting themselves, and must depend mainly upon the teacher for the interest they take in the school. This to them is perhaps the most critical period of their lives. Whatever impression is now made upon them will be enduring. If there they become disgusted with the dullness

Repulsiveness.-General exercise.-A specimen.

and confinement of school, and associate the idea of pain and repulsiveness with that of learning, who can describe the injury done to their minds? If, on the other hand, the teacher is really skillful, and excites in them a spirit of inquiry, and leads them in suitable ways to observe, to think, and to feel that the school is a happy place even for children, it is one great point gained.

I may suggest here, then, that it would be well to set apart a few minutes once a day for a general exercise in the school, when it should be required of all to lay by their studies, assume an erect attitude, and give their undivided attention to whatever the teacher may bring before them. Such a course would have its physiological advantages. It would relieve the minds of all for a few minutes. The erect attitude is a healthful one. It would also serve as a short respite from duty, and thus refresh the older scholars for study. I may further add, that, for the benefit of these small children, every general exercise should be conducted with reference to them, and such topics should be introduced as they can understand.

It is the purpose of the following remarks to give a specimen of the manner of conducting such exercises, for a few days, with reference to waking up mind in the school and also in the district.

Let us suppose that the teacher has promised that on the next day, at ten minutes past ten o'clock, he shall request the whole school to give their attention five minutes, while he shall bring something there to which he shall call the attention, especially of the little boys

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RIGHT MODES OF TEACHING.

A fixed time.-Preparation.-Ear of corn.

and girls under seven years of age. This very an

nouncement will excite an interest both in school and at home; and when the children come in the morning, they will be more wakeful than usual till the fixed time arrives. It is very important that this time should be fixed, and that the utmost punctuality should be observed, both as to the beginning and ending of the exercise at the precise time.

The teacher, it should be supposed, has not made such an announcement without considering what he can do when the time arrives. He should have a welldigested plan of operation, and one which he knows beforehand that he can successfully execute.

Let us suppose that in preparing for this exercise he looks about him to find some object which he can make his text; and that he finds upon his study-table an ear of corn. He thinks carefully what he can do with it, and then with a smile of satisfaction he puts it in his pocket for the 'general exercise.'

In the morning he goes through the accustomed duties of the first hour, perhaps more cheerfully than usual, because he finds there is more of animation and wakefulness in the school. At the precise time, he gives the signal agreed upon, and all the pupils drop their studies and sit erect. When there is perfect silence and strict attention by all, he takes from his pocket the ear of corn, and in silence holds it up before the school. The children smile, for it is a familiar object; and they probably did not suspect they were to be fed with corn.

Teacher's address to the children.-Their answers.

Teacher. "Now, children," addressing himself to the youngest, "I am going to ask you only one question to-day about this ear of corn. If you can answer it I shall be very glad; if the little boys and girls upon the front seat cannot give the answer, I will let those in the next seat try; and so on till all have tried, unless our time should expire before the right answer is given. I shall not be surprised if none of you give the answer I am thinking of. As soon as I ask the question, those who are under seven years old, that think they can give an answer, may raise their hand. WHAT IS THIS EAR OF CORN FOR?"

Several of the children raise their hands, and the teacher points to one after another in order, and they rise and give their answers.

Mary. It is to feed the geese with.

John. Yes, and the hens too, and the pigs.
Sarah. My father gives corn to the cows.

By this time the hands of the youngest scholars are all down, for having been taken a little by surprise, their knowledge is exhausted. So the teacher says that those between seven and ten years of age may raise their hands. Several instantly appear. The teacher again indicates, by pointing, those who may give the answer.

Charles. My father gives corn to the horses when the oats are all gone.

Daniel. We give it to the oxen and cows, and we fat the hogs upon corn.

Laura. It is good to eat. They shell it from the