dren read even tolerably well is a remarkable exception; and the same complaint is made by the authorities and Inspectors of our normal schools, especially of the male normal schools. Students are found to make far more rapid progress in Geography, 'History, and Mathematics than in their power to read. Candidates for certificates of merit should bear in mind that excellence in reading may secure 60 marks, while the same proficiency in other apparently more difficult subjects can only secure 50. In other words, the value of good reading, as compared with good answers in the Algebra or Latin Papers, in the opinion of the Council Office, is estimated by the ratio of 6 to 5.

We draw the particular attention of those interested to this fact. We warn them against the suicidal act of neglecting that which is at once a most weighty subject of the examination and a most important portion of school-work. The following hints may prove useful both in respect of the reading exercise and of the Paper on School Method. Among the elements of good reading we would enumerate

1. Distinctness of voice and articulation.

2. Accuracy of Pronunciation.

3. Ease. By this is meant a ready recognition of words and a practised cultivation of the eye.

4. Fluency.

5. Expression. This is the highest excellence of a reader. Numbers may rise up to a style of reading which includes the former elements, but being mechanical, dry, and lifeless, for want of expression, are very far from being good readers. By expression is meant a twofold power,

(1.) Intelligence of the subject-matter.

2.) Sympathy with the feelings of the writer-a capability of entering into the condition and of expressing the sentiments of the author.

The following may be added as subordinate conditions:

(1.) Variety of voice suited to the sentiments of the writer.

(2.) Inflexions, Cadencies, and Pauses of voice, so as to denote the divisions of the sentence, its completion, its interruption by parenthetical or quasi-parenthetical clauses, its assertive or its interrogative character."

ON DICTATION.

The subjects commonly embraced within the limits of our School Routines may be classed under two heads, viz. :

1. The Essentials; or those branches of instruction necessary to carry a child through life.

2. The Incidentals, or those which, though useful, are not absolutely

necessary.

Among the subjects undoubtedly belonging to the former class we may place Dictation; and no practical teacher will deny that such is its position; and therefore we shall not attempt to prove this fact, but endeavour to show the objects attained by a careful use of this exercise, and the best means of conducting it so as to attain those objects.

The main object of Dictation is to teach spelling, and we are right in this mode of procedure. It is a far easier and much more certain method than that of committing a number of spelling columns to memory; but yet there are many other advantages gained by it both directly and indirectly.

If the exercise is extracted from the Reading Lesson (and this plan is to be recommended) it will serve to refresh the scholar's memory respecting the lesson which has been previously explained, and may, in part, answer the purpose of a revisal. How many a fresh suggestion can be made, or new hint thrown out which might have escaped the teacher's mind before. Questions may be asked respecting the Grammar, or any other subject the lesson would bring to the recollection. And this is important, inasmuch as it imparts an interest to an exercise which would otherwise present to the minds of the children a dry and uninteresting appearance. Again, recapitulation is calculated to give perma nence to the knowledge previously acquired, and recapitulation is a leading feature.of dictation, as a part of the reading lesson. Another subject of elementary instruction embraced by Dictation is that of style. I do not imply simply the improvement of the handwriting (though this is included), but over and above this, the child can thus form an acquaintance with the styles of other writers, and can receive a few hints concerning composition. These points cannot be well attended to during the reading of the lesson, for there is little time. Here I would mention that the dictation lesson may be occasionally varied by giving the scholars a theme or short essay to write upon some subject. It would be advisable, also, that a small portion be only attempted each day, and that it be done well. This may be accomplished, and yet the whole of each lesson be thus treated; thus as the reading-book is read through by the scholars more than once, the second time it is read a different portion can be chosen for the dictation lesson from that which was selected before. This suggests another thing, viz., that a register be made at the close of each day of the lessons done, and of other particulars respecting them.

Eut there are moral lessons involved in this process. In the writing of the exercise care must be taken that the child does not copy from his neighbour's slate. This is as much needed as in arithmetic; the caution is necessary to be often repeated, and it must be shown to them that copying is nothing less than stealing. Another moral principle is involved in correcting the mistakes. Each child having his neighbour's slate should be reminded of the golden rule, "Do

unto others as you would that they should do unto you." These facts show us that though dictation is often conducted carelessly, yet it is an important exercise, and one which requires much care.

Another object to be gained is the encouragement of Home Lessons, which all teachers own to be useful. By means of Professor Sullivan's Spelling Book superseded these exercises can form the basis of Home Lessons on alternate evenings, when some of his lists of words can be committed to memory. But of course each word must be previously pictured out and explained, and their use in sentences shown. They should be examined, not by asking them to spell and give the meaning of each individual word, but by giving out the sentences for dictation containing the words to be learnt. For this purpose it would be well, at the same time in which the words are analysed, to write them on the black board, and let the scholars copy them, with their meanings, on the slates (which, I suppose each in the first section would be provided with), and then take them home when they leave the school. The mode of examination mentioned above would furnish a test to the knowledge of the spelling and also the meaning of each word.

We have enumerated some of the henefits to be derived from dictation, viz., -correct spelling, a communication of fresh ideas on different subjects, improved composition, a test for the moral character, and finally a series of Home Lessons. Now, how is dictation to be conducted for the attainment of these objects? We shall conclude by answering this question, although we have thrown out some hints previously. We shall now, however, confine ourselves to the division of the time allowed for these exerciaes. The importance of the subject demands for it at least three quarters of an hour each day, and this time might be employed as follows, viz.,—

Ten minutes in writing the sentences for dictation.

Ten minutes in correcting it and learning the mis-spelt words by writing them repeatedly upon the slate and also their meanings.

Ten minutes in making some remarks on the style, composition, &c., or in questioning the scholars respecting it.

Ten minutes in writing the exercise a second time.

And the remainder of the time in a final inspection of the slates by the teacher.

On the days when Sullivan's Spelling Book is used I would recommend that 15 minutes be employed in writing the exercise, 10 minutes in correcting it, &c., 20 minutes in analysing the words for the next lesson. This method of conducting the lesson would attain those objects, and give an interest to the exercise.

[We insert the above for the generally useful hints which it contains, and sound principles which it lays down. It seems to proceed from a young but painstaking teacher, and we cannot altogether recommend the clearness of style er arrangement of matter. We take some exception also to the practice of setting one child to discover the faults of another. The writer does not seem to have made up his mind upon the adviseableness of committing spelling columns to memory. —ED.]

NOTES OF A LESSON ON THE COW.
Ages from 9 to 11.

I want to see this afternoon if we cannot talk a little about the Cow. We have not much time, so we cannot do much, and I can do nothing with out your help. Now who is willing to help me?

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How can you help me?" By thinking." Yes, but thinking of what? "Of what we are saying." Yes, by thinking of what we are saying. What are we going to do? Talk about the Cow." How much about it? "A little." Who is going to talk about it? • We are." Now, then, we will begin. Tell me some of the principal parts of the Cow? “The head, body,

How many "Five." Say Now let us

neck, legs, and tail, etc."
parts have we named?
them altogether for me.
speak about its head first. What sort
of a head has it? 66
A long head."
Yes, it has a long head. Why has it
a long head? Think a moment. Where
is its food? "On the ground." Yes.
What sort of a neck has it? "A short
neck." Yes, and what sort of legs?

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Long legs." And its food is on-"the ground." Now, if it had a short neck and small head, lifted up by long legs, it could not-" reach its food." Then why has it a long head? "That it may be able to reach its food." Now,