The school would thus be open three evenings to children at work, who, in the evening school with the senior day school children, would be under the superintendence of the master. In these afternoons the junior children would be under the charge of the mistress and junior teacher with the girls. The children who could not attend the evening school should be employed, industrially, with the master. Several objections were urged against this scheme, such as-the difficulty of classification; loss to some children who would or could not attend industrial work, nor the evening school; the increased labour entailed upon the master; and the less amount of time he would have to devote to his pupil teachers.

But it was considered by some that the scheme was worthy of trial, and, that, with an increased staff of pupil teachers, might, under an energetic and skilful teacher, be carried out in mixed agricultural parises.

The next quarterly meeting was appointed to be held at St. John's School, Margate, on Saturday, October 2nd, the subject of discussion being “Life Assurances and Annuities."

The meeting then cl sed with prayer.

Notes of Lessons.

SKETCH OF A LESSON ON THE PRODIGAL SON.
For children between 7 and 10 years.

I.-Departure of the Prodigal.— | Teacher pictures the home of the man and his two sons, tells children his desire to wander; draws for them the feelings which prompted the desire, and his neglect in leaving his father; pictures his departure amid wealth and comfort; the leave-taking and blessing by his father; he departed into a far country; children judge why; that he may be unrestrained in his conduct by his parent.

II. His conduct while absent.Being now able to follow his inclinations he commenced a life of pleasure; teacher draws for children his occupations, leading them to notice that he employed his money wholly on himself, not one good action is recorded; thus when he had spent all he had not made one friend; all people shunned him. Teacher pictures his destitute condition; money, servants, fine house, clothes, and pleasures all gone, but his conscience to torment him. Destitution shown by his accepting the office of minding swine; his hunger; the famine; his punishment by God. In his affliction he remembers his home; thought on his wickedness; calls to

mind his father's love and tenderness; resolved "I will arise," &c. Teacher notices his immediate action.

III.His return.-Teacher pictures his weary walk; footsore, hungry, weary, and spirit broken; contrasts it with his setting off; draws for children what great confidence he must have had in his father's love to return in such a plight. His father sees him at a distance; waits not for him to ask forgiveness; runs to him; embraces him; gives him all he needs; shoes, ring, clothes, even kills the fatted calf; entirely forgives him and receives him with love. The elder brother's return; his jealousy; teacher recalls his just grounds for complaint, but shows his want of brotherly love in not rejoicing at his brother's repentance.

IV.-Application.-Teacher draws from children who is represented in this parable. God by the father, ourselves by his children. Jesus meant to teach God's mercy to his repentant children. So when we like this son remove ourselves as far from God as we can, and neglect and forget Him, He allows us to follow our own way, which is sure to lead us to affliction

We may then trust in His mercy to love, and this parable teaches us that if we truly repent and follow this prodigal's example we shall be forgiven. He will act as did this father. Teacher shews that those who have been faith

ful to God like the elder son, do wrong to wish to refuse the penitent, knowing that as in this father's house there is room for all, and what is given to one does not diminish from another.

PUPIL TEACHER.

[These notes shew a due regard for the age of the children. The pictorial part is well managed. Not the minds only, however, but the consciences of the children should be borne in mind in giving religious instruction. In the application they should be made to feel how they may act like the prodigal. In what particular ways may they "remove themselves far from God, and neglect and forget Him?" If we are wanderers from God, we shall soon spend our all, health, money, character, life. The facility of the return through God's mercy needed to be guarded by dwelling upon the great ingratitude of sinning against so much love and long suffering, together with the danger of dying in impenitence. The result of sin might be vividly shewn by the contrast between the innocence of his boyhood's home and the condition of a Jewish youth of fortune living by feeding swine.-ED]

NOTES ON EPISTLE TO THE GALATIANS.
No. V.

Chapter III.-This is the opening of
the more strictly controversial part.
(v. 1) bewitched. Their sudden de-
clension worked like the wizard's
work. Evidently set forth or rather
depicted before either by himself as a
Preacher or in the O. T. (v. 2) (out) of
the words of the law as the source
whence you derived the Spirit; the
hearing of faith-the faith which
you heard preached. (v. 3)" can the
flesh perfect
what is essentially
spiritual Faith moves in a spiritual
element, the law works in the element
of the flesh. (v.4) suffered-in those
persecutions ye endured If it be yet
in vain. The Apostle never gave up
hope. Life to him was the region of
hope. (v. 5.) Among you—rather in
Of the works arising out of.
(v. 6.) The example of Abraham and

you.

the subsequent testimony of the O. T. in 13th verse are appealed to by the Apostle, as afterwards to the Romans. (v. 8) preached the Gospel before-proclaimed beforehand the glad tidings. The true Gospel proclaims "justification by faith" .e., that men are justified as believers and so long as they are believers, they are free from condemnation (see Romans viii. 1). (v. 9) A broad and universal principlewhosoever partakes of Abraham's faith partakes of Abraham's blessing; but (v. 10) those who are of the works of the law cannot be, for they are under a curse, for it is written (mark the emphasis) "Cursed is everyone who continueth not in all things written in the book of the law to do them." (v. 11) "The just shall live by faith" or applying a general statement to the

The Chapter bears this analysis. v. 1-14. The folly of perfecting by the flesh what was commenced in the spirit is shewn by the nature of the case, the example of Abraham, and the testimony of scripture v. 15 to end discusses three successive questions stated by the Jews. Does not the law disannul the promise to Abraham? (v. 15.) What then is the use of the law? (v. 19.) Is the law then opposed to the promises of God? (v. 21.)

NOTICES OF BOOKS.

A New Classical Lexicon. By T. S. Carr, M.A. Simpkin and Co.-The conductors of classical schools are under new obligations to Mr. Carr, for his further labours to provide a better apparatus for their use. The Lexicon now before us is of superior character, both in its matter and method. In the former, the author not resting exclusively on the labours of his predecessors, has made contributions to every page from his own reading and resources. In the latter, the classification and arrangement of the matter given under each term is very effective, contributing not only to facility of reference, but also to clearness of conception. Both the points named become striking when the work is compared with preceding Classical Dictionaries. It is a still further recommendation to this work that it contains about two thousand additional

A Manual of Domestic Economy. Fourth Edition. By W. B. Tegetmeir. Groombridge and Sons.-Twice before we have had the pleasure of recommending editions of this work. The fourth edition is more valuable than those which preceded it, by reason of a thorough revision and considerable enlarge

ment.

Bodily Exercise. By T. Hopley, F.S.S Houlston and Wright. This is the third of a series of valuable lectures, in which questions of health and physical education are discussed with great ability. The present lecture is characterised by clearness of exposition of the laws which regulate health, and startling instances of the fearful results which follow the violation of these laws. Mr. Hopley's lectures should form part of every teacher's library.

ANSWERS WITH CRITICISMS TO EXAMINATION PAPERS.

III.

METHOD.-SEE PAGE 146.

SECTION I.-Question 2.

The following are the chief principles of the Intellectual System, as practised by Wood, of the Sessional School, Edinburgh:

1. The great design of this system was to create energy and activity by the infusion of interest in the lessons.

2. More importance was attached to the progress of the children than to the mere externals of education. A great deal more was thought of the benefi which they received from a lesson, than of their uniform appearance during the lesson.

3. The arrangements of the school were to be perfect in every respect.

4. In order to be successful a teacher must catch the spirit as well as the forms of a good system.

5. The object of education must always be borne in mind.

6. In order that instruction may be beneficial, a perfect knowledge of childmind is required.

7. Children must not be regarded as machines, but as intellectual beings, who are possessed of conception. judgment, conscience, &c.

The following characteristics of child-mind should be attended to:

1. They dislike mental labour. This dislike is natural to them, and it should be the great design of the teacher to overcome it.

2. They have a lively curiosity, which, if rightly used, will overcome their natural antipathy to mental application.

3. They love to display their knowledge.

4. They are ambitious to excel their fellows.

To ensure success a teacher must be guided by the following principles

1. There is no royal road to learning. It is quite as difficult to the prince as to the peasant.

2. The road, though rugged and difficult both to the teacher and pupil, should be rendered interesting, by bringing the subject to be taught within range of the capacities of the children.

3. Praise must be given to earnest effort. When a child cannct excel his fellows, he should be encouraged to excel his former self.

4. Every child should receive the utmost amount of culture of which he is capable.

5. The age and circumstances of the children must determine the methods to be pursued.