Hard Mental Labor. Teacher. "Very well." (A pause.) "Now, the book says that this six is just one third of what he had in the other pasture, don't it?" Charles. Teacher. "Yes, Sir." "Then if six is one third, three thirds will be three times six, won't it?" Charles. "Yes, Sir." Teacher. "And three times six are eighteen, are n't it? Charles. "Yes, Sir." Teacher. "Then he had eighteen sheep in the other pasture, had he?" Charles. "Yes, Sir." In relation to the above-described process, Mr. Page very justly remarks: "The teacher should at once abandon this practice, and require the scholar to do the talking at recitation. I need hardly suggest, that such a course of extraction at recitation, aside from the waste of time by both parties, and the waste of strength by the teacher, has a direct tendency to make the scholar miserably superficial. For why should he study, if he knows from constant experience, that the teacher, by a leading question, will relieve him from all embarrassment? It has often been remarked, that the teacher makes the school.' Perhaps in no way can he more effectually make an inefficient school, than by this drawing-out process." Cultivate a Self-reliant Spirit. While undue boldness should be discountenanced at all times, a Encouragement. Captain Hall. true spirit of self-reliance, based on a well-grounded confidence, should be studiously cultivated. A diffident, self-distrusting spirit always causes its possessor to appear at great disadvantage, while a degree of manly confidence, based on a true consciousness of understanding a subject, will give power to him who exercises it. Some pupils are naturally reserved, afraid to give utterance to their thoughts and ideas. Such need much kindness and encouragement. A word or look of reproof will entirely crush out any feelings of confidence that may have existed. Deal gently with them, commending them for any approximation to what is desirable, rather than censuring them for defects and short-comings. Kind and cheering tones and words have a wonderful power for good, while captious tones and frowning looks are extremely dispiriting in their effects. Captain Basil Hall illustrates the same ideas in the case of two sea-captains. It was the habit of one, as he came on deck, to look about to discover points for his approval. As he glanced at the decks, he would, with smiling countenance, say: "How white and clean you have got the decks today! I think you must have been diligent all the morning, to have got them into such order." The other would, with sour looks and captious tones, seek for points to censure. If the decks were perfectly clean and white, instead of noticing the same, he would seek for some trifling defect, and, pointing to a bit of rope-yarn left under the truck of a gun, he would say: "I wish, Sir, you would teach these Make Recitations Interesting. sweepers to clear away that bundle of shakings!" The influence of the former was like magic for promoting a kindly, co-operative spirit; that of the latter was promotive of a spirit of indifference, if not of opposition. Captain Hall very justly remarks: "It requires but very little experience of soldiers or sailors, children, servants, or any other kind of dependents, to show that this good-humor on our part towards those whom we wish to influence, is the best possible coadjutor to our schemes of management." Can you not profit from these hints? Make Recitations Interesting.-This you may do in various ways, but in none more than in showing yourself to be interested. Indeed, if you feel deeply interested in the exercise, you will cause your pupils to feel the same. "As is the teacher, so will be the pupils," in this and many other particulars. Then be earnest, energetic, interested, if you would have your pupils be so. Seek to elucidate and enliven every lesson by appropriate illustration and pertinent anecdote. Expand the subject under consideration by stating facts and incidents additional to those contained in the book; and never feel satisfied with a recitation, unless you have full assurance that your pupils pass from the same with a clearer and more accurate comprehension of the subject, than they had when they came to it. Be sure that at each recitation some truth or principle, new to your pupils, is developed, or some additional light imparted in relation to a subject or principle previously considered in part. Anecdote. Throwing Stones. Efforts in themselves uninviting, and laborious even, may be made pleasant and attractive, by connecting them with some agreeable object or association. The following anecdote will illustrate this point, and the same principle may often be used to advantage in school exercises. A certain man directed his son, on a given afternoon, to pick up the stones, which abounded in a small lot of land, and place them in a pile under the wall. The lad considered this very dull work for a holiday afternoon; but, nevertheless, he went to work. His mates were happily playing in the street, not far distant. After working for a short time he left, and, joining the boys at their sports, took an early opportunity to suggest a new play; and that was "to throw stones at a mark." yes!" shouted the boys, "that 'll be nice sport; but where shall we go?" "Why," says the lad first named, "over in my father's lot will be a capital place. There are stones enough there, and my father will let us throw as many as we please." At this the whole company rushed to the lot. The mark was placed by the interested lad in the very spot where he had already so tediously placed many of the stones, and in a very short time the lot was cleared of stones, and all the lads felt that they had had fine sport; and no one enjoyed it with more relish, or participated more earnestly, than the very lad who had planned "the sport." From this learn a lesson. Your sincere friend, C. LETTER X. OBJECT LESSONS. MY DEAR FRIEND: In a previous letter I alluded to the value of lessons on objects, and promised to give you two or three specimens of such lessons. For young pupils these may be frequent, but not long; and with pupils of all ages they may be made profitable, if judiciously conducted. The true design of such lessons should be to cultivate habits of attention and observation, and at the same time lead pupils to give expression to their thoughts and views; in other words, to train them to see and describe what they see. They will even do more than this; they will cause pupils to think, to compare, to investigate. If, however, you would have exercises of this description productive of the highest good, make it a point to secure accuracy and propriety in the answers given, remembering that it is a prominent object to train children to give correct and lucid expression to their ideas. After giving you two or three sample exercises, I will enumerate a list of objects, each of which may be the basis of a |