Metrical Lesson.

"Birds warbled round me,

every trace Of inward sadness had its charm;

'Kilve,' said I, 'was a favored place,

And so is Liswyn farm.'

"My boy was by my side, so slim
And graceful in his rustic dress ;
And, as we walked, I questioned him,
In very idleness.

"Now, tell me, had you rather be," I said, and took him by the arm, 'On Kilve's smooth shore, by the green sea Or here at Liswyn farm?'

"In careless mood he looked at me,

While still I held him by the arm, And said, 'At Kilve I'd rather be Than here at Liswyn farm.'

Now, little Edward, say why so; My little Edward, tell me why.' 'I cannot tell, I do not know.'

• Why, this is strange,' said I;

"For here are woods, and green hills warm;
There surely must some reason be
Why you would change sweet Liswyn farm
For Kilve by the green sea.'

"On this my boy hung down his head ;

He blushed with shame, nor made reply; And five times to the child I said, 'Why, Edward, tell me why.'

"His head he raised, there was in sight – It caught his eye, he saw it plain Upon the house-top, glittering bright,

A broad and gilded vane.

ན་

Closing Hints.

"Then did the boy his tongue unlock ;
And thus to me he made reply:
'At Kilve there was no weathercock,
And that's the reason why.'

"O dearest, dearest boy! my heart

For better lore would seldom yearn,
Could I but teach the hundredth part
Of what from thee I learn."

Be not regardless of the lesson contained in the above lines. It is an important one, one that should be heeded by every teacher and parent. At all times do what you can to encourage an honest expression of views and feeling; but do not forget that young children may sometimes be unable to give a definite reason for preferences they may feel.

I will close this letter by enumerating several particulars in relation to which you should strive to cultivate correct moral impressions, and secure right moral action. At appropriate times, read stories or relate anecdotes which have a bearing upon these subjects, and do what you can to quicken and strengthen the better feelings of the heart, and call into action all those refined and moral susceptibilities which tend most to elevate and ennoble human nature. In doing this it will not be necessary that you should advance any ideas of a sectarian bearing. You may say and do all that may be essential, with out manifesting any of those distinctive preferences which will be offensive to others. Moral and religious duties and obligations you may teach and

རྐ

Subjects named.

enforce; but theological dogmas and discussions belong not to the school-room. Be judicious, and you may accomplish much on each of the following subjects:

Obligations to our Creator.

Duties to parents; to teachers; to brothers and sisters; to friends and companions; to strangers; to the unfortunate.

Obedience to parents and teachers: should be prompt and cheerful, and not forced and reluctant. Patience and perseverance.

Diligence.

Self-control, both in cases of personal danger and in times of provocation.

Benevolence and selfishness,

Generosity and covetousness,

contrasted.

contrasted.

Anger, government of passions.

Cruelty to animals.

Neatness in appearance and habits.

Punctuality.

Gentleness, in word and deed.

Duty to obey the laws.

The golden rule.

Doing good to all,-even to those who injure us. Speaking evil of others.

Make promises with caution, fulfil with prompt

ness.

True courage is daring to do right.

Think the truth, speak the truth,act the truth.

Honesty in word and deed.

Bad habits.

School duties.

Subjects. Continued.

Courtesy, politeness.

Forgiveness of injuries.

On use of profane or improper language.

Fidelity to every trust.

Labor conquers all things.

Avoid bad company.

It is better to suffer wrong than to do wrong.
Falsehood; deception; prevarication.

Always safe to do right, never safe to do wrong.
Guard against little sins and trifling errors.

Whatever is worth doing at all, is worth doing

well.

On the above, and kindred topics, you may safely strive, by "word and example," to exert an influence which shall be for the true good of your pupils. Your sincere friend,

C.

LETTER VIII.

ORAL TEACHING.

MY DEAR FRIEND:

You wish to know what prominence you shall attach to oral instruction, to what extent you shall use it, and how, when, and where. The question, in all its bearings, is an important one. Let us consider the subject. Not many years ago it was the nearly universal practice in schools, to conduct all recitations in strict accordance with the language of the text-book, the teacher asking the printed question, the pupil giving the printed answer. To some extent the same plan is adopted in many schools at the present time. The practice, whenever and wherever pursued, will not lead to true development of mind. The evil results of this course have become apparent, and educational lecturers and writers have called attention to the subject, and urged reform. They have declaimed and writ ten against it, and wisely and strongly contended for a change. But, in education, as in other concerns, one extreme is very apt to follow another. In advocating the importance of oral teaching, many went too far, and gave undue prominence to the