1. First of all, read the directions given on the Examination Paper.

2. Be careful to fill in correctly the particulars as to name, age, school, etc., which are asked for at the head of each paper, before commencing your answers.

3. Select the questions which you can answer best, and answer those first.

4. Carefully consider the exact meaning and scope of each question before commencing to answer it.

5. Do not let your answers contain more than is asked for. 6. On the other hand, do not omit from your answers anything that is asked for.

7. If you should be in any doubt as to the exact extent of the matter required from you, you had better err on the right side by giving too much, than on the wrong side by giving too little.

8. Answer as many questions as you can, as far as time and the regulations of the examination will allow. Sometimes a question is divided into two or more heads; if you can only answer a part of the whole question, do so.

9. As far as possible, write your answers at once on the examination paper. Do not waste time in first making a rough draft of your answers, and then copying them out fairly.

10. Avoid the use of too many words (diffuseness).

11. On the other hand, use words enough to express your meaning fully and intelligibly. Do not let there be the slightest difficulty in understanding every part of your answers.

12. Use short sentences, and avoid the use of long or uncommon words.

13. Pay attention to the form of your answers. When a subject admits of being arranged neatly under heads, an answer should be drawn up in divisions and subdivisions. These should be disposed in their natural order, each forming a distinct part of the whole subject.

14. Carefully examine your work afterwards, and avoid the admission of errors in matters of fact or calculation.

NOTES OF LESSONS.

NOTES of a Lesson should exhibit the heads or points of the lesson about to be given to the children, the information intended to be conveyed to them, the illustrations by which it is to be explained and rendered pleasing to young minds, the order in which the subject is to be treated, and the methods which are to be employed in the delivery of the Lesson.

We will divide the observations we have to make on this subject into three parts-(1) The Matter, (2) The Arrangement of the Notes of a Lesson, (3) General Remarks on the Mode of giving the Lesson.

1. The Matter.

(a) The matter should be suitable to the age, knowledge, and intelligence of the children. In the first place, the subject of the lesson should be judiciously chosen. A subject suitable for young children might not be adapted for those who are older. In the second place, if a subject be chosen suitable for either older or younger children, the points selected should then be those adapted to the age of the class. Younger children should be taught to observe, elder children to think, or reason about things. Thus, a lesson on the Eye to younger children, should teach them to observe the several parts of it, while a lesson on the same subject to older children should teach them to reason about its use, the beauty of its structure, its action, and the wisdom displayed in its formation.

(b) Subjects should often be chosen with reference to the employments of the district in which the school is situated, and the probable calling of the children in after life. Thus, subjects

connected with manufactures or agriculture should be taken in manufacturing or agricultural districts respectively.

(c) Interesting matter should be chosen. It is of the highest importance that children should, as far as possible, be pleased with the instruction they obtain at school, in order that they may like their lessons, and be induced to continue their educa tion after leaving school. If the lessons be tiresome, they will dislike school, hate learning, and resolve to have nothing more to do with it when they become free to act for themselves.

(d) The lesson must not, however, be made interesting by leaving out the very essence of the subject. The object to be aimed at is to treat the subject fully and accurately, and in an attractive manner. We sometimes meet with such works as "a certain science made easy," in which the subject is simplified merely by leaving out all the difficulties. Teachers should set their faces against this mode of dealing with a subject. Difficulties are things to be overcome, not set aside.

This is a most

(e) The teacher should use illustrations. important point. By means of illustrations, or teaching what is unknown by comparing it with things already known, the object above referred to is attained, namely, that of making the subject interesting. Thus, if the teacher is explaining the idea of a watershed to the children, he can compare the two slopes of the bills to the roof of a house, showing how in both cases the streams flow in different directions down the two opposite declivities. Again, the size of any unknown object (as an animal) being described may be illustrated by comparing it with that of objects (as animals) familiar to the children.

(f) The amount of matter should be chosen with reference to the time to be given to the lesson. The teacher should be careful not to attempt too much. It is better to treat a few points thoroughly well, than to run over a good deal of ground in a superficial and unsatisfactory manner. We have seen teachers of the highest ability employ the whole of a lesson in thoroughly elucidating and illustrating a single point, and that with the greatest advantage to their pupils.

2. The Arrangement.

(a) Arrange the matter in the order you intend giving it to the class.

(6) Let the matter, if possible, be divided into heads, with proper divisions and sub-divisions. The teacher should, of course arrange the subject in a natural manner. Each head should contain a distinct point.

(c) Each point should be a continuation and grow out of that which has gone before. The teacher should proceed from the known to the unknown, gradually building up, step by step, a complete knowledge of the subject.

(d) Show clearly any particular method you intend to employ. These might sometimes be placed with advantage in the margin, or in brackets. Thus, in a lesson with a globe, your notes should show the manner in which you manipulate it in order to illustrate the particular point before you.

3. General Remarks. These refer, not to the Notes of the Lesson, but to the actual mode of giving it.

(a) Take care that you have well mastered your own notes. It is most objectionable to refer to your notes when standing before your class.

(6) Speak distinctly and clearly. Avoid all provincialisms, vulgar or harsh expressions, and awkward gestures.

(c) Use good English, free from grammatical errors. Carefully study your language beforehand, and make every one of your sentences an exercise in English Composition and a model to your pupils.

(d) Use simple language, and avoid unintelligible or doubtful expressions. Be quite sure the class understand you.

(e) Do not lecture or preach, but teach. Call on the children individually and collectively to use their minds in thinking and their tongues in answering. Pay special attention to the dull and inattentive. Make the children co-operate with you. Be full of life, activity, vigour.

(f) Do not tell the children anything you can draw out from them by appealing to knowledge they already possess.

(g) Be patient with ignorance and stupidity.

(h) If you find that you have set down in your notes too much to be properly handled during the lesson, do not hurry over the subject, but treat it thoroughly as far as you can, and reserve the remainder for another occasion.

(i) Recapitulate from time to time what you have taught; and at the end of the lesson, carefully review the whole subject, that the class may take away as much of it as possible.

The following are a few examples of Notes of Lessons, intended to guide the Pupil in drawing them up for himself.

1. THE ELEPHANT.

1. STRUCTURE. Produce the picture of an elephant. (a) Point out its large body. Generally nine or ten feet high. Sometimes fifteen feet high. Compare with the size of the horse and cow. Weight four or five tons. Arched body.

(b) Its legs short, thick, and straight, in order to support such a heavy weight.

(c) Its head large, and eyes small.

(d) Its skin thick, and tail long, with a few hairs at the end. Compare with that of a donkey.

(e) Its neck thick and short, in order to support its huge head. (f) Call particular attention to its trunk, which enables it to pick up its food or drink water without bending its short, thick neck. Point out that the trunk is flexible and hollow, that it is very strong, and has a kind of hand at the extremity. The trunk is so strong that it can tear up a tree by the roots, and so delicately formed that it can pick up a needle.

(g) Point out the tusks, made of ivory, of great weight, and sometimes seven or eight feet long.

II. CHARACTER, HABITS, AND FOOD.

(a) The elephant is one of the most sagacious of irrational animals. Can be tamed, made to draw loads, carry burdens, and perform tricks. Relate anecdotes of the sagacity of the elephant.