away their unemployed moments; if they are not old enough to be engaged in study all the time. As soon as they learn to print, and begin to spell, of course, after having learned to read some; though while learning to read they should use the pencil in their lesson; they should be required to print their spelling lessons upon their slates, or paper, neatly as possible, and bring them into their classes at the times appointed for recitations, spell and pronounce every word and every syllable in each word distinctly from the slate, the teacher being careful to correct any mistake in spelling or pronunciation which may occur, as they proceed. This being done to the satisfaction of the teacher, the children may lay aside their slates carefully, and in some order designated by the teacher, that there may be no confusion. Then each pupil may be required to spell, in turn, the teacher pronouncing the words of the lesson. In the meantime if a word should be misspelled, the teacher need not pronounce it to the next, but note it, and let another member of the class spell it, and take his or her place above the one that missed it. The teacher should pronounce right along as though no word had been missed. This will beget an interest and attention not to be had in any other way, perhaps. If no one in the class should notice the word missed, it should be marked for future spelling and each one in the class marked with an imperfect lesson in the teacher's class book. By the

way, every teacher should keep a class book in which to record the standing of each pupil in every class.

Occasionally, exercises in spelling should be varied to keep the children interested. Towards the close of each recitation, when time will permit, drill them on the elementary sounds of the letters in the words which they have spelled. Let them make the sounds, and spell the words by their sounds. Review as often as once a week, the teacher pronouncing all the words gone over through the week. In the weekly reviews the children may not be required to print their lessons, for time will not permit them to print so much.

In an advanced class the pupils may be required to bring their slates into the class, having so thoroughly prepared their lesson, that they can write the words upon their slates as the teacher pronounces them. The teacher should pronounce slowly, enabling them to write the words well. After all the words of the lesson have been pronounced in this manner, the teacher may call upon the pupils to spell the words as they have them written, each in turn spelling one or two words, or more as the teacher deems proper, till all the words are spelled. In the mean time allow any member of the class hearing a word misspelled, to raise the hand and make the proper correction. If no one in the class notices a word which has been misspelled, notify the class,

mark all in the class imperfect, and mark the word for future spelling. Advanced pupils should be able to define all the words in the lesson pronounced by the teacher. The teacher should not pronounce the definitions but require the pupils to give them and spell them without.

Instead of spelling as above, after the words are all on the slates, the slates may be changed, so that each one of the pupils will have another's slate, and may mark any word which he or she considers incorrectly spelled. Then those who have marked words, may make it known by raising their bands, and the teacher will call upon them separately to make the corrections by spelling the words aloud. The pupils should be marked according to the written spelling on their slates.

The reviews should be thorough and as often as once a week.

Thorough drills upon the elementary sounds of letters should be frequent.

Give no longer lessons than pupils can learn perfectly, and then be sure and require them to be perfect.

This method of spelling, persistently followed, will make good spellers and good writers of most pupils.

HOW TO TEACH ARITHMETIC.

A great many young teachers fail to teach arithmetic thoroughly, for the reason that they let their pupils rely too much upon their text books during the recitation. Now, what I want to say, and about all I want to say is this:-Have your pupils prepare their lessons so thoroughly that there will be no need for them to bring their books into the class, and allow none to be brought in. You will have to assign shorter lessons, of course, but they will thoroughly finish the work sooner than if allowed to take their books into the class, and work the examples from them.

Generally, ask no questions yourself till you come to the examples to be worked upon the board; but let them recite by topic. This saves time. Of course at the close of the general recitation, if necessary, you might ask questions, and explain some of the most intricate principles of the lesson, which you might think they did not thoroughly understand. When you come to the examples to be worked, read one slowly and distinctly, and then call upon some one to rise, repeat it, and go to the board and work it, and when necessary to prove it; proceed in this way through the lesson, calling upon the other members of the class to work in the same manner; then have the examples thoroughly explained. Review often; and when you will have taken

your class through the arithmetic in this way, your pupils will be able to take a step in advance instead of going over the same again another term. Pupils may not like this method at first, and the teacher's patience and perseverance may be called into requisition, for they have been led to think the one who can turn the leaves of his arithmetic over the quickest and get through the book, is the best scholar, and every one is ambitious to get through; but when the teacher succeeds in teaching them wherein true scholarship lies, they will love it, for they can realize that they really understand what they have gone over, and it will be a sweet pleasure to them.

QUESTIONS FOR SELF EXAMINATION. (SELECTED FROM NORTHEND'S ASSISTANT.)

If all teachers would seriously examine themselves by the use of these questions, how much greater would be their interest and success!

1. In commencing the day, have I consecrated myself anew in prayer to my Creator?

2. Have I implored his blessings on the labors of the day, especially seeking his favor for the children confided to my care?

3. Have I implored aid especially for such of my pupils as have the greatest need of assistance?