whale; how it differs from a fish; its uses. The porpoise and the dolphin.

NOTE.-Two of the preceding orders (8th and 9th), are sometimes classified under the following arrangement, which may be readily substituted for the above if thought desirable.

Hoofed (Ungulates) into two sub-orders: A, cud-chewers (Ruminants), and B, (Non-Ruminants). These are again divided into the following groups of families:

A. (Hollow-horned) ox, sheep, and antelope families.

(Solid-horned) deer, giraffe families.

(Hornless) camel family.

B. (Solid-hoofed) horse family.

(Thick-skinned or Pachyderms) elephant, swine, hippopotamus, rhinoceros, and tapir families.

BIRDS.

Birds of Prey (Raptores).-Vulture, falcon, owl, condor, hawk, eagle.

Climbers (Scansores).-Parrot, woodpecker, etc.

Perchers (Insessores).-Humming bird, swallow, kingbird, thrush, sparrow, canary, etc.

Scratchers (Rasores).-Gallinaceous birds and dove family.
Runners (Cursores).—Ostrich; its habits.

Waders (Grallatores).-Crane, stork, snipe, etc.

Swimmers (Natatores).-Duck family: Swan, petrel, penguin, albatross, etc. Refer to nests of birds, also their migrations, instinct, etc.

REPTILES AND FROG FAMILY.

Treat very briefly, teaching something of turtles, crocodiles, and alligators; serpents and their fangs; the frog and its transformations.

FISHES.

Treat the classification very briefly; show distinction between the two groups, bony and cartilaginous fishes, with the orders spine-finned and soft-finned; also the shark and the sturgeon.

ARTICULATES.

These present many advantages for the school-room. They are small, and easily procured for perceptive teaching. A simple

microscope is of great assistance in awakening an interest. Of insects, collections of type specimens can easily be made. Only the simplest and most interesting facts, however, need be taught. The general characteristics of this class of animals should be explained their structure and the functions of their chief organs. Their wonderful transformations should be explained and exemplified; also the difference between insects proper, spiders, and many-footed articulates (myriapods):

The following orders should be taught and exemplified:

1. Membrane-winged (Hymenoptera).-Including the bee family, the ant family, the wasp family, the ichneumon family, their peculiarities, habits, and instinct.

2. Scale-winged (Lepidoptera).—Moths and butterflies, how distinguished; caterpillars, etc., clothes-moth, geometer.

3. Two-winged (Diptera).--Mosquito family, wheat-fly, housefly, etc.

4. Case-winged (Coleoptera).-Beetle, fire-fly, weevil, etc.

5. Half-winged (Hemiptera); or bugs, cicadas or harvest-flies, tree-hopper, cochineal, boat-fly, etc.

6. Straight-winged (Orthoptera).-Cricket, katydid, locust, grasshopper.

7. Net-winged (Neuroptera).-Dragon-fly, May-fly. Refer to the white ants.

Spiders (Arachnida).

Many-footed Insects (Myriapods).-Centipedes.
Crustacea.-Crab, lobster.

Worms.-Earth-worm.

NOTE. It is important to distinguish carefully the three terms, insect (i. e., six-footed [hexapod], or true insects), arachnids, or eight-footed spiders and scorpions, and myriapods, or many-footed millipeds and centipedes. In using a representative of one of these groups as an object, it should be the primary aim to establish the obvious characteristics by which they are distinguished firmly in the pupils' minds. Thus, in the insect proper, the body is divided into three divisions-the head, the body (or thorax), and the hind-body (or abdomen). The head is furnished with feelers, (antenna); the body supports three pairs of legs, and generally one or two pairs of wings; the abdomen shows more or less clearly a number (seven) of rings or joints. In the arachnids, the head and body are consolidated into one division, which has no antennæ, supports four pairs of legs, but no wings. In the myriapods, the entire body consists of a series of very similar joints, not grouped into divisions separated (insected) from one another, but of which the first serves as a head, whilst each of the others, however numerous, supports either one or two pairs of more or less imperfect legs.

FOURTH GRADE.

OUTLINE COURSE.

Time allowed, about five months.

LANGUAGE.

Reading.-Of the grade of a Third Reader (latter half), with exercises as in the preceding grade.

Spelling and Definitions.-From the reading lessons, with exercises in miscellaneous words and sentences, as in the preceding grade. Also easy exercises on the prefixes and suffixes, and their applications.

English Grammar.—To include the analysis, parsing, and construction of simple sentences, and with such definitions only as pertain to the parts of the subject studied.

ARITHMETIC.

Mental Arithmetic.—As far as in written arithmetic, with exercises as in the Fifth Grade, including practice in the simple applications of the tables of weight, measure, money, etc.

Written Arithmetic.—Common and Decimal Fractions, with their simple practical applications, and their conversion one into the other. Also, practice in the simple rules and Federal Money, for the purpose of securing rapidity and accuracy.

GEOGRAPHY.

Geography.-Of the United States in detail. Local and descriptive geography treated as in the Fifth Grade.

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ELEMENTARY SCIENCE FOR ORAL INSTRUCTION.

Botany.-An outline knowledge of Botany, including the general structure and common uses of such plants as most pupils may readily observe.

This should, if possible, be taught during the spring and summer months, in order to make it in the highest degree objective by the use of specimens.

Mineralogy.-A simple outline knowledge of Mineralogy, illustrated by specimens.

This may constitute the fall and winter course, the specimens being previously collected. When the time permits the teaching of only one of these branches, the season of the year should determine the choice between them..

WRITING.

On Slates.-Continued with practice, to give expertness and fluency.

On Paper.-Review of the elementary forms; their combination in words containing long and short letters, without capitals; next, in words containing both capitals and small letters; an explanation of the elements involved in each.

Instruction as to proper position, holding the pen, etc., as in the preceding grade.

DRAWING.

On Slate or Paper.-Review of the Fifth Grade as far as may be necessary, and drawing curve lines, and figures formed from them, as the circle, ellipse, etc.; also simple designs containing straight and curved lines.

HOW TO TEACH

SUBJECTS OF THE FOURTH GRADE.

LANGUAGE.

Reading.-See directions and suggestions given for the Fifth Grade.

The latter half of a Third Reader usually comprises selections appropriate to this grade. Particular attention should be given to clearness of articulation, to naturalness of intonation, and to general style.

Spelling. The exercises in spelling, both oral and written, should be the same as in the previous grade, with the following additional suggestions. The names of important cities, states, and countries, which occur in the geographical lessons of the class, and especially such as are in frequent use in post-office addresses, or are liable to be mis-spelled, should form a part of the miscellaneous words taught in this grade; also, familiar personal names. An excellent occasional modification of this exercise is, to have the pupils draw the outline of a letter-envelope upon the slate, or use a neatlytrimmed piece of writing paper of the same shape, and direct it to some person whose address is given by the teacher. The ingenuity of the teacher will suggest many other similar modifications of the exercise.