There, in his noisy mansion skilled to rule,
The village master kept his little school;
A man severe he was, and stern to view;
I know him well, and every truant knew.
Well had the boding tremblers learned to trace
The day's disasters in his morning's face;
Full well they laughed with counterfeited glee
At all his jokes, for many a joke had he;
Full well the busy whisper circling round,
Conveyed the dismal tidings when he frowned."

Goldsmith. Paraphrase. At the side of that irregular hedge which borders the road, and adorns it with its gaudy but useless furze blossoms, there stood formerly the house in which the village schoolmaster used to display his skill in managing his small but boisterous establishment. He was a man strict in discipline, and of austere aspect; I was well acquainted with him, and so was every lad who defied his authority by playing truant. His anxious pupils had learned by experience to foretell from the appearance of his face in the morning whether the day would be passed pleasantly or otherwise; many a time did they force themselves to smile at his jests, which were very numerous, and frequently enough did they tremble when the news passed round quietly from pupil to pupil that he was in an ill humour.

For other specimens of paraphrasing, see "Papers for Teachers." Pupil teachers should be exercised in writing paraphrases from good authors. Any school reading-book will supply passages. The exercises for parsing and analysis may also be employed for this purpose,

PUPIL TEACHERS' EXAMINATIONS.

We here offer to pupil teachers a few hints of a general kind on the manner in which questions should be answered at their examinations. Some of these are repeated from our book for the First Year.

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).

II. 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.

REMARKS on the Composition of Notes of Lessons are given in the "Pupil Teachers' Course," Second Year. We now present a list of subjects for Notes of Lessons given in Examination Papers, together with some further specimens of the manner in which they should be drawn up.

(1) Write Notes of a Lesson on Cleanliness.

1. Its necessity. Show that matter is continually collecting on the surface of bodies; on our tables, chairs, mantel-pieces, floors, etc. This has to be cleaned off now and then, or the bodies in question would become so begrimed with dirt as to be quite disfigured. So the human body requires to be cleansed, or it becomes unfit to be seen. Point out the vast difference in appearance between a dirty face and a clean face, between dirty hands and clean hands.

Show that cleanliness is conducive to health. The skin is perforated with little pores (or holes) which become stopped up by perspiration and small particles of dirt which collect on the surface of the body, and require to be removed, otherwise they prevent the circulation of air in the human system.

Refer to fevers and pestilences, which are caused by a want of cleanliness. In times of epidemical diseases, dirty towns suffer more than clean ones, and disorders of this kind ravage more especially the filthy portions of the districts in which they occur. 2. Its desirability.

(a) Every one dislikes an unclean person. No one likes to sit by a dirty boy, play with him in the playground, or walk with him in the streets. The boy who sits next him in the class gets as far away from him as possible, and shuns his company when school is over.

(b) The dirty boy sets a bad example to others. He is generally an idle fellow, as lazy over his lessons as careless in his person, and a source of mischief, by setting a bad example.

(c) The dirty boy is a disgrace to his schoolfellows. He

lowers the character of the school and family to which he belongs.

(d) He who is uncleanly is wanting in respect to others. A boy who goes to school, or to work, should remember that he is associating with other lads, and with his teachers, and that they can well feel themselves treated with disrespect if he seems to consider that he may appear before them in any state whatever.

3. What it consists in.

(a) Cleanliness of person. Hands and face should be washed frequently, teeth should be cleansed, and dirt removed from the nails. The whole body should be washed every morning if possible, and a cold bath taken frequently, both in summer and winter.

(b) Cleanliness of dress. With children this will depend much on the parents; but show how boys and girls can themselves do a great deal to keep their clothes clean. They should get into the dirt as little as possible, and by keeping their persons clean they will be helping to keep their clothes clean. Then they can brush their clothes and clean their boots; and their parents, if they see that they are anxious to be clean themselves, will take a pleasure in doing all they can to help them. Elder girls can assist greatly in keeping their younger brothers and sisters clean.

(c) Cleanliness in dwellings. Show how important this is. A dirty house is uncomfortable, liable to disease, and injurious to the other two forms of cleanliness, viz., of person and of dress. The floors should be scrubbed, the walls and yard swept, the hearths kept tidy, and everything removed which is likely to create annoyance and discomfort to the inmates. When the father comes home in the evening from his work, he should see everything looking bright, clean, and comfortable. Show how children can co-operate with their mother in producing this effect; the boys can be careful not to bring any more dirt into the house than they can help; they can scrape and rub their feet on the mat when they enter; they can polish the fire-irons

and other utensils, and sweep up the yard.

The girls can assist their mother in almost all the household duties. Both boys and girls can set a good example to their younger brothers and sisters.

4. Means of cleanliness. These have mostly been already given, and the children should now be called upon to name the various operations connected with cleanliness; as, washing, scrubbing, bathing, combing the hair, etc. Then call for the names of materials used in these operations; as, water, soap, soda, etc. Lastly, the names of instruments, etc., used for purposes of cleanliness should be asked for; as, the comb, brushes of various descriptions, door-mat, scraper, etc.

Use a blackboard throughout the lesson for writing down the heads, and recapitulate at the close.

(2) Give a sketch of a lesson which you have heard given by the teacher of your school, and draw up a series of questions which you might have put to your class to see whether they had attended to the lesson.

(3) Write notes of a lesson on Practice " beginning to learn that arithmetical method.

(4) Write notes of a first lesson on The Verb.

to a class just

(5) Write notes of a lesson on Kindness to Animals. (6) Write full notes of a lesson on a Balloon.

1. The principle of the balloon.

Show that a body rises in a fluid which is heavier than itself, and sinks in a fluid which is lighter than itself. If we place a cork in a vessel of water, what happens? It rises to the surface. If we place a piece of lead in water, what happens? It sinks to the bottom. The lead is drawn to the earth (by gravity) more powerfully than the water, hence the particles of water are forced aside, and the lead falls. Similarly the cork ascends.

We live at the bottom of a fluid called air, which extends for many miles above the earth. Any bodies which are lighter than the air will rise in it, as the cork does in the water. Illustrate by smoke rising in the air; by a feather; by a piece of light paper.