made of? What is the difference between the handle of a rake and the handle of a scythe? What is the difference between the blade of a scythe and the blade of a sickle? What are the parts of a plough? Which is the handle? Which is the blade or share? The Teacher inquires, thirdly, concerning the use of things, as, What is the use of the scythe?. What is the use of the fork? What is the use of the hoe? &c..

THIRD STEP. JUDGMENT or REASON.-Answering generally to the interrogations Why? or, for What reason? as-Why do farmers keep cows, sheep, and poultry? Why do they cut down the grass in summer? Why should they till the ground? Why is a plough sometimes used instead of a spade? Why is a sickle used instead of a scythe to cut grass? Why has a duck webbed feet and a broad bill? Why do fowls have a sharp bill? Who gave the duck a broad bill and a web foot? Who gave the fowl a sharp beak and sharp claws for scratching?-God! Why did he do this?-To enable them to get their food, one in the water, the other in the earth. What does this shew?-The wisdom and goodness of God, &c.

EXAMPLE OF THE METHOD OF INTERROGATION AS
REGARDS A RELIGIOUS AND MORAL LESSON.

The mode of interrogation, as regards the teaching of a MORAL and RELIGIOUS lesson, cannot be so systematically and progressively varied as in an Intellectual lesson; but the same principles of teaching are to be employed for the developing of the observing, comparing, and reasoning faculties. The mode compriseз:

I. QUESTIONS ON THE WORDS OF THE LESSON.

II. QUESTIONS ON ITS SCOPE AND GENERAL SENSE.
III. QUESTIONS ON THE ANSWERS OF THE PUPILS.

SUBJECT:-The Creation of Man, his Fall, &c.

FROM LESSON V., PAGE 7.

NO. I. QUESTIONS ON THE WORDS OF THE LESSON.

The pupil or pupils having read the lesson with strict attention to the pronunciation, each verse should be again read separately, and the pupil should be called upon to spell the more difficult words off the book, giving their meanings, as follows:-Ver. 18. Spell dust. What is dust? What does it here represent? [Teacher explains.] Spell breath. What is breath? What does the breath of life mean? [Teacher explains.] Spell soul. What is the meaning of soul? Spell created. What does it mean? What is the difference between created and made? Which was created-man's body, or his soul? Spell image. What is an image? In what sense is the word used here? [Teacher explains it to be a likeness.] Spell power. What is power? Spell good. What is meant by good? Spell morning. Spell evening. When is it morning? When evening? Spell heaven. What is meant by the heaven. Spell earth. What is meant by the earth? Spell host. What is meant by the word host? 21. Spell blessed. What is meant by blessed? Spell sanctified. What is meant by sanctified? Spell rested. What is meant by rested? What is meant by God rested? [Teacher explains that God ceased to create, not that he was tired.]

NO. II. QUESTIONS ON THE SENSE OF THE LESSON.

Having thus ascertained that the pupils are conversant with the meaning of the terms used in the lesson, he will next question them upon the particular sense of each verse, again commencing at the beginning of the fesson, as follows:-18. Of what did the Lord God form man? What did he breathe into his nostrils? What did man then become? 19. In whose image did God create man? What did he give him? Were male and female created? When created? Who blessed them? 20. What was everything that God had made? On what day was the work of creation finished? 21. What happened on the seventh day?

GENERAL QUESTIONS ON THE ANSWERS OF THE PUPILS.

18. What is the subject of the lesson?—The creation of Man and the institution of the Sabbath. You said man was formed of the dust of the ground; which part of him was formed of this matter?-His body. What is this sometimes called?—Its mortal part. What happens to the body?— It dies. Is it said in this lesson that man, although formed of the dust of the ground, was to die?-No! What did man become, then, on receiving the breath of life?-A living soul. What would you then suppose man to consist of ?-Body and soul. Would you understand that when man was first created, his body or soul was subject to death? No. You said God created man in his own image or likeness; which part of man do you suppose was created like God-his body, or his soul? In what did it resemble him?-It was immortal, pure, and holy, as he is. You said that when God saw everything that he had made, that it was very good; what do you mean by this? That all was perfect, happy, without evil, without pain, without sin. What is evil? What is pain? What is pain of body? What is pain of mind? What is sin? You said that God blessed the seventh day, and sanctified it; what is meant by this? That he made it a holy day, and set it apart from the others. What is this day now called? If this day was so set apart, blessed, and sanctified by God, how ought we to keep it? Which is the way to keep it holy? In what does the worship of God consist?-Thanksgiving, Praise, and Prayer.

SUMMARY.

The above is a slight example of the manner in which the INTELLECTUAL METHOD should be pursued by the Parent or Teacher. In carrying it out, a great deal will depend upon the amount of knowledge possessed by the Teacher, and of the power of observation, comparison, and deduction possessed by the pupil, which varies greatly in every child; and care should be taken to distinguish between different tempers and minds, and so to arrange and diversify the queries, that the examination may be accommodated to the capacity under whatever state it may exist. By pursuing this course, the Teacher will proceed upon a principle strictly philosophical, and in perfect agreement with the constitution of the human faculties, and their gradual expansion and development.

TO MY DEAR LITTLE READERS.

MY DEAR LITTLE CHILDREN,

Many of you have heard of me, I dare say, and if you have read any of my works, you know that I love little children, and desire to see them wise and good, cheerful and happy.

I have seen many thousand children in my time, high and low, rich and poor, both in our own and in foreign countries. I have examined them in their studies, and engaged with them in their amusements; and the more I have seen of little children, the more I have loved them, and I do love them very dearly.

I believe that little children love me, and those who do so will hearken to what I am going to say, for I must tell you what I think of a little child.

A little child is a little bud not yet opened, and as in a little bud lies folded up all the beauty of the full-blown rose, so within the mind of a little child lies enclosed a loveliness, which will grow and expand itself, until it bursts into the fullness of blossom so delightful to behold.

But you know that there must be a power to draw this blossom forth-a rose tree would not grow, nor would the bud open unless they were watered by the rain and cheered by the sunshine; neither would the mind of a little child burst into blossom without something to call it forth—that something is EDUCATION. The word education means to draw forth the faculties, and the Educator must be the rain and the sunshine, the light and the warmth, to a little child's mind.

You know, my dear children, that the rose after it has blossomed dies;-its leaves decay, and however beautiful its blossoms may be, it perishes; but behind all is the seed, and within the seed is the germ, the principle of another life. So it is with a little child: when its body shall" Wither as a leaf," then shall

A

arise the

germ of its future being. It is the soul, which shall live for ever, and blossom in eternity. Are you not glad to hear this?

But have you not sometimes seen a little worm eating the rosebud away, and thus destroying it before it had time to blossom; just as that worm would destroy the bud, even so would SIN destroy the HUMAN SOUL.

The aim therefore of Education is to kill sin, and to fit the soul for another life more holy and bright than this can ever be. It is to make us wise, and good, and happy here, that we may be happy hereafter-that we may be God's children, children of light, and glory, and gladness in heaven.

Did you ever see a rose bush which had been neglected, with its rude and crooked shoots entangled by weeds, and choked by briars, thorns, and nettles? Alas! such is the state of a little child without Education or spiritual life; its mind is choked with evil, and the soul is kept from the light and air of Holiness and Truth.

But Education, like a gardener, comes and prunes the little tree, cuts off the straggling branches, digs about its roots, destroys the noxious weeds, trains it up into elegance of form, sustains and comforts it, and then it blossoms more beautifully and bears more plentifully than ever. I will be your Gardener, my dear little children.

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But I cannot do all. I must look to heaven for the sunshine and the moisture. Without the influence of HIM who said,― 'My doctrine shall drop as the rain, my speech shall distil as the dew, as the small rain upon the tender herb, and as the showers upon the grass," I shall do nothing.

Your affectionate Friend,

WILLIAM MARTIN.

THE CREATION OF THE WORLD, OF MAN, AND OF WOMAN. THE FIRST SABBATH, AND THE FALL OF MAN.

1. Gen., Chap. I.-In the be-gin-ning GOD crea-ted the hea-vens and the earth.

2. And the earth was with-out form, and void; and dark-ness was up-on the face of the deep: and the SPI-RIT OF GOD mo-ved up-on the face of the

wa-ters.