which prompted the gift, the teacher will find a ready and cheerful obedience to his wishes.

We hope the time is not distant, when every teacher will feel it not only a duty but a privilege to cultivate in the hearts of our youth a refined love for music, paintings, and flowers; feeling assured that thereby much will be done to promote both the happiness and true usefulness of their pupils. And when it shall be deemed an essential part of a school-yard, to have a neatly arranged flower lot, we shall find the love of school increasing, and a growing dislike for coarse and uncourteous acts on the part of the young. Whatever tends to adorn and beautify the place in which children spend much of their time, will leave a pleasing and lasting impression upon their young and tender hearts. In the language of Keats :

"A thing of beauty is a joy forever;

Its loveliness increases; it will never

Pass into nothingness, but still will keep

Full of sweet dreams, and health, and quiet breathing:

Therefore, on every morning let's be wreathing,

A flowery band to bind us to the earth."

And, as another says, "if rightly wreathed, the band will bind us to Heaven no less."

X. NATURAL HISTORY AS A BRANCH OF ELEMENTARY
INSTRUCTION.

Natural History, as a branch of Education, has been almost entirely neglected in our Schools, although it treats of objects with which we come daily and hourly into contact, throughout the whole course of our lives. Much time is devoted to subjects, which have but a remote and indirect bearing on the pupil's future career; yet, how few there are who come out of the Elementary, or even the Grammar School, with a knowledge of the name and history of the little plant which grows at the side of the play-ground, or of the rock which appears in the neighbouring valley.

We know no class of men for whom Natural History studies are more fitted than for teachers. Most of them have sufficient leisure for these pursuits, which have this peculiar advantage, that while they improve the mind they give health to the body. What more beneficial to the teacher, than to escape from the crowded schoolroom, and to wander over the green fields and wild moors, through shady forests, or along the solitary shore, and to examine, as he passes, the lovely flower, blushing beneath the hedge; the rock forming the picturesque cliff; the insects flitting in the air; or the finny tribes sporting in the waters!

The introduction of Natural History as a prominent subject of school instruction would, we are persuaded, not only impart valuable knowledge, but also improve the taste of the pupils, and furnish them with healthful sources of enjoyment. It would be an efficient means of mental training, well suited to children; for it would teach how to observe, to note qualities and forms, to mark agreements and differences, and how to describe natural objects in precise and distinctive language. The higher faculties of the mind are also called into exercise, in discovering the relations which the varied productions of nature have to each other, and in grouping and classifying them according to these relations.

There is probably no occupation which might not be more or less benefited by a knowledge of Natural History; it has a direct bearing on medicine, agriculture, gardening, mining, and indeed most mechanical employments: but to the emigrant

and in these days, many of our fellow-countrymen seek in distant colonies a more profitable field of labour than they can find in their native land-it is of incalculable value. Through ignorance of minerals, quantities of Iron Pyrites, which have the yellow glittering aspect of the noble metal, but which are comparatively worthless, have been sent from distant lands to England, under the belief that they contained gold. Not long ago, a Californian adventurer picked up a bright transparent crystal, which he imagined was a diamond, and for which he refused £200; he brought it to England, and learnt that it was worthless. A little knowledge of Mineralogy, which might have been given in any Elementary School, would have taught him that this crystal, which he prized so highly, was only a six-sided prism of quartz, and that it could not be a diamond, since this valuable gem never assumes that form.

It is no slight recommendation of Natural History, that the materials for its study are inexhaustible, and that they lie in every man's path. Hence it is, that he who has received elementary instruction in this department of science, is ever brought into connection with the beautiful, the wonderful, and the perfect; he can interrogate Nature, and understand her responses; he is surrounded with familiar friends; though solitary, he is never alone-rocks, plants, and animals are to him ministering spirits, full of hidden meanings, and ready to contribute to his improvement and happiness.

To children, Natural History can be most efficiently taught out of doors. Here, if anywhere, pleasure may be combined with instruction. For this purpose, rambles should be taken into the country pretty frequently, when the weather is favourable. Let botany, for example, be the subject studied; the teacher should visit, with his pupils, some pleasant spot where the wild flowers grow in profusion; the pupils should gather these plants, and the teacher, seated, it may be, on a grassy hillock or on a jutting rock, should, making use of the materials collected, explain their character, structure, and relations. Nor will the intelligent teacher neglect to link with direct instruction the legends and the historical or remarkable events of the district, so as to invest the natural objects with local associations, giving a deeper interest to his subject. The rector of an academy in Scotland, who is an accomplished entomologist, acts the peripatetic philosopher with his pupils, and from his school several good naturalists have gone forth; and we read, not long ago, an account of a National School in the south of England, where the children had made no inconsiderable progress in botany. We are persuaded that Natural History could be taught to children even from an early age, without materially interfering with the time devoted to other branches; and we may hereafter enter into more practical details on the subject. In the meantime, we would ask any intelligent teacher-would not the adoption of some such plan as we propose have a healthful influence both on himself and his pupils? Would it not relieve the tedium of the ordinary school routine, carried out as it is for the most part in confined apartments; and while opening out new sources of instruction and enjoyment, would it not lay the foundation of much future happiness? Let him fairly attempt to work out our suggestions, and we are sure of a satisfactory result.

XI. METHODS OF GIVING LESSONS ON OBJECTS.

Heads of a Lesson on a Vegetable Substance-The Cork Tree.

1. Particulars regarding external appearances, qualities, &c.

2. Where it is found. 3. How the substance is obtained or prepared. 4. Uses to which it is applied. 5. History.

Specimens of Notes illustrative of these Heads.

1. (a) The Tree. Two varieties of the cork tree-the narrow-leaved and the broadleaved; attains the height of thirty feet; is an evergreen; has leaves of a bright colour; oval shape and indented edge; tree much like common oak in form, but more beautiful; called quercus suber; quercus means an oak-tree; suber, cork, or cork-tree. (b) Piece of Cork. 1st. The Parts-has two ends, two surfaces, edges, &c. 2nd. The Qualities-light, porous, opaque, elastic, compressible, smooth, &c.

2. Found in southern parts of France; in Spain, but most abundant in Catalonia and Valencia; in Portugal; Italy; and Barbary, in Africa.

3. Cork is the outer bark of the tree; can be removed without injuring the tree; the best taken from old trees; that of young ones being too porous; taking off the bark called peeling, done every ten years; if inner bark removed, the tree would be destroyed; removed from tree by curved knife with two handles; slits are made from top to bottom, others across, then removed in large or small pieces; this depends on the number of incisions across. When taken off, soaked, and afterwards placed over a fire to char it; this blackens the surface, and closes the pores; thinner layers are not thus operated on, because charred cork is apt to give bad flavour to liquors stopped with it.

4. Used for stopping bottles and casks, because compressible and elastic; bungs and large corks more porous than small corks; pores of the latter lie across; floats of fishing-nets often made of cork; life-preservers; insuring buoyancy of life-boats; pieces fastened together form buoys; put between soles of shoes to keep out moisture, is impervious to water; on account of its lightness is made into false legs; when burnt, obtain Spanish black; great quantities made from the cork parings.

5. Use of cork for stopping bottles introduced about the 15th century; ancient Egyptians made coffins of it; principal exports from Valencia and Catalonia; duty on cork in a rough state in England, 8s. per cwt.; price per cwt. from £20 to £70.

Form of Questions.

State the difference between

1. How many varieties are there of the cork tree? them. To what height does it attain? Describe the leaves. Explain what you mean by indented. What is the root of this word? What tree does the cork tree resemble ? The proper name of cork tree. What does quercus mean? What do you mean by porous?-elastic?-compressible? Mention other objects having these qualities.

2. Where is the cork-tree found? Show me France on the map. How does Spain lie from France? What are Catalonia and Valencia? Show Italy, Barbary, &c.

3. What is cork? What is the best obtained from? Why are old trees better than young ones? How often is the bark stripped off? What word means taking off? How is the bark taken from the tree? Describe the whole operation. Why is the bark charred? What is an incision?

4. Why is cork used for stopping bottles? Why are large ones? Mention other uses to which it is applied. and impervious. To what uses are cork parings applied?

small corks less porous than Explain the words buoyancy

5. Where does cork principally come from? What word means to bring in? What do you understand by duty? What is the duty on cork not manufactured? The value of cork per cwt.?

Remarks.

The upper classes should be required to write an abstract of the lesson. In order to assist them in this exercise, the teacher should write on the blackboard the Heads of the Lesson, numbering them as in the example given above. The children are not, however, to number their answers; but each answer is to be a consecutive account of

the object that has been described. They should also be accustomed to give distinct answers to separate questions; when this is done, both the question and the answer should be numbered. The following are examples of such questions:

1. Write the particulars concerning the external appearance of the cork-tree. 2. Mention all the qualities of cork, and clearly explain the meaning of each term. 3. Explain the mode of obtaining and preparing cork.

4. Enumerate the uses to which cork is applied.

XII. HOW TO TEACH CHILDREN.

If you find an error in the child's mind, follow it up till he is rid of it. If a word is spelled wrong, be sure that the class is right before it is dismissed. Repeat, and fix attention on the exact error, till it can never be committed again. One clear and distinct idea is worth a world of misty ones. Time is of no consequence in comparison with the object. Give the child possession of one clear, distinct truth, and it becomes to him a centre of light. In all your teaching-no matter what time it takes-never leave your pupil till you know he has in his mind your exact thought.

XIII. SUGGESTIONS TO TEACHERS ON THE DUTIES OF THEIR PROFESSION.

From the Chief Superintendent's Circular of August, 1850.

Permit me first to say, value your profession. If you do not value it, others will not. But do not show your estimate of it, by assuming lofty airs, or making lofty pretensions; but by making yourself thoroughly master of it, by devoting your energies to it, by becoming imbued with its spirit. Let your actions speak, and let your heart feel. If an orator would have his audience feel, he must first feel himself; and if a Teacher does not feel, and does not give proof that he feels, the value and importance of his work, can he reasonably expect others to do so? We often hear it said, "Teachers are not respected." But is it not almost as often true, that teachers do not respect themselves— that they do not act respectably-that they themselves provoke the disrespect of which they complain. A Teacher cannot be made respectable by Act of Parliament. He must make himself so. In every ordinary employment of life, a man who acts upon high principles, and shows that he understands and values his business, will invariably command respect. Nor are the Teacher and his work an exception to the general rule. Nay, wherever a teacher has shown himself the possessor of noble principles, and that he understood and loved his work has he not commanded respect, and soon acquired commanding influence in the neighborhood of his residence? I am persuaded that the people of Upper Canada do not, to any considerable extent, disrespect teachers worthy of respect.

Then, if you value your profession yourself, employ the proper means to give it a place, not only in the esteem, but in the interest and sympathies of others. The profession of a Teacher is a means to an end; it exists not for the sake of the Teacher himself, but for the interests of society. It is a work indispensable to the progress and well-being of society. What is the Teacher's work? It is to develope the mind, to mould the heart, and to form the character of the future citizens, magistrates and rulers of our land! It is to teach and implant that which is the only true guarantee of liberty, order, and social stability-the essential element of a country's prosperity and happiShow that you sympathise with these objects-that your heart is in them—that your thoughts and aims do not terminate in yourself alone, but embrace others,—and especially encircle the rising generation. Such a spirit, like heat in the atmosphere, will be diffusive. Others will imbibe it; the indifferent will become interested, and the

ness.

selfish will begin to feel the impulses of intelligent generosity; parents will become increasingly anxious for the education of their children, and children will become increasingly anxious to be educated. In any neighborhood, both in town and country, where any youth are allowed to grow up uneducated, a Teacher should be an educational missionary as well as an educational pastor; and every instance of success will add to his influence and means of support, as well as usefulness. No class of men in the country will derive so large an individual advantage from the progress of society as Schoolteachers, and they ought to be intent in their efforts to excite every sentiment and feeling, and to procure and circulate every publication, which will tend to diffuse education and knowledge. A Teacher who folds his arms in slothful inactivity-neither improving in knowledge himself, nor advancing it among others—and yet complaining that no Hercules comes to his relief, deserves neither respect nor assistance; while the Teacher who nobly exerts himself in both acquiring and diffusing knowledge, will receive both emolument and respect, if not admiration and applause.

The mutual intercourse of Teachers-mutual visits to each others' Schools-forming, and meeting occasionally or periodically in Associations for mutual improvement, and the promotion of professional objects,-which are no other than public interests;-these and kindred measures, in connexion with professional reading* and industry, cannot fail to contribute much to the success, enjoyment, and social standing of teachers. Professional friendships will be formed; professional feeling will be enkindled; professional zeal and emulation will be excited; professional skill and usefulness will be improved; and Teachers will be more respected by the community at large, by thus evincing proper respect for each other. Faithful Teachers have already on their side the enlightened part of the community, the press, the pulpit, and the Legislature. Let them be true to themselves and to their profession. Lord Bacon has said truly-" Every man owes a debt to his profession."

I would also offer a word of caution against discouragement in your work, or disinclination to it, on account of its comparative obscurity. It is true, the circle of your daily labours is narrow, and the results of them are remote; there is little variety in your employment, and the monotony of it is only varied by quarterly examinations and short vacations. It therefore requires more than ordinary patience, perseverance and benevolence to pursue your work, month after month, and year after year, with unabated zeal and energy. Yet your work is now a public profession, recognized by law, and none but a Teacher examined and licensed according to law, is permitted to receive a farthing of the School Fund, any more than a person not examined and admitted to the Law Society, is permitted to practise as a Barrister at Law. And the results of the work performed in the humble school-house, though remote, will not be uncertain, and may one day appear in the highest position of a free people's gift, or in the most important affairs of a nation's diplomacy, or in the most honoured relations of parental and social life. The common school-house is the sole educational college for the vast majority of the present youth and future fathers and mothers of our country. That accomplished scholar and elegant writer, Dr. JARED SPARKS, [late] President of Harvard University, traces his early training, and several years of his apprenticeship in teaching, to the common school; and the great American statesman and orator, DANIEL WEBSTER, was accustomed to refer to the common school as his first alma mater, in which was laid the foundation of his future character. Through long months, and in retirement and solitude, the Italian painter occupied his brush on a single piece of canvas; but that canvas has, age after age, imparted instruction and delight to hundreds of thousands. For years did the Grecian sculptor,

Local Superintendents and Teachers will be supplied with Educational Works relating to their profession from the Depository, Toronto, at the net catalogue price.