Children are taken away from school at an early age-it is the universal complaint of schoolmasters and mistresses and managers in every part of the country.

The endeavour should then be to give them the power of reading and writing, with which they may at any time educate themselves, with as little loss of time as possible; and at the same time to develop healthily their faculties of body and mind, to impart that knowledge of Christ which maketh wise unto salvation, and to train them in moral and religious habits so effectually, as to lay the foundation for the building up in afterlife of a good and useful character.

Again, if the children are irregular in attendance, the aim should be to prevent as much as possible their losing ground through this cause, which though sometimes blameable, is not always so-and in cases where there is a want of ability or of quickness, the teacher's care should be directed to insure the progress being steady, although slow, and not impeded by anything in the mode of instruction adopted.

With these aims in our mind, let us inquire how the ordinary plan of teaching reading only in classes, and writing by means of written or lithographed "copyheads" answers the purpose?

In a class, each child can read but a sentence or two during the halfhour allotted to the lesson; beginners perhaps are told half the words, but unless very quick and attentive, have probably no more idea what to call one of these words, if met with in the next sentence that comes to their turn, than if they had never seen it, for they have no interest in what is going on. While the others have been blundering over the intermediate sentences, their little minds have been busy about a hundred other things, and if the sounds did convey some idea when first repeated to them, it took no hold, because unassociated with anything calculated to interest them. Suppose you could have this child separately-if only for five minutes, instead of half an hour. You could then engage its interest in the simple story or dialogue-the new words would have associations that would make. it more easy to remember them, the sentences would have connection, and the newly learned words would be impressed on the memory by recurring again more than once perhaps in the portion read. No time would be wasted, while others were bungling over their part of the lesson, and instead of habits being formed of inattention, from this cause, or of indolent dependence on others' telling, the child would be called upon to make a continued effort to attend, and to exert to the utmost its own powers of memory and intelligence. If kept from school for a day, or many days, the lesson might be taken up just where it was left off, and the ideas last called forth re-awakened, instead of, as in a class, the child's finding the lesson for the day, new and strange, owing to the advance made by the others in his absence.

But you may say, all this is true enough, and it might be very well to recommend individual, in preference to class-reading, if we had only five or six children to teach, but what are the rest to do, while each child is reading separately?

They may be employed in writing-not however in merely copying forms, which is a mere mechanical process, utterly unconnected in the child's mind with reading, or with any thought—not worthy even to be called drawing, for in drawing objects, ideas are suggested by those objects, but what

ideas can be suggested by letters as letters? To prove that in writing from copyheads, children usually copy letters merely as letters, it is only necessary to go into a school where no other plan is adopted, and to require each child writing "a copy," to read it—it will generally be found that to be able to read it is the exception! and that as a rule, no idea whatever is attached to the words written, and indeed in many cases it is better so, than that young children should dwell on the thoughts that some of the moral precepts used as "copyheads" might suggest. Wherever dictation is practised, writing is in some degree raised from this degraded position, and the child learns its connection with the mind, and its use, in expressing thought, and is therefore no longer likely to write even copies entirely without thought, yet the habit being formed previously, the copyheads usually of no interest, and so often repeated as to become wearisome, it will be found that even children who write occasionally from dictation, will sometimes write a copy, in ignorance of its meaning, or how to pronounce the word, and perfectly content to remain in this ignorance.

Suppose this child to be taken away from school-of what use will the power of writing be to him? Yet the same period of time which has been employed in attaining this amount of mere penmanship, would have sufficed to acquire, together with it, the habit of writing with thought, a knowledge therefore of the use of writing, and some facility in spelling correctly. No copy is required but a printed book, with an alphabet of the written letters, placed before each child, until all-capitals as well as small letters,- -can be formed correctly. Dictation should be practised as much as possible-the scholars being carefully overlooked from the first to insure a right position of the hand, good formation of the letters, and correct spelling, and no mistake allowed to stand. If the teacher is behind, instead of in front of a writing class, mistakes may often be prevented, by encouraging each scholar to ask for help in every difficulty, or at least may be corrected as soon as made. A mis-spelt word allowed to stand, is impressed on the mind, and even if corrected at the end of the lesson, is likely to be repeated. Besides, by thus helping your scholars just when they feel the want of help, you engage them with you in the work of their own improvement, and a very different feeling is cultivated between teacher and scholar, than when the faults of the latter are counted up against him at the end of the lesson, as though it were through wilful neglect that he had not the whole English Dictionary at command.

Whatever a child is given to copy, should FIRST BE READ, and any hard words explained, a remark or question calculated to awaken interest or curiosity on the subject, is easily added, and will often arouse a child from a stupid, heavy way of working, and make the lesson a pleasure instead of a task. When a certain portion has been carefully written and corrected, the scholar should read it over in his own handwriting. This reading over the writing lesson, both in the printed book, and the copy-book, is of the greatest importance. But assistant teachers are almost sure to neglect it, and the only way to insure its being done, is to desire each child to ask the teacher to hear the lesson read.

But it will be objected, how is the teacher to give all this individual attention, when there are four or five classes requiring instruction?

He must train assistants among his advanced scholars-every one that has learned on this plan can teach again-having found the benefit of the teacher's ready help whenever a difficulty arose, he will know how to give

the same, according to his capacity, to others, and it is for the teacher to cultivate the feeling of willingness thus to help; not setting up one child as a monitor to domineer over a class of children not much less than himself, but granting the privilege to the diligent and trustworthy, to become fellow-workers with him in the Christian duty of giving to others what we have ourselves received. This is to educate-not merely to instruct to train in Christian well-doing, not merely to fill the head with knowledge. Such teaching, done faithfully, is not waste of time, even as regards the young teacher's own learning; while correcting the mistakes of others, always with the book, he is confirmed in what he has already learned, if not acquiring new knowledge, but what is of still more use, finding out how little he yet knows.

Besides, are not our school children the fathers and mothers of the generation to follow us? How then can we estimate the good that may be done, by thus training them to become teachers in their turn, especially if, with the power to teach, has come any experience of the blessedness of following in His footsteps, who declared that He came, "not to be ministered unto, but to minister."

The plan that has been described has been called "the ministering way of teaching"-it gives no opportunity for "showing off" either to teacher or scholar-the improvement in the work done, and the increased rapidity with which it is done, are soon shown, but it is impossible to know how much is due to the teacher, (if the help is given as it ought to be, just when wanted, mistakes prevented rather than corrected,) while at the same time, the scholars cannot boast, of the fair page, having been enabled to avoid errors, only through the watchful help of the teacher. This tendency of the plan to counteract, instead of fostering selfishness and self-satisfaction, both in teacher and scholar, is surely a great recommendation. For, if it is of importance to furnish our scholars, before they leave us, with the means of acquiring knowledge, it is assuredly of yet higher importance that the habits formed and the dispositions cultivated at school should be such as go to form a character after the pattern of our Lord and Master, Christ. We cannot tell that they will ever have much opportunity of using their reading and writing-their life may possibly be one of such incessant toil as to prevent it--but we know that all must have daily opportunities for the exercise of patience, perseverance, kindness, forbearance, and helpful sympathy, of practising the Saviour's rule, to "do unto others as we would they should do unto us," and of seeking to walk in his steps, by living to "minister" to others, and becoming, not of compulsion, but by choice a "servant of all." We teach them the letter of the Gospel,let us see if it be not possible to strengthen immeasurably the power of our words, by the continual & felt influence of such a training as has been suggested.

With reference to teaching the letter of Scripture, it may be remarked in passing, that those teachers who have not already tried the plan of getting texts or passages written from memory, are little aware of the advantage gained, (1.) in accuracy-for in repeating, children often slur words into one another, in a way that writing only can detect;-(2.) in impressing the words on the mind, perhaps leading to thought, which the rapid repetition, often gabbling, seldom gives time for-(3.) in quietness if not reverence— even mere copy-writing, has a quieting, stilling influence on a volatile child, how much more valuable that influence, if the thoughts be directed the while to some high and holy subject!

Besides, that the written record remains, to be read perhaps at some future time, calling up many a thought of the busy, happy schoolroom and kind teacher, of words spoken there, lessons given and impressions made, which would not otherwise have been thought of. Who knows also what may be the effect in the homes of those children, of holy truths read in a child's handwriting, by those who never read the Holy Book for themselves. These remarks are offered for the earnest consideration of those teachers, whose first desire is, that each individual child should gain as great an amount of good as it is in their power to impart, during the short period they continue under their care. It is believed, as has been attempted to be shown, that more may be done in that short period than is usually accomplished, even though the work of teaching to read be not begun until the child be five, or at the earliest, four years old. It is unnecessary to teach the alphabet previously, upon the plan recommended, the knowledge of the letters both printed and written will be gradually acquired, as each is wanted, to read and write the easy sentences first used. Bishop Short's Reading Cards have been found excellently suited for beginning young children on this plan. More details will be found if wished for, in "Practical Notes of a Plan" by Sarah Crompton; and that lady's books of stories and short pieces, compiled originally for adults, will be found most valuable helps, as providing interesting and useful reading and writing lessons, in plain but not childish language. As soon as possible, children should be encouraged to write out of their own minds, to reproduce an easy story, going on from that to abstracts of lessons that have been read or heard, and then they will no longer require books to copy from, except it be now and then, a piece of poetry, which they may afterwards try to transpose. Letter-writing should always be taught in schools, some easy subject being given; girls may be usefully employed in writing familiar letters on things required in housekeeping, and boys on the cultivation of the garden, &c.

From a Lady superintending a Female Evening School, in the neighbourhood

of London.

"We had four who were totally ignorant of writing, one only of these could read, three of them, I am sorry to say, left after attending about two months; during that time, by strictly following Miss Crompton's plan, they could write from dictation and copy from a printed book. Of course it was far from well, but still they had gained the power of doing it. Their improvement in reading was also satisfactory. The fourth, a woman certainly past fifty years of age, has been regular in attendance; she now writes quite nicely, and her reading may be considered very fair. There have been several who knew but little of either reading or writing, who have derived much benefit.

With those who are capable, we follow the plan of making them reproduce in their own words some little story, or piece of useful knowledge, that has been read to them. After a lesson on grammar, geography, or history, I write questions relating to it on the black board, and they write the answers on their slates. These lessons are given only to the most advanced. This is my first essay in teaching a number. * * * I ought perhaps to mention that the quietness and order of the room is a thing always remarked upon by any one who may come in."

From the Mistress of a Mixed School (Girls and Infants), in the North

I am glad to say, with respect to the new plan of writing, that so far I am pleased with it, especially as regards the accelerated improvement of the child. The teacher's labour is certainly not lessened, but as far as I can judge, at present, greatly

shortened with each individual child.

I think the plan an improvement on our former one in several respects.

1. Each child must read what he is going to write, before writing it, when each word not known is explained. Thus he learns by hearing, reading, and repeating the words from the printed book, before the written letters are given.

2. The copy may be suited to the comprehension of each child of whatever age, a maxim, a story containing some useful moral, how such and such duties are to be performed, &c. Sometimes I have seen a child call the attention of his neighbour to the story he was writing, when both have seemed to enjoy it greatly, thus proving that it was understood, which I consider a great improvement on the plan of dry, hard, unpronounceable names on copy-slips, common to every child, from those who could make strokes and half n's to the oldest in the school.

3. Upon the old plan a mistake made in the first line was generally continued and increased to the end of the page. In the new way this cannot occur, the same word may be repeated, but not in the same place, and the child must look to his copy, not to his own writing, for the next word to be written, thus he sees it correctly every time he writes it.

4. On the old plan young and backward children generally did not know the words, and frequently could not name the letters they were making (e. g. when letters and words were set on the black board to be copied). On the new plan the letters required to form the words are pointed out for the child in the lithographed alphabet, and "he soon learns to find them out for himself," and when he has finished writing, reads what he has written.

The younger children who write upon slates only, have Bishop Short's cards, with the picture and word below, together with a copy of the lithographed alphabet, and are learning the letters as well as the word, so that when they come to write upon paper we hope that a part of the difficulty is already conquered.

I remain, &c.

THE POWER OF MUSIC.-In looking over an old "newspaper" printed several years ago, I came across this beautiful piece, which struck me as being true to nature. "Could n't, cos he sung so!" Leaning idly over a fence a few days since, we noticed a little four year old "lord of creation," amusing himself in the grass by watching the frolicsome flight of the birds, which were playing around him. At length a beautiful bobolink perched on a bough of an apple tree, which extended within a few yards of the place where the urchin sat, and maintained his position apparently unconscious of his close proximity to one whom birds usually consider a dangerous neighbour. The boy seemed astonished at his impudence, and, after regarding him steadily for a minute or two, obeying the instinct of his baser part, he picked up a stone lying at his feet, and was preparing to throw it, steadying himself for a good aim. The little arm was drawn backward without alarming the bird, and "bob" was "within an ace" of danger, when lo! his throat swelled, and forth came nature's plea: "a-link, a-link, a-link, bob-a-link bob-a-link, a-no-sweet, a-no-sweet! I know it, I know it, a-link, a-link, don't throw it, throw it, thow it," &c.—and he didn't! Slowly the little arm fell to its natural position, and the now despised stone dropped. We heard the songster through, and watched his unharmed flight, as did the boy, with a sorrowful countenance. Anxious to hear an expression of the little fellow's feelings, we approached him, and inquired, "Why didn't you stone him, my boy? you might have killed him and carried him home." The poor little fellow looked up doubtingly, as though he suspected our meaning, and with an expression, half shame and half sorrow, he replied "Couldn't, cos he sung so!" Who will say that "music hath no charms to soothe the savage breast," or aver that God hath not made melody to move the purer fountains of our nature, to awaken those sympathies that are kindred to Heaven, the Angels, and to God himself. Let the sweet tones of music break upon the ears of the dull school boy, and he will awake with new life and energy. Pour the notes of melody into the ears of the wilful child and you disarm him; the stone will fall from his heart, and he will become obedient and attentive. music be the first to break the silence of the school-room in the morning, and the chords of young hearts that are put in motion will continue to vibrate during the day. Happy will be the time, when not only the tones of our school-bells can be heard all over the land, but when the notes of our school-children, in the morning, breaking upon the silent atmosphere along the Atlantic coast in the East, shall reverberate along the Gulf of Mexico, and the echo be heard in California.-Indiana School Journal.

Let