every where the same, and always at the same distance from the centre. Name all the things you can which are

like a sphere, now those like a cube. Show me the edges and corners of this box-the surfaces. Can I roll this box along? No, because it has flat sides. Can I roll the ball? Yes, because it is curved.

Will it stand? Yes, Take it up, and tell me What is this

What figure is this? A cone. because it has one flat surface. what shape the part is on which it rests. part called? You cannot tell, I see, so I must tell you. It is called the base. Repeat, a cone has a flat circular base. How many surfaces do you see, besides the base? Is it flat or curved? What does it end in at the top? Say, a cone has one curved side ending in a point. Has it any edges? Now repeat the names of the parts of the cone, as I point to them-one flat circular base, one circular edge, one curved side, one point. Look, I have made a cone of paper Is it like the other cone?

No,

they are not alike; for the paper one, you see, is hollow, but the wooden one is solid; and, as this little child here says, the paper one is longer and narrower; but you see, children, that the parts of both are the same; each has a point, side, edge and base.

Who will find me the cylinder? Has it one end or two? What shape are they? Repeat, two circular flat ends. How many curved surfaces has it? Say, one circular curved surface. Now think of all the things you have seen of this shape. Are the band-box and drum solid? You have mentioned a column, a pole, a roller, as being like a cylinder; are they solid or hollow? Is the cylinder a good shape to roll along? Yes, and the two opposite wheels of a coach are like a cylinder with the middle part cut away. Will a cone roll along? No, you see it will only roll round in a circle. Which of the four solids before us is most like the stem of a tree? Which resembles an orange? Which is nearest to the shape of the room we are in? Which is like a sugarloaf?

These questions should be extended versed, as, What is shaped like a cylin The advantage gained by learning geometric figures is the accuracy and gives the learner; but, whatever the which objects are used, their forms sho

The most simple means we know of part an accurate knowledge of this sub various tints on separate cards, and be three primitive colours, red, blue, and several shades of each, taking care to parately upon the memory. These va then be thrown together, and the child selecting particular tints. In subseq colours in clothes, pictures and other o tinguished, and then the memory ex to mind absent things in which they o mediate colours, purple, orange, and g be gone through in the same manner, to the less pure, as brown and gray. that very few children have any cert colours without this instruction, and made attractive by constant reference t the subject is so far learned, it may teaching the distinction between refle those transmitted through transpare glass, fluids, and air. Prismatic colo shown, by throwing the spectrum of th wall or ceiling, and by allowing the through the prism.

The colours of thin films are easily fall a drop of oil on the surface of water bles. Various other distinctions will o er, who should consider that a knowled elements is most important to the futu child.

SPECIMEN LESSON-PRIMITIVE COLOURS.

Teacher-I am going to give you a lesson about colours to-day; but first, can you tell me what enables you to see them? If your eyes make you see colours, how is it that you cannot see them at night? Well now tell me how it is that you can see in the day? Yes, that is, without the light you could not see things at all. Are all things coloured? No, some things are white, and some are black, and white and black are not colours; the air in the room has no colour, nor white paper. If every thing in the world were white, do you think it would be as beautiful as it is? Yet, in winter, when things are covered with snow, we like to see it; but is everything white then? You are right, the sky is still blue, the houses and trees and animals are not altered, except where the snow lies. There are a great many colours in nature, but to-day we will talk about only three. The first I shall show you is blue, and see, I have several shades of blue, some light and some dark. Look at them well, and then tell me if you see any thing else in the room that is blue, You say your frock is blue; well, which of these tints is most like your frock? Yes, that is right, it is dark blue. What other thing do you see that is blue? Some eyes are blue. Well, so they are, some are dark blue and some light blue. Can you tell me any thing else that is blue? Who will find out which of these tints is like the sky? Yes, it is a pale blue. Blue is a very pleasant colour to look on, and God has made many things in nature of this colour, as the sky, and also the sea and lakes which reflect the colour of the sky; amongst flowers, the blue-bell, violet, and iris are of this colour, as are some stones and shells. If the sky were red instead of blue, it would be most painful to the eye. Sometimes, when a town is on fire, ar when a volcano is pouring out lava and fire, the sky is red, and it is then terrible to see; but it is very pleasant to look at the blue sky or the distant sea, and think how

good and great God is, who made th for his glory and our use.

The next colour I have to show y very bright, and gives great beauty Out of all these shades of red, who w lightest or palest red? Yes, that is ris you seen of that colour? Quite right fair face are of this tint, but some par of a darker red. Who will show me lips? Now who will point to the brigh have you seen of that hue? "A pop coat," "a countrywoman's cloak." Ye a bright red, and many other things we now we must look for the darkest red. seen like that? Very good; many fl rich colour, and so are many kinds of silk, satin, cotton, stuff, and various oth repeat the names of the different shades you all to shut your eyes, and not op stamp my foot. Now what colour am Some say golden colour, some say ye low is the proper name. When the casts a rich yellow light over every t and think of something you have see "The sand on the sea shore," some kin corn when it is ripe," "the leaves of tr Yes, all these are of a yellowish colour, great deserts has this tint too. Can y metals of this colour? Now some frui flowers? Well, you have named a gre and there are many more, such as sulph pretty flowers of the laburnum tree, the the hills, the daffodil and the sun-flow may look at each other's dresses, and parts that are either blue, red or yellow dark shades, then the light ones. Now out so many coloured things, let us finis pointing out all the things that are w

those that are black in the room.

White is like bright
When I put

day-light, and black is like dark night.

a piece of white paper and a piece of black cloth side by side, they both look brighter by contrast, and so also colours make each other look brighter. The sea seems of a deeper blue when we see it and the yellow shore at the same time; and if red and blue flowers are placed together, it makes them both appear very bright. If all things were of one hue, it would look very dull; but the sky, the trees, the flowers and animals are all distinct and beautiful, because each has its own shade of colour.

SIZE.

It is of little use to make children repeat tables of long and square measure, unless we first make them practically acquainted with the u it of measure upon which they are based. The teacher should therefore begin by teaching what an inch, a foot, and a yard are; and for this purpose a measure should be kept in the school. A five foot rod, with white figures on a black ground, is best adapted for this purpose, but a common carpenter's rule will do.

When the children are well acquainted with the divisions on the rod or rule, various objects, large and small, should be measured before them, and their dimensions repeated. The children may then be exercised in drawing lines of specified lengths on the black-board or slates. The next step is for them to endeavour to guess at the dimensions of things placed before them, and then to correct the various guesses by measuring the objects. The sizes of things mentioned in other lessons may be made useful exercises for the judgment of measure, as also the comparative size of objects of the same class.

SPECIMEN LESSON.

We are going to learn to-day to distinguish things by their size. Some things, you know, are small, some