great. Children are not all of one size See, I have placed four children in a will you tell me which is the tallest?

you think he is? Well, we will try h the measure; count the feet and inche feet and eight inches, and he says he Now, how tall is the least of the four? is right. You see she is two feet ten ind is three years old, so you see the heig usually in proportion to their age; they until they are as big as men and wome is six feet high; a woman is not so tall. ple are large and stout, others are thin, may be really larger than another, tho Look at this sheet of paper, and this sla they are exactly the same length and bre is the largest? The slate. Why? Th long nor so wide as the slate. Which The book. Why? It is so much thicker you think this room is? How long? H high is the door? Could an elephan door? No, it was only made for the h men. If an elephant were in the room, he stand? Ten feet. Look, I now ho sure, so that it reaches ten feet from th is very high for an animal to be; bu sixteen feet high; so that a man standi of an elephant would only be raised as h Can you think how large a whale is? feet long! We must measure his leng ground, for we have not room here. T mouse is the smallest of four-footed beas in the hollow of a child's hand. How look placed beside a whale!

Progressive Sizes -A grain of sand is gravel-stone; a gravel-stone than a pebble a boulder-stone; a boulder than a rock hill: a hill than a mountain. A mounta

the earth is like a boulder compared to a mountain. The earth compared to the sun in size, is like a mouse compared to an elephant.

Sir J. Herschel suggests that in describing the solar system, the sun may be represented by a globe two feet in diameter; Mercury by a grain of mustard-seed; Venus by a pea; the Earth by a pea; Mars a rather large pin's head; Vesta, Juno, Ceres, Pallas by grains of sand; Jupiter, a moderately sized orange; Saturn by a small orange; Uranus, a full sized cherry, or small plum; Neptune, a large plum.

Such things as the following may be shown to the children to illustrate progressive sizes:

Seeds.-Poppy-seed, mustard-seed, sweet-pea, garden pea, bean, nut, walnut, cocoa nut.

A spider-line, a fibre of silk or cotton, a hair, a bristle, a thread, packthread, twine, cord, rope, cable.

Thickness.-Silver paper, writing paper, parchment, card, pasteboard, millboard, a piece of deal board, gauze, muslin, silk, linen, sheeting, sail-cloth, sacking, and carpet.

ORDER AND POSITION.

In accustoming children to judge of relative position, the number of objects referred to should at first be very limited; two or three will enable the teacher to illustrate most of the positions in a practical manner, which should be done frequently, or until clearly recollected. The teacher may also place several children in a line; or square, in pairs; or threes, singly; or in a group, and so on, to explain those terms.

Make the children name the position of the objects in the room, as the fire-place at one end, the door in the middle of one side, the windows at the opposite side. Let the teacher then sketch on the black-board a plan of the room, and mark the place of the several objects; the children may copy this on their slates; change the position of light articles, as a stool or chairs, and mark their new places on the plan. Make a similar sketch of

one side of the room, and mark the p dows, pictures, &c. and let the children their slates. Make an outline only of on the black-board, and let the childre position of secondary objects.

Teach the children the relative posi of the body. Describe and illustrate names of collections of things; as a c a heap of stones, a flock of sheep, a h crowd of people, a group of stars, a bu wood, a forest, a grove of trees, a fleet of fish, a covey of birds, a street and a s

Scattered. The stars appear to be sca sky; corn is scattered over the ground is scattered in the poultry-yard for the f if a shepherd leave his sheep, they no l a flock, but become scattered abroad.

Compact.-In a hayrick, or a stack of and seeds are all pressed together in a The same may be said of a stack of rocks are compact masses of stone; the l a field stand close together, but the flowe over the field, in a garden the flowers a order. Many other terms should be ill same way.

Make the children well acquainted wi points as relates to the school-room, and this knowledge by the relative position tive homes. On the black board make in different positions at the top, bottom, left.

Make points in the position of the angles, squares, and other figures. Mak sent the capital letters, or to suggest the for objects, and let the children describe the

Show a picture to the class, and make the relative position of its parts. Remo and require them to do the same from m a simple arrangement of dots or figures

board; let the children look well at it; erase it, and let some one of the class try to reproduce it, the rest trying to correct him when wrong.

Let the teacher sketch a small but accurate plan of the school-room on the black board, and mark across it two lines at right angles to each other, directed to the cardinal points. First allow the children to point out the different parts of the plan, and particularly the position they themselves occupy on it. If we go out at the front door of the school, what street do we get into? Which way does it lie? tell me, that I may add it to the drawing. Now it is drawn, one part goes northward and the other to the south. Who lives in this street? I do. Point in the direction of your home, is it north or south from us? What must I put behind the plan of the school-room, or to the east side of it? playground. What shape must I draw the playground? Where must I mark the swings? What street is behind the playground? Yes, street lies north and south. Does any one go home that way? Do you go along any other street besides? Then you go to the east; see I have drawn the two streets that form your way home; first you go so far to the south, then you turn to the east. In the morning, the sun would shine along this street, or from the east. At mid-day he would shine only on the north side of

Yes,

The

street.

Shew m

the street, or from the south. the school the sun is on in the mornin the evening?

Of course the above must be varied lity, but its use in leading to first ideas obvious, and its gradual extension, as children enlarge, must be left to the t much more advanced, a large map of th bourhood should be used, and each c trace its own way home, and any roads been accustomed to traverse. This is interest and real instruction. Mr. W mends maps on a large scale made in oil the children could walk, and moveabl placed on them. This is no doubt an but also an expensive one. It might however, to chalk a large plan on th younger classes, as it would possess mor from its size and position than a small vertically.

First ideas of number are best co reference to familiar objects, and thes several kinds, to prevent the association with one class of things only. Let the y learn to count cards, books, pence, or ar may be at hand. When a large numb required, let one child first hold up a fi next, and so on as many as are wanted. hold up a finger of each hand, then two, more. One hand may be held up w spread, while the little class count one, t five; another hand leads them to ten, an and as many more as they are able to co the advantage of employing both hands affords amusement. When once the idea acquired, the arithmeticon serves the nur