the race of schoolmasters, we would deprecate the notion that a smattering of various and manifold knowledge is of more importance than the cultivation of the judgment and reflecting powers.

FOR THE WEEK-DAY TEACHER.

NATURAL HISTORY TAUGHT IN A VILLAGE
SCHOOL.

THE subject of natural history, both of plants and animals, so far as they differ from each other in external form, in habits, &c., may be turned to very good account, and made the means of a great deal of useful instruction in our elementary schools.

The children here are in the habit, as the spring and summer advance, of bringing to the school plants and flowers when they first come out-small twigs of the different trees of the parish, as the foliage begins to expand-aquatic and other plants; all these, so far as knowledge of them can be had from the organs of vision, with a little of the mind and of common sense to help it, are made vehicles of instruction.

For instance, the names of the different parts of a flower, from its root upwards, and the functions which each part performs the nature of the root, whether bulbous, fibrous, or tap-rooted the uniformity in number of the petals, stamen, pistil, &c., running through the same class of plants; difference in the shape of leaves some are notched and some are plain-some rough, others smooth, some oval, some round, some bright green, others dark- the underside of the leaf differing in colour from the upper, &c.: the different kinds of soils on which they find the wild plants-shewing that the soil on which any particular plant is generally found is most likely one best suited to its habits-that some plants, and pointing out which, (this they ought to know from their own observation,) are only found in shady places, while others will not grow at all in the shade; that, when a flower or a leaf withers, this is from the juices making their escape into

the atmosphere, and the plant being separated from its roots, cannot get a fresh supply; how aquatic plants differing in structure from those on dry land, in their aircells, are calculated to make them float.

Then again, the small twigs of the different trees or shrubs they may bring, the oak, and the elm, and the beech-place a little twig of each side by side-how many differences in external appearance—in the leaf, the bark, the texture of the wood-the bark of the oak used for tanning, and the difference in time in the leaf coming out, and in its fall-the value of each as timber.

The acacia and the laurel-beauty of the leaves, how uniformly the leaflets of the acacia are set on, one opposite another-how regularly in some plants the leaves are placed directly opposite to one another, others again alternating on opposite sides of the stem; point out the framework of the leaves, how the skeletons of them differ-to observe this in decayed leaves.

Another morning they bring different twigs of the pine tribe- the larch, the Scotch fir, spruce, or silver fir— pointing out their thread-like leaves-that the larch is deciduous, the others not, &c. In this way they become acquainted with all the trees in the parish. That when a tree is cut down, the number of concentric rings on the face of a section of the stem marks the number of years' growth; that, when they observe one ring smaller than another, it would denote a small growth for that year, and might have been caused by some peculiarity in the season, &c., such as a hard winter.

The great age of some trees, particularly yew.

These kind of observations should be made with the plants before their eyes, otherwise they have but little effect the Teacher would then tell them to sit down and describe a leaf, a twig, &c. of any of them; or some take one, some another, which is better, as this does away with the temptation to get hints from each other.

Again, calling their attention to some of the more striking differences in animals in their outward appearance and habits—the migrating of birds, and when they return, getting them to observe it; difference in the teeth and in the articulation of the jaw in animals of

prey and of those which ruminate, the latter being capable of a rotatory motion, which enables them to grind, the other not, and having long tearing teeth; the air-cells in the bones of birds so beautifully adapted to the purposes of flight-the feathering of water-birds— the down on their breasts-the peculiarity of their feet, and how differing from the feet of those that roost, &c.

But more particularly will a Teacher interest his school in this department by making observations of this kind and comparisons, &c. among the birds they are in the habit of seeing, such as the cuckoo, swallow, tomtit, skylark, woodpecker, jay, or ducks and geese.

In this way they become observers of the external world with which they are in contact; it adds both to their happiness and to their usefulness, inasmuch as all these things have a practical bearing in social life.-Dawes' Hints.

PRACTICAL GEOGRAPHY.

Ir will be useful to give children correct ideas of the kind suggested by the following questions. Where does the sun rise? point in the direction. Where is he at noon? Where does he set? When is he highest in the heavens? In what direction is your shadow cast in the morning? In what direction at noon?-in the evening? In what direction do you come to school?-go home?-and as they come, of course, from very different directions, this becomes more instructive. Point to your home-towards sunset. Are the days lengthening or shortening? Will to-morrow be longer or shorter than to-day? In what direction is such and such a parish or striking object? How the parish in which they live is bounded on the different sides, &c. In this way children may be made to get correct ideas as to east, west, north and south, and the intermediate points.

The Teacher should also occasionally call one of them forward, and putting a piece of chalk into his hand, tell him to draw a line on the floor running north and south. What is the first letter of north, and what of south? put N and S then at the proper ends; draw a line through the middle running east and west-another half way between the east and north- the east and the south, &c. This they are all pleased in being able to do themselves, and there is scarcely a boy in the smaller classes that would not do it with great accuracy;

of course the Teacher might vary it, by telling a boy to begin and make a ring (circle) on the floor as if he were going to play marbles, then to draw a line through the centre due east and west-another north and south, and this way has an advantage; as they improve in doing it, they will get it something like the figure of the compass. -Ibid.

SCRIPTURE LESSONS.

SEXAGESIMA SUNDAY.

THE WOMAN OF CANAAN.

MATT. XV. 21-28.

(Compare Mark vii. 24―30.)

22. A woman of Canaan.-Called in St. Mark a "Syro-phenician." The Phenicians were a Gentile nation, some of whom had settled in the land of Canaan before the Israelites came there; they inhabited Tyre and Sidon and the country round about, and were noted as sailors and merchantmen. (See Ezek. xxvi.-xxviii.)

Son of David.-The title commonly given to the Messiah. She may have learnt this either from some of the Jews, or from reading the prophecies of the Old Testament for herself.

23. Send her away. Give her her request, and so get rid of her. It is plain from this that she continued her importunate cries, though our Lord seemed to take no notice.

24. Of the house of Israel.-It was to them that the Gospel was first to be preached. (Ch. x. 5, 6. John i. 11. Rom. ii. 9, 10.) This was giving a reason for not answering her petition, since she did not belong to the house of Israel. How many are ready to give way to despondency, and to conclude that the blessings of the Gospel are not meant for them, though they have nothing like the cause for doing so that this woman had!

26. Meet.-Fit or right. (Compare ch. iii. 8.)

The children's bread.—The blessings intended for "the children," that is, the Jews. They were adopted into God's family, and made his children by the covenant of circumcision, just as Christians are now by baptism; but though the outward form and seal of the covenant gave to them, as it now does to us, the title and standing of children in the visible church, it had no power of itself to change the heart, and make them partakers of saving grace; hence our Lord warns them in ch. viii. 12. that many of " the chil dren of the kingdom shall be cast into outer darkness." Perhaps

this may help to explain what is sometimes felt to be a difficulty in the second answer of the Church Catechism.

Dogs.-A term of contempt which the Jews commonly applied to the Gentiles.

27. Truth, Lord.-Instead of feeling angry at being called a dog, she humbly accepts the title, and ingeniously turns it into a plea, urging that our Lord's power was so great that he could grant her request without at all depriving the Jews of the blessings intended for them, just as the children, with a plentiful table before them, do not miss the fragments which are given to the dogs.

SUMMARY.

A Gentile woman applies to our Lord to cast out the evil spirit from her daughter. To try her faith, he appears at first to take no notice, and then refuses her request; but on her earnest and importunate entreaty, he commends her faith, and gives her all she asks.

LESSONS.

I. Learn from this woman the distinguishing marks of true faith. 1. She learnt about Jesus. V. 22. (John xvii. 3.)

2. She made use of the knowledge she had gained, by coming to him for help. V. 22. (Ps. ix. 10.)

3. She used the most earnest and repeated entreaties. V. 23. (Luke xviii. 1.)

4. She cast herself wholly upon him. V. 25. (Is. xxxvii. 15—20.) 5. She suffered nothing to discourage or drive her away, till she had obtained her request. V. 25-27. (Gen. xxxii. 26.)

6. She deeply felt her own unworthiness. V. 25. (Gen. xxxii. 10.) 7. She had the fullest confidence in his power to help her. V.27. (1 Sam. xiv. 6.)

II. Learn the power of faith, and the success by which it will ever be attended. V. 28. (Heb. xi. 32—35.)

QUINQUAGESIMA SUNDAY.

THE MULTITUDE AGAIN FED, AND UNBELIEF REBUked. MATT. XV. 29-39. and xvi. 1-12.

(Compare Mark vii. 31-37. and viii. 1—21.)

30. Maimed.-The word may sometimes be applied to those disabled in their limbs; but it is generally used for those who have lost some limb. We can hardly conceive of any miracle that would in a more remarkable manner display the power of Christ than restoring such.

32. I have compassion.-This miracle very much resembles the