LETTER X.

OBJECT LESSONS.

MY DEAR FRIEND: :

IN a previous letter I alluded to the value of lessons on objects, and promised to give you two or three specimens of such lessons. For young pupils these may be frequent, but not long; and with pupils of all ages they may be made profitable, if judiciously conducted. The true design of such lessons should be to cultivate habits of attention and observation, and at the same time lead pupils to give expression to their thoughts and views; in other words, to train them to see and describe what they see. They will even do more than this; they will cause pupils to think, to compare, to investigate. If, however, you would have exercises of this description productive of the highest good, make it a point to secure accuracy and propriety in the answers given, remembering that it is a prominent object to train children to give correct and lucid expression to their ideas. After giving you two or three sample exercises, I will enumerate a list of objects, each of which may be the basis of a

Object Lesson. - Feather.

lesson. Let me advise, however, that you commence such lessons by a few simple questions that may be pretty readily answered. It greatly en

courages children to feel that they can answer questions proposed by their teacher, and the mere fact that they have answered some correctly, will give them confidence to continue their efforts; while an opposite course, in which a few difficult questions are asked at the outset, will tend to embarrass and discourage them. It will also be well, near the close of every lesson, to ask one question, or more, to which you will not be likely to obtain correct answers. By leaving some question or questions unanswered till a future time, you may do much towards awakening a spirit of investigation and inquiry. Two ideas should be made clear to the pupils by these lessons; one, that they know some facts in relation to the objects you present for their attention; the other, that there is something more to be learned on every subject. In this way you may encourage a becoming confidence, and at the same time check a spirit of self-conceit.

The following lesson I take from the Canada Journal of Public Instruction, making a few changes. The object is a "Feather," which the teacher holds in view of the class, when the following conversation takes place.

Teacher. "What have I in my hand?"

Pupils. "A feather."

Teacher. "Whence did it come?"

Pupils. "From a bird."

Teacher.

The Fitness of Feathers for Birds.

"How do you think a bird would feel

without feathers?"

Pupils. "It would be very cold."

Teacher. "What do we wear to keep ourselves warm?"

Pupils. "Coats, jackets, stockings, etc."
Teacher. "What do we call these?"

Pupils. "Clothes."

Teacher. "What do birds have for clothes?" Pupils. "Feathers."

Teacher.

"Can you think of any animals that wear clothing different from that we wear, and also different from that worn by birds?"

Pupils. "The sheep wears wool; the dog and horse have hair."

Teacher. "Now look." (Throwing the feather into the air.) "What do you see?"

Pupils. "It flies, or floats in the air."

Teacher. "If I toss a penny into the air, will it do the same?”

Pupils. "No, it will fall to the floor."

Teacher. "Why does the feather float, and the penny fall?"

Pupils. "Because the feather is light, and the penny heavy."

Teacher. "Can any of you tell me why feathers are better for birds than clothing like ours, or wool like the sheep's?"

Pupils. "Because they are light, and birds can fly better with them."

Teacher. "Very well. If they had heavy cover

The Qualities of Feathers.

ing, they could not rise into the air, or if they did, they would soon fall down. From this we may see

Heavenly Father is. He
He says in the Bible, that

how wise and good our even cares for the birds. a little bird shall not fall to the ground without his notice. Now if God sees all the little birds, and takes care of them, do you think he will ever forget little children? In the same passage in the Gospel, which tells of God's care of the little birds, it says, he takes still greater care of his children. I wish you would all try to find the verse I mean, and learn it to say to-morrow. Boys sometimes kill birds and destroy their nests, — is that right?” Pupils. "It is not."

Teacher. "No, it is very cruel, and I hope you will never do so. Now, children, examine these feathers, are they all alike?"

Pupils. "One is white, one is black, and one is brown."

Teacher.

of feathers?"

"What, then, will you say of the color

Pupils. "They have different colors."

Teacher. "Now take one in your hand, and

tell me how it feels?"

Pupils. "It is soft."

Teacher. "Are all parts soft?"

Pupils. "No, the middle part is hard."

Teacher. "Yes, the middle part, which we call the stem, is hard, while the down, or feathery part, is soft. Is there any other difference between the two parts?"

Uses of Feathers.

Pupils. "The stem is bright and smooth, but the rest is not."

Teacher. "What do we say of those things that shine?"

Pupils. "We sometimes call them brilliant." Teacher. "And what of things that do not shine?"

Pupils. "We call them dull."

Teacher. "Do you notice any other difference between the two parts? Will all parts bend alike?” Pupils. "No, the quill or stem part does not bend easily, it is more stiff."

Teacher. "Name some other things that are

stiff."

Pupils. "Wood; stone; slate."

Teacher. "For what are feathers used?"
Pupils. "For making beds."

Teacher. "Why are they good for making beds?"
Pupil. "Because they are soft."

Teacher. "There are many other curious things about feathers which I will tell you at another time. You may now repeat what you have learned about feathers."

Pupils. "Feathers are the clothing of birds. They are very light and soft. God takes care of the little birds, and still more care of us. Feathers are of different colors. The stem of the feather is hard and stiff and shining; but the down is soft and dull. They make good beds, because they are soft."

Teacher.

"You may now repeat the names of