uel. Primary Use of Corn. "And it is for squirrels to eat,' says little Sam'I saw one carry away a whole mouthful yesterday from the cornfield.' "Others still mention other uses, which they have observed. They mention other animals which feed upon it, or other modes of cooking it. The older pupils begin to be interested, and they add to the list of uses named. Perhaps, however, none will name the one the teacher has in his own mind; he should cordially welcome the answer, if perchance it is given; if none should give it, he may do as he thinks best about giving it himself on this occasion. Perhaps, if there is time, he may do so, after the following manner. "I have told you that the answer I was seeking was a very simple one; it is something you have all observed, and you may be a little disappointed when I tell you. The use I have been thinking of for the ear of corn is this, It is to plant. It is for seed, to propagate that species of plant called corn.' Here the children may look disappointed, as much as to say, "We knew that before.' - "The teacher continues: And this is a very important use for the corn; for if for one year none should be planted, and all the ears that grew the year before should be consumed, we should have no more corn. This, then, was the great primary design of the corn; the other uses you have named were merely secondary."" I will now close with a list of objects suitable for lessons of this kind. Books recommended. The list of objects might be greatly extended, but it will not be necessary. Take one at a time, and have its qualities, uses, color, shape, origin, etc. carefully considered. Each question asked will be suggestive of another, so that after you have fairly commenced you will find no difficulty, and I am sure you will be satisfied that such lessons will both please and benefit your pupils. As very useful aids in lessons of this kind, I will name two small works: "The Treasury of Knowledge," by Chambers, and an excellent work entitled "Common Things," by Worthington Hooker, M. D. The two books will cost but little, and will be worth much. Your sincere friend, C. LETTER XI. READING. MY DEAR FRIEND: - Of all the branches you will be called to teach, none will be more important than that of reading. It lies at the very foundation of all learning, and all must know something of this as a key to other branches. All who enter the school-room,-from the little ones, just beginning to lisp the letters of the alphabet, up to those who are about to close their school days, all will require training in this department. How small the number of those who can be properly called accomplished readers, and how large the number who read quite indifferently or very poorly! One who can read a piece with ease and right effect will always be listened to with interest and delight, while one who reads in a hesitating, lifeless, meaningless style, will have no power over his hearers, and may even become a subject of ridicule. As a general thing, it must be admitted that reading has not been well taught in our schools. It has received formal attention and frequent inattention. The Old Plan. This remark may be more properly true of schools as they were a score of years ago, than of those of the present day; and yet it is, to a certain extent, true of our schools as a whole, even now. I well recollect when it was customary for teachers to hear every member of their schools read four times a day, - twice in the forenoon, and twice in the afternoon. This was the established law, and seemingly as unalterably fixed as that of the Medes and Persians. In imagination I can see the school-dame of my boyhood days, as she called her several pupils and classes. First came the little alphabetarians, one by one, to whom, in regular order, the whole twentysix letters were administered at a dose,—just four times daily; the teacher pointing at the letter and pronouncing it, and the pupil repeating it after her, the only variation consisting in an occasional snap upon the ear for inattention. For days, and weeks, and months, - perhaps for years, was this operation continued before the letters were fairly understood. Then came the little boys and girls in b-a, ba, b-e, be, b-i, bi, b-o, bo, b-u, bu, etc., up through baker and cider, until the oldest had received their turn. If the performance was attended to just four times daily, the requirements of parents and committees were met, and all was considered right. But so far as real benefit was concerned, it would have been just as well if the pupils had been called upon to whistle just four times a day, — twice in the forenoon, and twice in the afternoon. Really it would have been better; for if they had, each time, |