if he can awaken thought and interest in children, by introducing them at first, to such signs of thought as these.

But we will take a not very suggestive sentence or two to illustrate how thought and interest may be awakened; as, "It is my hat; " "It is a tin box." Here, too, we find the pen quite inadequate to give the illustration we wish. We must suppose the children are able to call the words readily; and then we would ask, with a hat in our hand, “What is this? Whose hat is this? What do we use hats

for? What are hats made of?" A similar course should be pursued with every sentence, and every combination of words, so as to make the children see that every word has a meaning. Children trained to the habit of thinking of the meaning of cach word will be most likely to be interested, and, at the same time, give such an utterance of the words used, as to show that they know and perceive the meaning.

But the next, and not the least consideration in regard to style in reading, is the controlling influence of example. Children will generally learn to read as their teachers read. The elocutionist may give lessons until doomsday, but if the teacher cannot, or does not, exemplify the principles of a good style, in his own reading, at all times, all the elocutionary lessons are like water spilt upon a rock. If

the teacher reads in a monotonous, sing-song, senseless style, so will the pupil; if, again, he reads with a variation of tones not suggested by the sense, so will the pupil.

It is an important question, how far representation by action or gestures should be carried in school training. I do not hesitate to say, however, that some of the peculiarities of some public speakers and readers, and even teachers of elocution, do not strike me as necessary, or even appropriate for school training. Energy, life, ease, fluency, appropriate tones and inflections, and a moderate adaptation of action and sound to sense, are all desirable, and should be tastefully cultivated; but when we come to representation by scowls, shrugs of the shoulders, sudden starts, wild staring of the eyes, stamping, screaming, crying, laughing, howling, low indistinct and inarticulate gutturals, I am inclined to look upon them as inappropriate at least, if not belonging to the "abominable” in style.

It is a safe rule to be observed, I think, in reference to example in reading, or in teaching reading, that only such action and representation should be practised, as would be considered appropriate by highly cultivated people, in the family and in the common transactions of life. Neither the theatre nor the political rostrum is to be taken as a model for our schools.

I will close this essay with a few suggestions. 1st. It must appear evident to all that the teachers of our primary schools should have a more specific training in reference to giving instructions in reading and language, They need that training which results from intelligent experience. They should be acquainted with the principles which serve to give a natural and healthful development to all the powers of the mind; they should have a thorough knowledge of our language, and they should be trained in the science and art of teaching, under the direction of a master in the profession. Instead of putting the most inexperienced teachers into our primary schools, we should seek for those who have had the most experience, and who have the most appropriate qualifications; and then the properly qualified primary teacher should receive the most liberal compensation for services rendered. The primary teacher is the architect of the scholarship of his pupils; and if he is a competent and experienced architect he should receive the highest compensation for his services.

2d. In order to ascertain the qualifications of persons who desire to become teachers, they should pass an examination, not only in reference to the particular class of school which they are expected to teach; but the examination should have three tests of qualification, in all cases.

The tests should be as follows: 1st. An oral

examination, somewhat after the usual manner.

2d.

A written examination, such as is now quite common; and, 3d. An experimental or practical examination, which, so far as I know, is not required anywhere, as a condition upon which the engagement is to be made.

This experimental examination should consist of exercises which would exhibit to the examiners the ability and tact of the candidate to conduct the usual recitations of the school, in one or more studies. We judge of the qualifications of a physician or of a lawyer, by their success in practice, and not by their knowledge of the books which treat of their professions. So the teacher should be required to furnish a specimen of his ability to instruct, and conduct the exercises of a class.

3d. I think it is evident that primary reading books are needed which are better adapted to the true and natural method of teaching reading, and of giving a thorough knowledge of language. If the number of series of reading books, and the number of books in each series, were all that is needed, we should not want any more for the next generation.

We conclude, then, that when we have properly qualified primary teachers, and properly prepared primary reading books, we may look for a more correct development of the mental powers of children, and a more comprehensive and thorough scholarship.

LECTURE V.

THE FOUNDERS OF THE INSTITUTE, AND ITS FIRST PRESIDENT.

BY ELBRIDGE SMITH, ESQ.

MR. PRESIDENT, LADIES, And Gentlemen,

IN the moral and in the material world, in the progress of society, and in the course of nature, there are times when the great forces which move mind and matter seem to take on an unwonted activity, and give rise to unusual phenomena. These periods we call ages or eras. They give rise to new forms of life; they turn thought into new channels; they become the great landmarks in the history of the earth and its inhabitants; they mark, by well-defined limits, the bounds which separate the new from the old, the obsolete organizations and forms, which have done their work, from the higher activities and agencies which have become necessary in the development of the great plan of the Creator. Hence, we have, in geology,