haps, at a well by the road-side as you are traveling. Say to him, "Hold up the pail high, so that the horse can drink; it is not heavy." He will be discouraged, and will be ready to set the pail down. Say to him, on the other hand, "I had better dismount myself. I don't think you can hold the pail up; it is very heavy," and his eye will brighten up at once. "Oh! no, sir, he will reply; "I can hold it very easily." Hence, even if the work you are assigning to a class is easy, do not tell them so, unless you wish to destroy all their spirit and interest in doing it; and if you wish to excite their spirit and interest, make your work difficult, and let them see that you know it is so; not so difficult as to tax their powers too heavily, but enough so to require a vigorous and persevering effort. Let them distinctly understand, too, that you know it is difficult, that you mean to make it so, but that they have your sympathy and encouragement in the efforts which it calls them to make.

You may satisfy yourself that human nature is in this respect what I have described by some such experiment as the following. Select two classes not very familiar with elementary arithmetic, and offer to each of them the following example in addition:

The numbers may be continued, according to the obvious law regulating the above, until each one of the nine digits has commenced the line. Or, if you choose Multiplication, let the example be this:

Multiply 123456789
by 123456789

Now when you bring the example to one of the classes address the pupils as follows:

"I have contrived for you a very difficult sum. It is the most difficult one that can be made with the number of figures contained in it, and I do not think that any of you can do it, but you may try. I shall not be surprised if every answer contains mistakes.

To the other class say as follows:

"I have prepared an example for you, which I wish you to be very careful to perform correctly. It is a little longer than those you

have had heretofore, but it is to be performed upon the same principles, and you can all do it correctly if you really try."

Now, under such circumstances, the first class will go to their seats with ardor and alacrity, determined to show you that they can do work, even if it is difficult; and if they succeed, they come to the class next day with pride and pleasure. They have accomplished something which you admit it was not easy to accomplish. On the other hand, the second class may go to their seats with murmuring looks and words, and with a hearty dislike of the task you have assigned them. They know that they have something to do, which, however easy it may be to the teacher, is really difficult for them; and they have to be perplexed and wearied with the work, without having, at last, even the little satisfaction of knowing that the teacher appreciates the difficulties with which they had to contend.-Penn. School Journal.

Spelling as Preparatory for Reading.

The reading in our lower grades was found to be much better than in our upper grades on account of the difference in instruction. For this reason, we first made the upper grades responsible for all the words in the reading as the regular course in spelling like the lower grades. This would seem to be requiring a very large number of words, but almost the whole difficulty was found to be a comparatively small number of hard words.

The plans followed for spelling on Monday, Tuesday, Wednesday and Thursday are as follows:

1. In the reading time (some teachers in their spelling time) call out words for the scholars to mark in their readers for the next spelling lesson, telling the meanings when necessary; as "exhausted= tired," "sacrifice give up," "perceived saw," "seized," "separate," gave his heart to loved," and other comments as needed in points of construction, and analysis to show the bearing of the words and phrases on each other.

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=

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2. While one-half read, the other half copy on slate or in a blankbook the words marked for either to-day's or to-morrow's lesson, or for both, say, divided into syllables; as, ex-haus-ted, also, sometimes write sentences containing hard words.

3. In the spelling-time, dictate the hardest of the marked words to be written on slate or in a blank-book, (to keep copy of errors).

4. Hear all the marked words orally twice around the class, which

stands, while (5) monitors examine the words dictated and mark

those wrong.

6. The scholars take their seats and pronounce and spell (by syllables) a word, each looking at the slate or open blank-book and correct those wrong-around the class once-and, lastly, the poorer scholars a good many words.

Some teachers interchange (3) and (4) above, and have the monitors, on the front seat, examine words dictated while the teacher calls out the hard words to be marked at the end of spelling time-a good plan.

In each of these, opportunity is taken to accomplish two objects: A. TO PRONOUNCE THE HARD WORDS AT SIGHT.

B. TO KNOW THE MEANING OF THE WORDS AND PHRASES. There is a drill of poor scholars specially, helped by spelling by syllables; as, consecrate, c-o-n con, s-e se, c-r-a-t-e crate, consecrate. "Look at each syllable," &c., telling meanings, &c.

1. Calling out to get words marked helps reading by the scholars hearing the teacher pronounce.

2. Writing the words while one-half reads helps reading by the scholars making and looking at each syllable and word.

3. Dictating the words helps reading by the scholar hearing the teacher pronounce and by the scholar writing and looking at the words written.

4. Hearing the class orally helps the reading by the teacher and scholar each pronouncing the words, and by the spelling by syllables. 5. The examination by monitors points out errors.

6. The scholars pronouncing and spelling from the open book or slate helps the reading by the scholars pronouncing.

In this way the class becomes familiarized with the hard words of the reading.

We have the spelling in the morning session, so it will precede the reading lesson after recess which contains the words spelled.

3, 4, 5 and 6, (or spelling), need not take more than 30 minutes. We give 45 minutes to the reading, when, of course, other instruction as to reading comes in.

Reading is the key to knowledge, and a poor reader is apt to be poor in other studies; as, geography, history, grammar, &c., and in these studies, reading over the lesson and commenting is a great help. A proposition in geometry, simply read over properly, is often understood by a scholar who could not understand it before.

EDITORIAL PARAGRAPHS.

STATE NORMAL SCHOOL, OF VIRGINIA.-The following extract from a letter from Hon. W. H. Ruffner, Principal of the Normal School at Farmville, gives infor mation that will be very gratifying to every friend of the school:

"It is just one month since our Normal School opened, and we have every reason to be satisfied with our condition and progress. Eighty-six students are present in the Normal School, and twelve in the Model. Of these forty-one or two board in the school building. The rest have comfortable quarters in Farmville.

"Besides the Principal, our faculty consists of Miss C. E. Bush and Miss Lillian A. Lee (lately of the Connecticut Normal School), Miss M. P. Gash, of North Carolina, and Mrs. C. T. Bartkowska, of Richmond, Va. The first three have had regular and full Normal training, the first two were teachers in the Connecticut Normal School, and all have had eminent success as instructors.

"Mrs. Bartkowska has also attended a Normal School, and had a highly successful experience as teacher in the Richmond public schools.

"We have divided our Normal school into four classes, and the work is proceeding regularly and prosperously.

"I regard the material we have to work upon as very superior. Many of our young ladies have been well taught, and all are enthusiastic in their efforts at self-improvement. They come from excellent families, and demean themselves as might be expected of young ladies who have been well-trained at home. The proportion of bright intellects seems to me to be unusually large, and a better spirit never existed in any school.

"We now have as many as we can do full justice to with our present teaching force, but others insist upon coming, and we shall have to add to the number of our teachers. "Our accommodations ought to be doubled, and also our annuity."

-The Teachers' Institute of Botetourt county will meet at Roaring Run on Monday, Tuesday and Wednesday, the 22d, 23d and 24th of December. A full programme, embracing a great variety of subjects of interest to the teachers, has been prepared.

We have had the pleasure of a visit recently to the book-bindery of Messrs. J. W. Randolph & English of this city—an institution thoroughly equipped and turning out as fine work as is done in any section of the country. The work intended for the New Orleans Exposition was on exhibition, and embraced bindings in cloth, silk, leather, &c., in styles varying from the simplest to the most elaborate. The exhibit was very handsome. Richmond ought to feel proud of such an establishmeut and such work.

Our thanks are due to the same firm for a beautiful set of Christmas Cards.

ANSWER TO A QUERY.-In the September JOURNAL this question is asked, "Why will a number composed of two full periods, each period containing the same figures arranged in the same order, be divisible by 7, 11 and 13?”

Ans. Every such number is a multiple of 1001 which is the least common multiple of 7, 11 and 13.

Book Notices.

AMERICAN STATESMEN-JAMES MADISON. BY SIDNEY HOWARD GAY, Boston: Houghton, Mifflin & Co. 1884. Price, $1.25.

Mr. Gay has given us a very interesting brief biography of Madison. The earlier part is especially full in exhibiting his ability, purity, integrity and industry, his earnest labors for securing a more perfect union between the colonies than that obtained through the Articles of Confederation, and in securing the adoption of the Constitution when formed. The chapter on the formation of the Constitution is very full and interesting. In the latter part much space is devoted to the influence of French politics in our national affairs, and the causes which lead to the war of 1812, are stated in much detail. To the war itself but little space is given, The author seems to admire the earlier life of Madison, and to have formed from his conduct at that period, so high an estimate of his purity and uprightness as to seek always to find a satisfactory explanation even of what, appear to him, the worst acts of his later life. Of his life at Montpelier, after his retirement from public office, little more is done than to exhibit him as the courteous gentleman enjoying the social life of the period and engaged in reviewing the public acts of his own life.

For sale by West, Johnston & Co., 911 Main street.

THE ELOCUTIONIST'S ANNUAL, No. 12. Comprising New and Popular Readings, Recitations, Declamations, Dialogues, Tableaux, etc., etc. Compiled by Mrs. J. W. SHOEMAKER. Publication Department, National School of Elocution and Oratory. Philadelphia, 1884. Price in paper 30 cents.

The series of selections for reading, of which the present volume forms the twelfth, has been received by the public with marked favor. This number is filled with pieces that have been well received by the public, and that are characterized by good taste and purity of tone.

For sale by Randolph & English, 1302 Main Street.

SADLER'S INDUCTIVE ARITHMETIC. A Comprehensive and Practical Treatise, embracing the latest and most approved methods of performing numerical computations. By W. H. SADLER, Associate Author of "Orton & Sadler's Business Calculator," &c., and W. R. WILL, Principal Mathematical Department of Bryant, Stratton and Sadler Business College, Baltimore, Md.; W. H. Sadler, Publisher, 1884. In two parts, bound separately or together. Price, part I, 85 cents; part II, $1.00; complete $1.50.

The volume being designed especially for use in the Business College, with which the author is connected, is very full in the business applications of Arithmetic. The methods employed are those that have been shown by experience to be the best. The treatment is full, and the illustrative examples numerous. Short methods are given, but not to the exclusion of the longer and more philosophical methods. The book seems to embrace everything arithmetical that is needed for the successful conduct of every day business affairs.

APPLETON'S SCIENCE TEXT-BOOKS. ELEMENTS OF ZOOLOGY. By C. F. HOLDER, Fellow of the New York Academy of Sciences, Corresponding member of the Linnæan Society, and J. B. HOLDER, M. D., Curator of Zoology, Ameri