in your Paper are written out by the elder scholars. I have drawn but a few conclusions from the lesson, as all teachers can best do this in their own way.—I am, &c.

VERITAS.

There are very many kinds of caterpillars,- -as many perhaps as six or seven hundred; but all are distinguished from worms or maggots by the number of their feet, and by afterwards becoming butterflies or moths; and these again may be distinguished from all other flies by their wings being covered with a painted dust, unlike flies, whose wings are transparent, or beetles, whose wings are hard like horn. Caterpillars are among the earliest insects that are to be seen bursting from their eggs into life, as soon as the spring arrives, without any parental care, save the instinct which enabled the butterfly or moth to lay its eggs upon such plants as would afford food to the young caterpillar from its birth; and in some cases the parent is so anxious to preserve the egg upon the plant which is destined to furnish food for its young, that it fastens it upon the leaf by a kind of size or glue. Requiring food from their birth, and not having parents to procure it for them, caterpillars are furnished with teeth from their birth. They have teeth both before and behind, which enables them to climb, and also to stretch themselves out from the boughs and stalks, to reach their food at a distance. When the caterpillar first bursts from its egg, it is small and feeble, and not in want of much food; but as it increases in size it improves in appetite, till, when full grown, it is the most ravenous of all animals. Placing its body in such a manner that the edge of the leaf shall fall between its feet, which it keeps steady, while the teeth are employed in cutting it; these fall upon the leaf somewhat in the manner of a pair of gardener's shears, and every morsel is swallowed as soon as cut. A single caterpillar will eat double its own weight of leaves in a day. Its body is composed of rings, generally twelve in number. The covering of the head seems to consist of shell, and they have but two teeth, which are, however, equal to a number, and are as industrious as they are powerful. It has six black spots on its head, which are supposed to be its eyes; it has holes on the side of its body, through which it is supposed to breathe. Many of them can and do spin, some even wrapping themselves in a silken shroud, which is called a cone, and thus remaining for days or even months while awaiting their change into the beautiful butterfly which flits so gaily among the flowers. Then it has four wings, though for the purpose of flight it uses but two; has a body composed of rings covered with hair, and has six legs; but perhaps the most wonderful part of all is the eye, which, when seen through a powerful microscope, appears to have six or seven hundred sides or points, which give it an immense power of sight, they being able, we are told, to distinguish one another at a distance of two miles.

Butterflies may be distinguished from moths by their flying during the day, and moths usually at night. They may also be known by their horns; those of the butterfly being clubbed or knobbed at the end, while those of the moth are tapering or fine.— Chiefly extracted from Buffon's "Natural History."

And now, having finished our brief history of the caterpillar, let me urge you to well consider the goodness of God to all His creatures, in endowing them with powers so well suited to their wants. And when you are gazing in the garden or field at the caterpillar, endeavour to gain wisdom with your knowledge; think of its now low state as compared to its future one; think, too, as you watch its changes from one state to another, how faithfully it obeys the laws of nature's God; and while loving that God, who hath done all things well, pause to consider your own state, so debased by sin, and then look forward to death. And when you gaze at the rich colours of the butterfly, its merry gambols among the beauteous flowers, or its gentle flights amid the pleasant sunshine, again remember how short a life of pleasure it has, its many enemies and dangers; and then learn so to live that you may never die, but look forward to the resurrection of your body as one who is an heir of heaven, and destined to obtain everlasting life.

NOTES OF A LESSON ON THE HORSE.

I. Description.-The horse is a large animal; not so large as an elephant, but larger than a dog or ass. It has four legs, hence called quadruped. All animals possessing four legs are called quadrupeds—such as the dog, ass, sheep, &c. The feet are covered with hard substances called hoofs. These hoofs are not divided like those of the cow, &c., but consist of one whole piece. The horse has two eyes and two ears, the latter small and pointed; it has teeth, which are large and flat. In the jaw-bone there is a hollow space, into which the bit of the bridle is placed. The skin is thick, and covered with a very short soft hair. The colour of the horse varies; some are black, others white, &c. On one side of the neck there is a quantity of long hair, which is called the mane. The tail is composed of long and stiff hair.

II. (a) Habits and (b) locality.-(a) The horse is by no means a dull animal. It delights to play, as we may see when it is turned into a green meadow. The horse is very tractable. Its food consists of grass, hay, oats, clover, &c. (b) It is found in nearly all parts of the world. Those of Arabia are known for their swiftness.

III. Adaptation of the structure to its habits.—-Its slender legs and well-proportioned body enable it to run and trot quickly. Its hoofs are well adapted to tread on hard ground. The long tail is useful to keep off the flies in summer. The great strength of the horse enables it to carry heavy burdens, hence its utility to man.

IV. Uses. The principal use of the horse is to carry burdens, as we daily see in the streets. In the country, we behold them dragging about not only carts, but ploughing, &c. The flesh of this animal, when dead, is given to dogs. The skin makes leather, and the hair (of the tail and mane) is used to stuff chairs, &c.

V. Moral lesson.-God has given us this animal for our use; we should be careful not to treat it cruelly. Little boys may not have opportunity of using the whip; but they often throw stones, which is quite as bad. Remember, that although the horse cannot speak like we can, yet it can feel just the same. Also remember, that cruel boys will make cruel men. H. LE BŒUF.

N.B. These Notes are intended for a junior class. If attention has been paid to the lesson by the children, interest them further by the relation of some nice anecdote connected with the horse.

GAMES AND SPORTS.

Petersfield Schools.

SIR,-The above may be viewed by some of your readers as rather a novel subject to introduce in your useful publication; there are others, however, who, like myself, think that a good game at play with our scholars is not only allowable, but that it is also a means of promoting the great cause in which we are engaged in various ways. Schooldiscipline now-a-days pretty generally allots a short time daily for recreation. It must depend almost entirely on the teacher whether this short time (a few minutes in the morning and the same in the afternoon) is spent to advantage or otherwise. It is quite an erroneous idea to imagine that it gives any gratification or pleasure to children to remain idling about the play-ground for a few minutes. In fact a healthy child cannot remain perfectly idle and be at ease-it is contrary to his nature to be unemployed-he must be doing something, whether it be good or evil. Hence the necessity of the teacher joining in their games at play-hours and mixing with them at their sports-ceasing to be what he is and becoming a child for the time. But the teacher must not only mix with the children in play, he must also use his utmost endeavours to employ his little family in the most healthful and agreeable pastime, so as to render his pupils prepared to return with increased mental vigour to their books: study should give a relish to sport, and sport to study.

Great care should be taken to see that all plays and amusements of children should be directed towards good and useful habits, or else they will introduce bad ones: whatever they do leaves an impression on their tender minds, and from thence they receive a tendency to good or evil; whatever, then, has such a tendency ought not to be neglected. I need scarcely mention that, whilst the schoolroom should be forgotten on the playground, it is no less necessary that the play-ground should be forgotten in the schoolroom. In answer to inquiries that I have seen in your periodical from more than one of your correspondents, I subjoin the following games, hoping they may be of service to them. Perhaps I might be able to add a few more at a future period, should you deem them suitable to your columns.—I am, &c. J. MACFARLAND. Prisoners' Base. This is an excellent game for cold weather. Any number of boys, from six to twelve on each side, can play at it. Two boys select partners; a line, eight or ten yards in length, is drawn about six or eight yards from a wall; other lines are drawn from each end of the first, reaching thence to the wall, and a third from the middle of the first line to the wall; one party takes possession of the bounds on one side of this middle, and the other party takes possession of the bounds on the other side of it. Two prisons are also marked in a line with each other, at a convenient distance from the front of the bounds. The prison belonging to one party must be opposite the bounds of the other. The game is commenced by a player from one side running out midway between the bounds and prisons; a player from the other side immediately follows; and he may be pursued by one of his opponents, who, in like manner, may be followed by a player from the side which began the game, and so on, both parties being at liberty to send out as many as they think fit. The object of each player is to touch any player of the opposite side who may have left the bounds before him; he is not at liberty to touch any that

have started after him, it being their privilege, on the contrary, if they can, to touch him before he can get back within his bounds again. A player is allowed to touch one of the opposite party only each time he quits bounds; and after having touched one of his opponents, he is free from being touched on his return to bounds. Every player who is touched goes to the prison belonging to his party, where he must remain until one of his own side, who must start from the bounds after the prisoner has been within the prison, be able to reach him, without being touched in his run from bounds to prison by any of the opposite party who may have left their bounds after him. When thus released, neither he nor the player who has relieved him can touch or be touched in their return to bounds again. The game is won by that side which has all the players of the other in prison at the same time.

Touch.-This is a game of speed. One volunteers to be player, who is called "Touch." It is the object of the other players to run from and avoid him. He runs after all engaged in the game; or, if he think fit, singles out one from the party, and follows until he comes up with and touches him. The player so overtaken becomes "touch," and then endeavours to get near enough to lay his hand on one of the rest. This game is sometimes called "touchwood," or "touchstone:" in this case the players are only safe when they touch a piece of wood or stone, as may be previously agreed. They are only liable to be touched when running from one piece of wood or stone to another.

Baste the Bear.-One boy voluntarily offers himself for the first" bear," who stands or sits on a stone, or block of wood, with one end of a rope from two to three yards long in his hand, the other end of which is held by the bear's master. The other play

ers attack the bear with twisted handkerchiefs, and the master endeavours to touch one of them; if he can do so, without letting the rope go or pulling the bear from his place, the player so touched takes the place of the bear. Each bear has the privilege of choosing his own master: being bear once does not exonerate a player from becoming so again, if fairly touched.

English and Russians.-This game is played by two parties, whose numbers are equal: they all take hold of a rope, and the object of each party is to pull those belonging to the other across a line drawn on the ground, by means of a rope. When all the players on one side are pulled over, or made prisoners, the other party wins the game. This is a very lively sport; any number may join in it, and it affords capital exercise and much amusement.

These games, I am well aware, are not new; in fact, I do not know how old they I merely furnish you with them in answer to your correspondents, and trust they may be of service to them, or any others who may desire the like.

are.

PARSING.-MILTON.

A correspondent has called our attention to the following extract from A Treatise on English Versification, by the Rev. William Crowe, Public Orator of the University of Oxford, pp. 331-332, note:

"God from the mount of Sinai, whose gray top
Shall tremble, he descending, shall Himself,
In thunder, lightning, and loud trumpets' sound,
Ordain them laws.'-Paradise Lost, book xii.

Lowth, in his Grammar (p. 116, second edition), having plainly shown that Bently was wrong, who altered this phrase to him descending, has himself mistakenly altered another phrase of Milton in these lines:

For only in destroying I find ease

To my relentless thoughts; and, him destroyed,

Or won to what may work his utter loss,

For whom all this was made,-all this will soon
Follow, as to him linked in weal or woe'-Book ix.

'It ought to be,' says Lowth, he destroyed,' that is, 'he being destroyed.' Bently corrects it and man destroyed.'-Lowth's Grammar, p. 117.

Milton's text is correct in both places; and though in the latter the arrangement is very unusual, it is strictly grammatical. Him destroyed is not put for the case absolute, as the critics supposed, but for the accusative, governed by the verb follow; all this will soon follow him destroyed. A phrase so constructed is probably not to be found except in Milton; in his pages it occurs more than once.

'King Sebert's sons coming into the church where Mellitus the bishop was ministering, they required him to deliver to them the consecrated bread; and him refusing, drove disgracefully out of their dominion.'—History of England, book iv."

ON THE MEANS OF KEEPING UP A CONNECTION WITH THE ELDER SCHOLARS. SIR, Various plans have been suggested for retaining an influence over our young people at an age when it is most desirable, and yet when it is too often lost: 1. Sundayschools, and their adult classes; 2. Daily evening-classes; 3. School-libraries; 4. Field allotments, or gardens; 5. Mechanics' homes, or model lodging-houses. I propose saying a few words on the latter subject. Every one who has had the advantage of good home training will desire his scholars to have the same, in the same house with their respective parents, wherever possible; but in the case of orphans, or those who have no suitable guardians, accommodation on very moderate terms might be provided by the schoolmaster. I furnish a plan of schoolrooms, which might at very little additional cost have a model lodging-house attached to them; to be comfortably and plainly furnished. Each person to have a small bedroom to him or herself, an iron bedstead, cocoa-nut fibre mattress, and small chest of drawers. The common sitting-room to be one of the classrooms (be it remembered, the young people are at work during the dayschool hours). The "Servants' Home" over the girls' school, and the "Mechanics' Home" over the boys' school, costing very little in addition to the school premises; and of that little, part would be, I think, defrayed by Government: it being understood that all the inmates attend the evening-schools. I know a certificated married master so confident of the success of such a plan, that he would lay out 1307. or 1507. in furnishing such a "home."-Yours, &c. A. B. C.

P.S. Supposing the boys' and girls' day-schools to be built for 100 of each sex, they will probably measure 35 or 40 feet in length by 20 or 24 feet in breadth respectively; over these twelve bedrooms, each about 12 feet by 10 feet, might be obtained. Wooden partitions, floor, doors, and windows, would not cost more than the furnishing of the rooms. The charge for young men should be 1s. 6d. per week; for young women, 1s. 4d. per week. If an industrial girls' school be attached, the washing of the home linen would be easily provided for. Allowing for interest on cost of furniture, and also a fund for renewing the same, a balance to be awarded either to the school-library, or as donations to the keepers, who are supposed to give up that time and attention to the "home" that would in other cases be given to pupil-teachers. I shall be happy to have the opinions of my brother teachers and school-managers-first, as to the desirableness, and second, as to the possibility of the plan.

SHOE-CLUB.

SIR,-Having frequently to thank many of your correspondents for useful hints on school and other parochial matters, and among them S. I.," for some useful suggestions on the subject in question, I am very glad to have the opportunity of supplying some information with reference to a Shoe-club set on foot in this parish in connection with the school in November 1854. I therefore send you one of our depositors' cards, containing the rules of the club, which embody the suggestions made by your correspondent alluded to, and to the adoption of which I must attribute the comparative suc

cess of the club. The club did not take at first, nor even now do the parents avail themselves of this or other "helps" afforded them to the extent that might reasonably be expected from the advantages offered them; still in a school of forty children we have eighteen who are regular depositors, and who supply themselves with the necessary articles out of the club.

At the end of last year we withdrew the privilege of allowing our Sunday-school Clothing-club members to take out their deposits in shoes as heretofore, of which they had not availed themselves, and, instead, to pay deposits in the Shoe-club. We shall probably accord them similar bounty as "day and Sunday scholars," making it a condition that they shall have attended so many Sundays. Local circumstances render it necessary that the shoes should be supplied by us; and they are ready nailed also whenever the child wants them.-I am, &c. R. G. T., JUN.

St. Thomas's Parochial School Shoe-Club. Established November 1854.

1. Any child attending both day and Sunday-school can put money into this club. 2. The club will be open every Monday at twelve o'clock, at the schoolroom.

3. A child may put in any sum, provided it shall not average more than two shillings per month of four weeks.

4. The shoes will be sold at twopence in the shilling less than cost-price to those children who have attended school regularly on the average five days per week, of which Sunday must be one. The children whose general attendance falls short of the above average, and who absent themselves without leave, will pay the cost-price for the shoes.

5. No child can have more than two pairs of shoes in the twelve months.

Weeks. Pence. Weeks. Pence. Weeks. Pence. Weeks. Pence.

School Managers.

Member.

COMMON THINGS.

SIR,-Having read Mr. Buckmaster's grave accusation against the inefficient knowledge of teachers in general on "common things," because the pupil-teachers he examined did not understand "pumps," I, as a young, zealous, and ambitious teacher, wishing to do my very utmost in my generation, would be glad to learn what is required of us, and from what source we are to gain our intelligence.

Theory and practice are widely different, and the term "common things" seems to me misapplied. What is common to the mechanic is very uncommon to the teacher; what is common to the mariner is uncommon to the agriculturist. I will even go further what is common to the thrifty housewife is almost unknown to the schoolmistress. And why? Simply because their pursuits are dissimilar. If so much is required of the already overburdened teacher, it will end, I fear, using a vulgar phrase, in his becoming" Jack of all trades, and master of none;" not even his own. Common things, then, is another term for general practical knowledge; and this is not to be gained within the four walls of any schoolroom.

Perhaps I may with propriety add, that in my willingness to accede to the views of those interested in teaching "common things," I commenced, but was speedily arrested in my efforts by the parents of my pupils declaring that they could teach "such matters" themselves, and that they sent their children to me to obtain that knowledge which they had neither time nor talent to bestow-" book-learning;" and this last appears to me the teacher's special province.