To cultivate habits of observation and comparison, appeal should be constantly made to present objects in teaching colour, as to the colour of a dress, pinafore, ribbon, hair, eyes, sky, walls, etc.; and to objects within the child's easy recognition, as the contents of a fruiterer's shop (oranges, lemons, apples, pears, plums, tomatoes, etc.), the grass, the wood, window-curtains, bird-cage, rainbow, moon, the sea, bricks, window-sashes, illuminated text, pictures of animals, the animals themselves, etc.

Moreover, the teaching of colour and of form should be associated together, remembering that it is by painting in oil, and water colouring, that we represent form to a great extent.

The plan used for teaching Colour in the Home and Colonial Training Schools may be recommended. This may be summarized as follows:

Let the child match from mingled patterns the one selected by teacher from colour sheet, the rest of the class passing judgment on the effort. The patterns may be variously coloured wafers, bits of ribbon, woollen threads, beads, etc.

The names of these colours should next be taught from the patterns, colour sheet, and objects inside and outside the school. Having a name given by the teacher, the children should next select objects corresponding to these names. Lastly, the children should give the name of the colour pointed out by the teacher in an object or on the card; and the colour of an object named by the teacher, the object itself not being present.

Beads may then be strung by the children according to the colours dictated by the teacher; the same should be done with the weaving strips (Kinder-garten). Thus the teacher may say, "Thread two red beads, one blue, three white, etc., etc.

MODEL LESSON ON GREEN Colour.

Object chosen by the teacher: A green leaf.

(1) From mixed collection of red, white, etc., beads, marbles, wafers, worsted threads, let different children select all like the colour chosen for the lesson (leaf).

(2) Let children name objects with same colour in the schoolroom, and which they can see through the school windows-trees, plants, grass, ribbon, dress.

(3) Some of the worsted threads, beads, etc., are green, but there is a difference-some are dark green, others light green, apple green, pea green, sage green, etc.

(4) What part of the tree is green ?—The leaves. A tree is made of root, stem, branches, and leaves; only the last are green. Are these always green ?—Not in autumn; then they are brown, golden, red, etc. They are lightest green in spring, when young and tender, becoming darker as they get older.

(5) What part of grass is green ?—All but the roots and flowers. The stem is green, so unlike trees. What colour does the green wheat take when it ripens ?-Brown, white, red. Same with fruits (apples, plums, gooseberries, currants, etc.)

(6) Flowers are of various colours, but rarely green. If they were of the same colour as the foliage and stems, they would not be so well seen by bees and men.

Some

(7) Green is a colour that does not tire the eye. of the other colours do so. So most of the colours in the field and garden are green, and we do not tire of looking at them.

GOVERNMENT QUESTIONS.-VARIED OCCUPATIONS
(SCHOLARSHIP).

1. Think of some Fable; write it out in your own words, and explain the lesson it is intended to teach in

words adapted to the comprehension of children, with illustrations from school life.

2. Write out some story illustrating courage-in the way in which you tell it to a class-when one or more of the children had shown some foolish timidity.

3. What games in the play-ground would you encourage? Let your answers show that you understand how to treat children of different ages.

4. Give a full account of any oral lesson that you remember to have given. What preparations did you make for it, what apparatus had you, and what use did you make of the blackboard?

5. Name some stories from English History that you have found to be most attractive to young children, and explain simply the causes of their attractiveness.

CHAPTER IX.

SINGING.

AMONG the essential and optional subjects for which payment is made in Infant Schools, Singing and Needlework are included. It is difficult to decide whether, in the estimation of the Education Department and of H.M.'s Inspectors, these will be included in the appropriate and varied occupations. But it is certain that they should form part of the ordinary work of the Infant School.

I. SINGING.

INSTRUCTIONS AS TO EXAMINATION IN SINGing for GrantS UNDER ARTICLES 106 (d) AND 109 (d).

"February 14, 1883.

"(1) If during the examination the Inspector should notice that one or two voices are leading the bulk of the children, such voices must be silenced.

"(2) Teachers may be allowed to start, but not to join in, the singing, except when adding (a bass, or) independent part, to the song-test.

"(3) [In Girls' Schools the examiner will often save much time and trouble by asking a female teacher to sing the passages given as ear-tests.]

"(4) As Inspectors may find that the application of every test to each of the four divisions will occupy more time than can be fairly allotted to this one subject, it may suffice for the purpose of recommending the larger grant of one shilling, if the Inspectors apply two of the tests to each division.

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(5) The staff-notation tests will be found equally applicable to the systems of " moveable Do." A complete set of tests under the tonic sol-fa system has been given, closely corresponding to those of the staff-notation.

"(6) [In schools where both the tonic sol-fa and staffnotations are taught, the three lower divisions may be presented for examination on the tonic sol-fa method, and the highest on the staff system.]

"(7) The examiner may, if necessary, avail himself of the assistance of the teacher, in playing or singing the ear-tests to the children.

"(8) The children may sing the song-tests from books containing both words and music.

"(9) Schools applying for the higher grant but failing to secure it, may receive the lower grant of sixpence, if the children can pass the song-tests prescribed below.

"(10) Three songs must be prepared for the song-test in the 1st division [and five in each of the other divisions]. "(11) For the purposes of examination schools may be

thus classified:

1st Division = Infants above five years of age, and below Standard I.

[3rd

4th

Standard I.

= Standards II. and III.

= Standard IV. and upwards.]

"N.B.-(1) In schools examined before May, 1884, each Standard may be presented in the division lower than that here assigned to it.

"(2) It is not necessary that the classification for singing