figure or figures to the next column. Proceed in the same manner with each column till the last, when you set down the whole amount. Selecting this example,— 56 32 "No sir." "Then we have noth I direct one of the scholars to read till I stop him. He reads "Place units under units," "Stop; all may do what he has read." This correctly done, another scholar reads "tens under tens," "Stop, what is meant by that?" "It means place tens under tens." "All do it." "and so forth." "What does that mean?" It means do just the same with the other columns." "All may do it." "How many have finished ?"— Slates shown and if desired one reads each column separately, while the rest compare it, and all errors are corrected, "Next read." "Add the column of units," "Stop. All do it." No one speaks till it is done. One gives the sum, and others signify by raising the hand. "Next read," "and if the amount is less than ten," "Stop. Is it?" "Yes sir." "Next;" "set it under the columns," "Stop, all may do it. Next." "if it is ten or more," "Stop, is it?" ing to do with that part of the rule. Next." "set down the" "Stop. What is wrong?" Some one says he ought to begin at "proceed." "Well, you may begin there." "Proceed in the same manner with each column till the last." "Stop. We will try the next column." "Proceed in the same manner;" "What manner? What shall be done first? Who will find it in the rule?" Here the pupil will not be allowed to use his own expression, but must read the words, just the right words, no more and no less. This is for the first day, and perhaps the second with the scholars here supposed. Soon some one will find it and reads—“Add the column." "Right! all do it. What next?" "if the amount is less than ten," "Stop. Is it?" "No sir," is the hearty response. "What then." "if it is ten or more," "Stop. Is it?”. "Yes sir." "Which?" "More." "What then?" "Set down the right hand figure," "Stop. All set it down. What next?" carry the remaining figure or figures to the next column." This may be done, and the same process pursued with all practicable speed till the last column, which being added, the scholars are arrested by the question,"What next?" Most will read as they must read from the book, i. e., give those words only-"set down the right hand figure, and carry the remaining figure or figures to the next column," but the query, "which is the next column?" will show their error. Let them then seek the right phrase in the rule to apply to this case, when it is found, and clearly understood to be right, then it may be applied, In the study of the rule care is the essential, in the application, use and speed. The next day the rule should be recited by each member of the class, then practiced for some time-the more the better-the method I have sketched may be employed with profit on one example each day, till the next rule is taken up. Before leaving the rule a full and thorough explanation of the reasons of its operations, so far as children of such an age can understand the reasons, should be given, but this need not be done till the practice is made easy and rapid. This is every day practice in the school-room, and has proved of great utility, and after presenting it, I must once more say, I do teach rules in Arithmetic. F. C. B. ASTEROIDS. From a forthcoming work on Astronomy by Prof. Brocklesby, of Trinity College. The astronomer Kepler, 250 years ago, noticed a tendency to a regular progression in the distances of the planets from the sun, as far as Mars. Twice the distance of Mercury from the sun, is nearly the distance of Venus, three times that of Mercury is about the distance of the earth, and four times the distance of Mercury gives almost exactly the distance of Mars. But in order to represent the distance of Jupiter, between which orb and Mars no planet in the time of Kepler was known to exist, the distance of Mercury must be multiplied not by 5 but by 13. The law appeared here to be broken, and an immense interval of 350,000,000 of miles to extend between Mars and Jupiter unoccupied by a single planetary body. Kepler imagined that in order to preserve the harmony of distance another planet existed in this vast space, which had hitherto eluded the searching gaze of astronomers. For two centuries nothing was done to verify or overthrow this hypothesis of Kepler; but when in 1781 Uranus was discovered by Sir William Herschel, an impulse was given to astronomical investigations, and an association of astronomers commenced a systematic search for this supposed planet, whose probable distance they determined by the law of Bode. Ere long instead of one, four small planets were discovered, to which were assigned the names of Ceres, Pallas, Juno, and - Vesta, Nearly fifty years more elapsed when the search was renewed in the same region of space, and the discovery of twenty-nine additional asteroids have rewarded the labors of the astronomer. Two circumstances enable an observer to distinguish a planet from a fixed star. First, the latter class of heavenly bodies as ordinarily viewed, always keep at the same distance from each other. Secondly, how much so ever a fixed star is magnified, it still appears as a mere point of light on account of its immense distance from us, while a planet has a round disk like the moon. When therefore an astronomer, watching a star from night to night, beholds it gradually approaching the assemblage of fixed stars, that are situated on one side of it, and receding from those on the other, he pronounces it at once a planet; and if he is also able to discern a round well defined disk he possesses an additional proof of the planetary nature of the body. The discovery of planets has been very much facilitated by the use of celestial maps and charts, where the stars are now laid down with such precision, that if one which has been regarded as fixed, is really a planet, its departcre from the place assigned it on the map is very soon detected, and its true character known. We shall now proceed to speak briefly of the several asteroids, taking them in the order of their discovery. CERES. On the 1st of January, 1801, Prof. Piazzi, of Palermo, while searching for a star which was mapped down on a star-chart, but which he could not find in the heavens, observed an object near the place of the missing orb, shining like a star of the eighth magnitude, and which he took at first to be a comet, but which proved to be a planet. It was soon afterwards lost sight of on account of its nearness to the sun, but on the 1st of January, 1802, it was re-discovered by Dr. Olbers, of Bremen. In March, 1802, a friend of Prof. Bode, beheld the planet with the naked eye, though it generally requires the aid of a telescope in order to be discerned, as it is just beyond the limit of unassisted vision. The smallness of Ceres has precluded any exact measurements of her size. According to Sir William Herschel's observations, she is only 163 miles in diameter, and this determination is regarded as the most accurate which has been attained. Her mean distance foom the sun is 263, 713,000 miles, she revolves around it in about 1,681 days, and the inclination of the plane of her orbit to that of the ecliptic is little more than 100 37'. This planet shines with a pale, reddish light, and a slight haziness that envelopes it, led some to think that it is possessed of an atmosphere. The symbol of Ceres, the goddess of agriculture, is the sickle. [To be Continued.] THE BIBLE. The following eloquent extract we commend to all, but especially to youth, to whom it appears to have been addressed. "Study now to be wise; and in all your gettings get understanding. And especially would I urge upon your heart-bound, soul-wrapt attention, that book upon which all feelings are concentred; which enlightens the judgment, while it enlists the sentiments, and soothes the imagination in songs upon the harp of the "sweet songster of Israel;" that Book which gives you a faithful insight into your heart, and consecrates its character in 'shrines such as the keen tooth of time can never touch.' Would you know the effect of that Book upon the heart?" It purifies its thoughts and sanctifies its joys; it nerves and strengthens it for the sorrows and mishaps of life; and when these shall have ended, and the twilight of death is spreading its dew-damp upon the wasting features, it breaks upon the last glad throb the bright and streaming light of Eternity's morning. Oh! have you ever stood beside the couch of a dying saint, when without a sigh, a change of features, or a shaded smile, he gave his hand to the stern messenger, and as a glad child seeks his father's arms, went home?" "Then you have seen the concentred influence of this Book. Would you know its name? It is the Book of Books; its author, God; its theme, Heaven, Eternity the Bible! Read it; teach it. Let it be first upon the shelves of your library, and first in the affections of your heart. Oh! if there be sublimity in the contemplation of God; if there be grandeur in the display of Eternity; if there be anything ennobling and purifying in the revelation of man's salvation, search the Scriptures, for they are they which testify of these things."-Selected. PESTALOZZIAN PRINCIPLES OF INSTRUCTION.* BY LOWELL MASON. No. I.—Introductory. In a series of articles with which we propose to follow this, we hope to be able to throw some light upon the leading principles of PESTALOZZI, as a teacher; or at least, to furnish a practical illustration of the application of those principles to elementary instruction in vocal music. Notwithstanding the Pestalozzian, or inductive method of teaching, has been before the public for many years, it still seems to be but partially understood; and by teachers in the more common departments of school study, as grammar, arithmetic, etc., as well as by teachers of music, its application is far from being general. This is to be attributed, not exclusively to a want of a theoretic knowledge of the subject on the part of those who teach, but in part, certainly, to the fact that the circumstances under which they are called to exercise their functions are often most unfavorable to thorough instruction. The hurried manner in which school studies are pressed forward, and the superficial results which are often found to be satisfactory to parents, school committees, and others, are among the causes which have operated to retard the spread and adoption of Pestalozzian teaching. The progress of the pupils of the Pestalozzian teacher, while he remains true to his principles, must necessarily be slow; for, as his instructions cannot be superficial, but must be thorough, it is impossible that the pupil should advance any faster than his capacities, faculties, or capabilities become apparent, or his powers are gradually developed. The process of true Pestalozzian teaching can no more be hurried than can that of the physical digestion of food. Nature must have its own time; and it is as inconsistent with this manner of teaching as it is unsafe to the pupil to attempt a forced growth, or a hot-house culture. An appearance of knowledge, without the reality, cannot prevail in a truly Pestalozzian school; for the knowledge of the pupils will always be exactly in proportion to their ability to do; indeed, knowledge must be the result of ability, and can only be manifested by it. It is evident, then, that Pestalozzian teaching is quite inconsistent with that superficial display which consists in the mere appearance of knowledge without the substance, and which belongs almost exclusively to the memory, and that it can afford no opportunities for showing off, or for such spectacles as one sees at some of the popular school exhibitions. It is alike unfavorable to ostentatious display, and to the fostering of vanity, pride, and self-conceit on the part of either the pupils or the teacher. Again, Pestalozzian teaching is a difficult and laborious work; one which requires much knowledge, talent, skill, and patient, persevering effort. No one who is seeking for an easy employment, or who wishes to have an easy time of it, or who is hoping to succeed without much hard labor, should undertake to teach after the manner of the "great Swiss school reformer." These are reasons sufficient to account for the slow progress of true Pestalozzian teaching, and, indeed, for the rejection of it altogether by some persons professing to be teachers. But in what does this system of teaching consist? To answer this question, by showing its adaptation particularly to elementary musical |