no sense in the giggle; no benefit to be derived from it. It makes a fool of the person herself, and renders every one about her uncomfortable. But just as the giggle is the outcome of a small mind, the hearty laugh is the reflection of a healthful nature. What we want is more good laughers in the world-not more gigglers."

Practical Hints and Examination Papers.

MULTIPLICATION.

There are few points upon which more complaints are made than are made on the subject of multiplication. When children are promoted from the second class it is expected of them that they shall be quick and accurate in the operations of multiplying and dividing, but too often it is found that there is a flabbiness, as one might say, about their mental attitude in regard to multiplying. The teachers of the senior grades are crowded with work, and have no time to do enough review work to correct this weakness, and so the complaints are wofully made. "I do not know what to do with that boy, he does not know his tables, even;" or, "There's a girl who cannot get one answer right in multiplication, and she's not the only one, alas!"

The ordinary cause is that the class is hurried from multiplication into division before they have mastered the rationale of the first, or become accurate or secure in their multiplication tables. Much better would it be for the junior second class to be taught multiplication thoroughly and the second senior class to take up division, instead of, as is now the practice in many schools, the junior grade having to cover multiplication and short division before passing to a higher class. The average child has enough to do, especially in the short term, to grasp the processes of multiplication, without being bewildered by a new process, even though the same tables are used in it.

The cure lies in practice and that continual. The tables must be thoroughly memorized; nothing can be done without quick, accurate recalling of their facts. They should be taught first by addition, two times followed by three times, and the pupils constructing the rest for themselves. The usual form of the tables should then be given, and much practice allowed on them, in writing them and

reciting them as well as using them. It is not the fashion nowadays to allow the class to chant forth the tables in a high key (though, doubtless, 90 per cent of the objectors to it learnt them in that way), but a good substitute for this old custom is to draw on the blackboard or on a card a large circle, dividing the circle into twelve parts in which are placed the figures from one to twelve, and in the centre drawing a smaller circle, to contain the number which is the multiplier. With a pointer the teacher drills on the table named; then she picks out a pupil whose voice has been steady in the good work, to be the leader of the game. Another and another follows, until the exercise is satisfactory. Then mental work on suitable problems (businesslike as possible and useful), and after that more difficult work on slates or scribblers. The teacher must occasionally bring up a child who is poor in memorization, and see that he or she is receiving special aid and encouragement. Let the work be made as clear as possible. There is often too much formalism and mystery, especially in the wording of definitions. There is one part of multiplication which is commonly troublesome, and that is where the pupil has to multiply by several figures, especially when there are naughts in the multiplier. Then say, in the simplest words you can get:

"When you multiply by the first figure you just put down your answer as usual; when you multiply by the second figure you put your first figure of it under the second figure of the first answer, and you keep on in the same way with the rest, the third under the third, the fourth under the fourth, and so on."

There is a good deal of fascination to a child in the use of the second personal pronoun, and he will understand that rule better than if put thus: "When multiplying by," etc.; and, if he understands it, it will do away with the useless rows of ciphers we find propping up the other figures, doubtless to keep the additions straight in the final product. Of course, the putting down of the naughts will be found useful, perhaps indispensable, in aiding the pupil to understand the reason for the rule. The good teacher will, we assume, take special care that the pupil shall follow no rule mechanically until he has first been led to understand the reason for it. In this case it is not difficult to make it clear to the average child that the process indicated in the forego

ing rule is really an abbreviation of the much longer one. He should first be made to apprehend, and afterwards be occasionally reminded by appropriate questions, that while the right-hand figure of the multiplier denotes units, the next to the left denotes tens, the third, hundreds, etc., and that the multiplying of the units of the multiplicand by so many units gives the product in units; by so many tens gives the product in tens; by so many hundreds, the product in hundreds, etc.

For practice, time-tests are generally pleasing. Say such a one as 76,432 multiplied by 3, the multiplication of the multiplicand first, then that answer multiplied by 3, then the next answer by 3, and so on, all multiplied by 3; as many lines as can be done in two minutes, timed by the watch. A test where time is mentioned, as much work to be done as possible, draws out the varying abilities better than one where the number of lines is specified; the latter is good for seat practice. The teacher should have a number of such tests worked out in a book, and the answers should be scrupulously taken, as interest dies out otherwise. These tests are valuable for any class, and teachers taking up new classes will find them doubly profitable, affording the class some concentrated, earnest work, while giving the teacher a chance to judge her pupils and form some idea of their powers. Again, we must say that, to cure this weakness, there is nothing like practice, and that continual.-Educational Journal.

Books Received and Reviewed.

[All Exchanges and Books for Review should be sent direct to the Editor of the Educational Record, Quebec, P. Q.]

The Canadian Magazine for November contains an interesting talk on Sir John Shultz and the "Canada First Party," by Col. Geo. T. Denison. Principal Grant's rejoinder to Dr. Goldwin Smith's article in the October number will be read with interest by all. Besides presenting the usual quota of timely discussions, the November issue is devoted. in a special manner to matters relating to our great NorthWest. In the November Ladies' Home Journal is the first of an interesting series of papers on "Great Personal Events," which is to be continued in future numbers.

The

initial article is a description of how Jenny Lind sang in Castle Garden. As usual, the Journal is full of a great deal of instructive and interesting literature. The publishers announce some excellent new features for 1897, among others a series of drawings illustrating the creations of Dickens, by C. W. Gibson, the first of which will appear in the Christmas number.

The splendid table of contents of the November Atlantic Monthly includes Reminiscences of Colonel Thomas Wentworth Higginson, and the first instalment of "The Juggler," by Charles Egbert Craddock. The Atlantic announces that great stress is to be laid on the articles that will appear in it interpreting the great educational movements. Among the subjects to be taken up are: The place of the public school in typical communities, the Chautauqua movements and methods, the National Educational Association, and the extension of the use of libraries. Teachers' pensions will also be discussed. The first number of the Presbyterian the session of 1896-97, has reached us. excellent appearance and promises to year.

College Journal, for The Journal has an have a successful

Official Department.

DEPARTMENT OF PUBLIC INSTRUCTION,

Quebec, September 25th, 1896.

On which day tha usual quarterly meeting of the Protestant Committee of the Council of Public Instruction was held.

Present-R. W. Heneker, Esq., D.C.L., LL.D., in the chair; the Venerable Archdeacon Lindsay, M.A., D.C.L.; George L. Masten, Esq.; the Reverend Principal Shaw, D.D., LL.D.; A. Cameron, Esq.. M.D.; Professor A. W. Kneeland, M.A.; the Reverend A. T. Love, B.A.; Samuel Finley, Esq.; H. B. Ames, Esq., B.A.; Principal W. Peterson, M.A., LL.D.; E. J. Hemming, Esq., D.C.L., Q.C.; the Very Reverend Dean Norman, D.D., D.C.L.; the Reverend E. I. Rexford, B.A.; N. T. Truell, Esq.; S. P. Robins, Esq., LL.D.

The minutes of the regular meeting of May 20th and of the special meeting of August 27th were read and confirmed.

The chairman read the resignation of Dr. Hemming as member of the sub-committee on legislation.

Moved by the Dean of Quebec, seconded by Mr. Ames, "That the retirement of Dr. Hemming as a member of the joint sub-committee on legislation be accepted by this committee, and that they, while sincerely regretting this step, beg to tender their cordial thanks for his valuable services in the past, and for his harmonious co-operation with the committee in their important work."-Carried.

The report of sub-committee and distribution of Superior Education grant was presented by the Reverend Mr. Rexford, and upon the motion of Mr. S. Finley, seconded by Mr. Rexford, it was adopted in the following form:

25th September, 1896.

Your sub-committee beg to report that they spent the whole day yesterday in examining the tabulated results of the examinations prepared by the Inspector of Superior Schools, and in determining the amount of grants to recommend for the several schools. All the members of the sub-committee were present. In proceeding with their work your committee have followed as closely as practicable the resolutions adopted by the committee from time to time concerning the distribution of grants. As the tabulated statement, prepared by the Inspector of Superior Schools, included the returns from grade one, model school, these returns were considered this year in determining the grants to model schools. Your sub-committee regret to report that the examiners found strong evidences of copying in the case of five of the schools examined, and recommend that no grants be made to these institutions until satisfactory explanations have been given. As it appears that these irregularities have arisen largely from the carelessness of deputy-examiners, the sub-committee recommends (1) that the deputy-examiners be required to declare that regulation 86, section 1, has been duly observed in each room used in the examination; (2) that, as the deputy-examiners are responsible to the local school boards for the efficient discharge of their duties, they should be appointed by the Protestant Committee upon the recommendation of the local school boards.