The work of the lesson was to see how these two conditions, freedom of elections and liberty of the press, have been brought about. The pupils were thus placed in a receptive attitude to hear the story of John Wilkes. =B. Arithmetic.=--A Form IV class had been studying decimals and knew how to read and write, add and subtract them. The teacher suggested a situation requiring the use of multiplication, and the pupils found themselves without the necessary means to meet the situation. For instance, "Mary's mother sent her to buy 2.25 lb. tea which cost $.375 per lb. What would she have to pay for it?" Or, "Mr. Brown has a field containing 8.72 acres. Last year it yielded 21.375 bushels of wheat to the acre. Wheat was worth 97.5 cents per bushel. What was the crop from the field worth?" The pupils saw that, in order to solve these questions, they must know how to multiply decimals. Multiplication of decimals became the problem of the lesson, the goal to be attained. =C. Grammar.=--The teacher wished to show the meaning of _case_ as an inflection of nouns and pronouns. He had written on the black-board such sentences as: I dropped my book when John pushed me. When the man passed, he had his dog with him. He asked the pupils what words in these sentences refer to the same person, and obtained the answer that _I_, _my_, and _me_ all refer to one person, and _he_, _his_, and _him_ to another. Then, he proposed the problem, "Let us find out why we have three different forms of a word all meaning the same person." The problem was adapted to animate the curiosity of the pupils and call into activity their capacity for perceiving relationships. =D. Literature.=--The teacher was about to present the poem, "Hide and Seek," to a Form III class. He said, "You have all played 'hide and seek.' How do you play it? You will find on page 50 of your _Ontario Third Reader_ a beautiful poem describing a game of 'hide and seek' that is rather a sad one. Let us see how the poet has described this game." The pupils were at once interested in what the poet had to say about what was to them a very familiar diversion, and, while the lesson was in progress, their capacity for sympathy and for artistic appreciation was appealed to. =E. Geography.=--A Form III class was to study some of the more important commercial centres of Canada. Speaking of Montreal, the teacher proposed the problem, "Do you think we can find out why a city of half a million people has grown up at this particular point?" The pupils' instinct of curiosity was here appealed to and their capacity for perceiving relationships was challenged.