I then called attention to the position of the eyes on the head and secured the statement that by their being placed just as they are the insect can see before, behind and on both sides at the same time. In a moment more than a dozen hands were waving wildly in the air, while two excited youths came to their feet as suddenly as if they had been moved after the manner of a “Jack in the box.” “I know, I know,” shouted one, “they are there so that he can see danger all round him. Many a time I’ve tried to catch him, and I would steal up behind him and ease my hand up soft, soft (the boy illustrated the action) and then just when I thought I had him, he was off!” and the lad’s hands were outspread to imitate the sudden movement of the insect. I directed attention to the place where the head joins the thorax. “He’s got a collar on,” shouted one. “What is that for?” “To cover the seam nicely, and keep it from harm,” answered another, before I had time to speak, “and it’s made mighty pretty, too,” he continued, admiringly. “I should like to know what this means?” exclaimed another, who had extended his investigations, and now held up to the astonished gazers the under wings, spread out as they had never before seen them. I wish, dear reader, you could have been with us that day, to have felt with me the delight of those people, who for almost the first time were using their eyes as I think God intended they should be used——to give light to the understanding. “Just like a thin lady’s gray veil,” suggested a little girl, as soon as she found a chance to speak, whereupon a quizzical laugh arose, until she explained that the veil was thin, and not the lady. The African boy at the very next lesson held out his hand for a “specimen,” and throughout the term was as much interested as the others, striving with all his might to announce his discoveries in correct English. The grasshopper became popular. We studied him for more than two weeks and then felt we were only beginning his acquaintance. The students spent their leisure in watching grasshoppers eat, in studying their habits and in finding out their uses. The lessons went on with an eagerness that made the “grasshopper teacher” fear that something must be wrong, for it seemed against all law and order that teacher and taught should have such an uninterruptedly good time. The pleasure was ever new, while, side by side with the development of power to think and reason, grew a sense of God’s care over and nearness to his creatures. * * * * * RECEIPTS FOR MARCH, 1882. * * * * * MAINE, $311.45.