It is deemed unnecessary to give any syllabus of the courses of ordinary instruction, but the following syllabus of lessons on the principles and practice of early education, is annexed, as it shows what is in some degree peculiar to this institution.

First Course.

It is a distinctive feature at this course that the ideas are chiefly gained from examples presented to the students. The lessons are mainly explanatory of the examples.

I. Lesson on the daily routine of employment in the Institution. The instructions by the committee for students. General rules and regulations.

IL Examination and analysis of lessons from "Model Lessons," viz. :—

Lessons on objects, Part I. p. 51-93.

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66

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color, Part I. P. 149-157.

animals, Part I. p. 160-165.

number, Part I. P. 103-140.

Scripture Lessons, Part III. p. 1-28.

III. Drawing out sketches of lessons on various subjects, after the example of those analyzed.

I.-On Objects.

1. On a shell or leaf, according to the model of a lesson on a feather.

2. Copper or iron

3. Tea or sealing wax

4. Vinegar or ink

5. Recapitulation. 6. Parchment

7. Cloth

8. Pipeclay

9. Wood or rice

10. Recapitulation.

11. A candle or hammer

12. A turnip or acorn

13. An egg

14. A bird or bee

15. Recapitulation.

II-On Animals.

IV. Lessons in which "Practical Remarks" form the text-book. V. On the art of questioning children, and on the different methods of giving lessons.

The students afterwards draw out lessons in full, according to models. given.

VI. On the best method of drawing out children's observation upon the objects around them, and upon the circumstances in which they are placed, and on fixing the knowledge so gained in the mind.

VII. The characteristics of young children that must be kept in view and acted upon, in order to secure their attention, to interest them in their lessons, and to gain ascendency over them.

1. Love of activity.

2. Love of imitation.

3. Curiosity, or love of knowledge.

4. Susceptibility to kindness and sympathy.

5. Deficiency in the power of attention.

6. The love of frequent change.

7. The force of early association.

8. Disposition to repeat the means by which they have once at

tained their ends.

VIII. On the senses, and the use to be made of them in early education.
IX. The gallery lessons given to the children of the preparatory or practicing
schools, as to the subjects, the manner of treating them, and their bear-
ing upon the education of the children.

First Preparatory School.-1. Form-1st step.
2. Color-1st and 2nd step.

3. Size-1st step.

4. Actions-1st step.

5. Human body-1st step.

6. Objects-1st step.

7. Number-1st step.

8. Religious instruction-1st step.

9. Sounds-1st step.

Second Preparatory School.-1. Form—2nd step.

2. Color-3rd and 4th step.

3. Size 2nd step.

4. Actions-2nd step.

5. Place-1st step.

6. Objects--2nd step.

7. Animals-2nd step.

8. Number-2nd and 3rd step.

9. Moral instruction-2nd step.

10. Religious instruction-2nd step.

11. Sounds-2nd step.

X. A general view of the different subjects of instruction in the preparatory schools, with a view to lead the students to draw from them principles and plans of teaching.

Second Course.

I. Instructions on familiar or conversational lessons, and on the subjects chosen for these lessons, in the preparatory schools.

IL Analysis of lessons in "Model Lessons."

1. Form, Part II. p. 150-226.

2. The human body, Part I. p. 24-50.

3. A flower, Part II. p. 65-76.

4. Scripture lessons, Part II. p. 1-21.

5. Bible examination, Part II. p. 125-132.

III. Drawing up sketches of lessons in writing, according to a given model. first, singly, and then in a series or course.

1. On the Prodigal Son, and on Model--Joseph's forgiveness

2. The Brazen Serpent

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of his brethren.

3. David's Veneration for his King

4. The Nobleman's Son.

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In Series or Course.

Solomon's respect

for his mother. Mark x. 46 to 52.

1. A variety of sketches, after the model of the lesson on

water.

2. A series of sketches on a given subject

prayer, &c., as in "Model Lessons," Part IIL p. 24, &c.

3. A graduated series of sketches on the

same subject.

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on

on a

straw, a cat, &c.

4. On the subjects appointed for lessons weekly at the differ

ent galleries.

IV. Writing out lessons in full on specified subjects--As

1. To develop the idea of Inodorous.

13.

The addition or subtraction of 8.

Explanation of the terms-sum, remainder, product, quotient.

Substance of lesson X. in Reiner's "Lessons on Form."

On the illustration of the general truth, “God is angry with the wicked every day.”

Note. The number of sketches and lessons which the students are enabled to draw out during their training of course depends upon their ability and upon the previous education they have received. Some of these lessons are examined publicly, that their excellencies or errors may be pointed out for the improvement of the class, the name of the writer being withheld.

V-Gallery Lessons.--With reference to the Gallery Lessons, instructions are given on the following points:

1. The sketch.

2 The subject-matter.

3. The summary.

4. The application of a moral subject.

5. On maintaining order and interest.

6. The exercise of the minds of the children, and the knowledge gained.

7. The manner of the teacher.

8. Voice-pronunciation.

9. Importance of attention to the whole gallery of children.

10. On the use to be made of incidental circumstances.

11. On the questions to the children.

12. Mechanical plans.

VI.-On the subjects taught in the schools, their suitability to the children,

6. Number.

7. Place, as preparatory to geography.

8. Sounds, as preparatory to singing and the notation of music.

9. Objects, including models of common utensils.

10. Teaching by pictures of common objects, and drawing objects before

children.

11. The human body.

12. Animals.

13. Moral instruction.

14. Religious instruction.

15. Teaching pieces of poetry.

16. Drawing and writing.

17. Reading and spelling.

18. Language, including composition, grammar, and the explanation of

words.

19. Number, form and language, as the elements of intellectual instruc

tion.

20. Summary of the principles learnt in considering the subjects of lessons for infants.

21. Drawing out sketches of the different methods of giving lessons, and the uses to be made of them, showing which are bad and which are good, and those suitable to different subjects.

VII-Miscellaneous:

1. A course of educational mottoes.

2. On intuitive knowledge and early development.

3. On principles and plans of education.

4. Anecdotes of occurrences in the school, brought forward with a view to form right principles of moral training and intellectual develop

ment.

5. On the play-ground, especially in reference to its influence in the intellectual and moral training of children.

Third Course.

I-The practice of the school-room, and the principles on which it should be regulated :—

The school-room and its apparatus, including library, collection of objects &c.

The opening and general arrangements of a school.

Attendance, and the best method of raising and filling a school.
Admission payment, and first treatment of children.

General order and quietness.

The physical state of the children, health, cleanliness, neatness.

The exercises of the school-room and play-ground.

The division of time, and the subjects of lessons in a school.

Modes of leading elder scholars to work, independently of the master's direct teaching.

The government of a school with respect to its spirit and plans.

The influence of numbers in teaching and moral training.

Rewards, punishments, emulation.

Assistance, including paid assistants and monitors; the monitorial system.

The defects and advantages of the individual, and simultaneous methods of instruction, and the use of the ellipses.

Examinations by the teacher, for parents and for subscribers.

Holidays.

II-Points respecting teachers :

The intellectual and moral qualifications of a teacher, and the circumstances
which affect him in his labors.

The conduct of teachers to parents, committees, inspectors, and the public.
The means by which teachers may carry on their own improvement.

III.-On the mental and moral constitution of children with reference to the principles on which education should be based :

Mental.

:

The various operations of the mind, intellectual and moral, and the wisdom and goodness of God which they display.

The dependence of one intellectual faculty upon another, and the necessity for the orderly and progressive development of the whole.

The intellectual diversities of children, and the method of treating each variety of character.

Moral.

The importance of moral training on a religious basis, showing how the
Bible should be our guide.

Diversities in the moral character of children, and the method of treating
each, viz.,

Attachments of children.

Anger, and the treatment of passionate children.

Quarrelsome children.

Children disposed to injure and destroy.

Cunning children.

Covetous children.

Fear, and its use and abuse, as a means of discipline with children.
Firmness, and its tendency to become obstinacy.

The love of distinction and applause.

The cultivation of benevolence.

The sense of right and wrong.

Respect.

Obedience.

IV.-General truths respecting the operations of the minds and moral feelings, and the uses to be made of them in the education of children.

The Graduated Course of Instruction pursued in the Model Schools.

I. RELIGIOUS INSTRUCTION.-1st step: Moral Impressions.-The children of this gallery are very young, direct religious instruction can scarcely be attempted at first, but their moral sense is to be cultivated, and moral habits formed. For instance, little acts of obedience are to be required from them-their conduct towards each other regulated, and little conversational lessons are to be given upon the kindness of their parents and teachers, with a view to develop the feeling of love, and to instruct them in their duties.

2nd step: First Ideas of God.-The object, as the children advance, is to produce the first impressions of their Heavenly Father-to lead them to feel somewhat of his power from its manifestation in those works of his with which they are familiar; and somewhat of his benevolence, by comparing it with the love shown them by their parents and friends.

3rd step: A Scripture Print.-The story to be gathered from the picture, by directing the attention of the children to it, and by questioning them. A portion of the Scripture should be given, that the children may connect the narrative with the Bible, and receive it as Divine instruction. The children should also be encouraged to make their remarks, by which the teacher may ascertain how far their ideas are correct. The object of the lesson should be to make a religious and moral impression.

4th step: Scripture Narratives.--The incidents or characters should be chose with a view to inculcate some important truth or influential precept. Elliptical teaching should be introduced to help the children to receive the story as a whole, and to sum up the lesson. In giving these lessons, the story itself should be either read from the Bible, or partly read and partly narrated, and pictures only used occasionally, to illustrate and throw interest into the subject. Teachers ought well to consider the different positions that pictures should occupy in the different stages of instruction.

5th step: Scripture Illustrations of Doctrines and Precepts.-Narratives, chosen with a view to inculcate some of the most simple and fundamental doc