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8. Dauld's Veneration for his King Solomon's respect

for his mother.
4. The Nobleman's Son.

Mark x. 46 to 52.
In Series or Course.
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.

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.
2.

Pliable.
3.

Tasteless.
Soluble and fusible.

Semitransparent.
6.

Elastic, 7.

Aromatic. 8.

Natural and artificial. 9.

Lesson on an elephant. 10.

Comparison of the cow and pig. 11.

A picce of poetry. 12.

The rainbow. 13.

The addition or subtraction of 8. 14.

Explanation of the terms-sum, remainder,

product, quotient. 15.

Substance of lesson X. in Reiner's "Lessons

on Form." 16.

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 pub. licly, 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.
? 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 gnincah
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 childrco, tion.

and the mode of treating them :1. Color. 9. Form. 3. Size. 4. Weight. 6. Physical actions and operations,

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 instruc20. 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. 6. On the play-ground, especially in reference to its influence in the intellectual and moral training of children.

Third Course. 1.—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 qnietness. The physical state of the children, health, cleanliness, neatness. The exercises of the school-rooni 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 goverument 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 ou 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 cach, 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.

6th step: Scripture Illustrations of Doctrines and Precepts.- Narratives, chosen with a view to inculcate some of the most simple and fundamental doo

trines of Christianity. For instance, sin, its nature, introduction into the world, its consequences, and the remedy provided for it in the sacrifice of the Saviour. As the children advance, some lessons to be given to illustrate the natural history of the Bible.

Nore. In the first or early lessons on Scripture narratives, the truth or precept should be drawn from the story by the children. In the later lessons, the precept or religious truth or duty may be stated as the subject of the lesson, and the children required to discover what Scripture narratives illustrate the truth or precept they are considering.

6th step.-A course from the Bible, or a course on the Natural History of the Bible. On Monday, Scripture geography.

IL OBJECTS.-1st step.—Distinguishing or naming three or four common ob jects, and telling their uses ; or distinguishing and naming the parts of common objects, and stating their uses.

2nd step. --One Object chosen that exhibits in a remarkable degree some particular quality, that the idea of that quality may be developed. Another, having distinct parts, which the children are to discover, and of which they are told the names.

3rd step: One Object.—The children to find out the qualities that can be discovered by the senses alone; also to distinguish and name the parts.

4th step: Miscellaneous Objects, Metals, Earths, Liquids, &c. One ObjectThe children to extend their observations to qualities, beyond those which are immediately discoverable by the sensez. A little simple information to be given at this stage on the natural history or manufacture of the object, after the children's observation has been called out.

5th step: Several objects. The children to compare them, and point out their points of resemblance and difference.

III. Tors.--Model toys of kitchen utensils, common carpenters' tools, &c., naming them, and telling or showing their uses.

IV. PICTURES.--1st step.Groups of objects or single figures,-naming and talking about them. ! 2nd step.- Part of the lesson to be on the recollection of a picture used in a former lesson--part on a picture of common objects.

V. Human Body.-1st step.-Distinguishing the principal parts of the human body, the teacher naming them; or the children exercising any part of the body as directed. This lesson should be accompanied with considerable action, to animate the children.

2nd step.—Distinguishing the secondary parts of the body. This lesson to be extended to the parts of the principal parts of the human body, the teacher continuing to name them: a good deal of action still to be used.

3rd step.-Distinguishing the parts of the principal parts of the human body the children naming them, and telling their uses.

VI. Form.-1st step.-Distinguishing the patterns of shapes for the purpose of developing the idea of form—the children to distinguish them--no names being used.

2nd step.—The children continuing to select the patterns of shapes, according to the one shown; when perfect in this, they may select all those that have the same number and kind of edges, and the same number of corners.

3rd step.-The children to determine the number of sides and corners in planes whether the sides are straight or curved; also to learn the names of the planes.

4th step.--A solid is shown, and the children select: all those that resemble it in some points; the names of the solids are not to be given. The letters of the alphabet to be examined, and the number and direction of their lines to be determined.

5th step.-To determine the length of different measures, learn their namnes, and practice the introductory lessons on Form in “ Model Lessons,” part II.

oth step.— The course of lessons on Form in “ Model Lessons," part II. ; VIL ANIMALS.-- 1st step: A Domestic Animal.--A picture or a stuffed spccimen may be shown. The children to be encouraged in talking about it, to say

what they observe or know, without reference to any arrangement, the aim of the instruction being to elicit observation, to cultivate the power of expression, and especially to encourage humane and benevolent feelings towards the inferior creation. At this stage it is well sometimes to allow the children themselves to propose the animal that they are to talk about.

2nd step: A Domestic Animal.Children to name its parts, color, size, and appearance. An attempt should be made in this stage, at a little arrangement of the subject, but it should not be too rigidly required. One principal object should be to encourage humane and benevolent feelings towards the lower animals.

3rd step: A Domestic Animal.--Children to describe the uses of domestic animals, their different actions, and with what limb they perform any action, the sounds they make, our duties with respect to them, &c. These alternate weekly with

4th step : Animals and Human Body.The children to describe where the different parts of the human body are situated, and to compare those parts with the parts of animals, pointing out in what they are alike, in what they differ, and how fitted to the habits and wants of man, or of the different animals. See course in “ Model Lessons,” part I.

5th step: Wild Animals.-Children to tell their parts, color, size, and appearance; to point out how particularly distinguished, and to learn something of their habits and residence ; being led to perceive how the animal is fitted by the Almighty for its habits and locality.

VIII. PLANTS.--1st step.-Naming the parts of plants, and telling their uses to man as food, &c.

2nd step.--See course in “ Model Lessons," part II.

IX. NUMBER.—1st step : First Idea of Number.—The iden of the numbers from 1 to 5 or to be developed by the use of the ball frame and miscellaneous objects, is exemplified in Reimer's introductory lesson, “ Lessons on Number,” reprinted, by permission of the author, for the use of the teachers of the institution, in “ Papers on Arithemetic;" to which may be added many additional exercises, such as those in the 1st and 2nd sections of “ Arithmetic for young Children," &c.

2nd step: First Idea of Number:--The idea of the numbers from 6 to 10 to be developed by the use of the ball frame, as before; also the first and second exercises in “ Model Lessons," part i., to be used as directed in that work.

3rd step: Addition and Subtraction. The remaining exercise under section I., also the whole of the exercises on subtraction in the same work.

4th step. The more difficult exercises in “ Model Lessons,” part i., &c., accom panied by selected exercises from “ Arithmetic for Children."

5th step: The Four Simple Rules.--Exercises on the four simple rules, in num. ber from 10 to 100, from “ Papers on Arithmetic,” and “Lessons on Number;" also simple explanations of the rules, leading the children to think of the operation they have been performing; also, by numerous exercises, to lead them to perceive some of the gerieral properties of number.

X. Color.— 1st step.--Selecting colors according to a pattern shown, and arranging colors, no names being used.

2nd step.--Learning the names of the different colors, and selecting them when called for by name.

3rd step.--Distinguishing and naming colors and shades of colors, and producing examples from surrounding objects ; with exercises on beads of different colors.

4th step.---Distinguishing and naming shades of color, and producing examples from memory,

5th step:--The lessons in this step to be given on a specific color ; the children are also to learn from seeing them mixed, liuw the secondary colors are produced from the primary.

XI. Drawing.–From the age of the juveniles, and also from drawing not coming under the head of “Gallery Lessons,” the following course of exercises cannot be so well arranged into stayes for the various schools. It is also thought desirable that one of the courses of lessons should be presented in a continuous

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