the latter-Difference between the instruction of infants and juveniles, the one mainly intuitive, the other principally logical.

9. Difference between Education and Instruction.-An idea put forth strongly by Pestalozzi-Origin and application of the words-Points of difference-Instruction communicated (though the subject may be clearly explained) does not produce the same good effect, as instruction employed as a means of mental discipline-The proper bearing of this distinction on the lessons of the Teacher.

10. Education of a Mixed Character.-What this means-Principle on which based-Examples-Education should be practical as well as preceptive-Illustrated by the Teacher as well as enforced upon the child-Applied individually as well as collec tively-Direct instruction to be followed by study-Public education united with private and domestic-Children to be carried rapidly over some subjects to develop power and energy,-slowly over others to give habits of minute investigation-Subjects of instruction enumerated.

11. Systems of Education.-Application of the word system-Views generally taken of systems of education-Characteristics of the chief popular systems, especially those of Stow and Pestalozzi-The one teaching chiefly through words "picturing out," as it is called, the other by things and words in their appropriate place-The specious boast of selecting what is good from every system-The motto, That is the best system which brings the powers of the mind under the best discipline," a test-The system of Pestalozzi founded on principles and adapted to the human mind, conse. quently a philosophical system, might be called the natural system-Different value of principles and plans-Illustration of this shown in the different kinds of value apper. taining to wheat and bread-Advantage of principles in every thing-Many Teachers appreciate plans only-Principles the only true and safe guide.

12. Summary of the leading Principles of Pestalozzi.

1. Education ought to be essentially religious and moral.

2. Education ought to be essentially organic and complete, and not mechanical, superficial, and partial, it should penetrate and regulate the entire being.

3. Education ought to be free and natural instead of being cramped, confined, survile-The child should have sufficient liberty to manifest decidedly his individual character.

4. Education ought to he harmonious in all its parts-It should be so carried on that all the natural faculties, and all the acquired knowledge agree and harmonize.

5. Education should be based on intuition, on a clear and distinct perception of the subject to be learned.

6. Education should be gradual and progressive, united in all parts, like a chain, forming a continued series without gaps.

7. Education should be of a mixed character, uniting the private and the public; it should cultivate at the same time the social and domestic spirit.

8. Education should be synthetical-every thing taught should be first reduced into its elements by the Teacher.

9. Education should be practical, drawing its means of development from the actual circumstances of life.

II. THE ART OF TEACHING.

1. INTRODUCTORY COURSE.

1. Instructions as to the Mode of giving Familiar or Conversational Lessons, and on the subjects chosen for such lessons in the Practicing Schools of the Institution.

2. The Examination and Analysis of Lessons selected from Model Lessons," a work published by the Society.

3. Drawing out Sketches of Lessons on various Subjects, taking those before analyzed as examples.

4. Different Methods of giving Lessons Compared, with a view to point out which are bad and which good, also the methods suitable to different subjects.

5. On the Art of Questioning.-The importance of understanding this art-One of the plans of teaching much used by Pestalozzi-Different objects in view in questioningQuestions which only exercise memory-Advantages of questioning-Rules to be ob served and mistakes avoided-Examples of different kinds of questions-Of a train of questions-Practice in the art of questioning.

2.-ON GALLERY INSTRUCTION.

1. Introduction. The nature and importance of gallery instruction-Children brougnt under the direct influence of the Teacher-Facility thus afforded for securing order. attention, progress, moral training- Value in economizing labor--The principle of success to be found in the power of the sympathy of numbers-Extent to which Teachers should avail themselves of this sympathy-Its abuses-Duties connected with gallery instruction.

2. Preparation of Lessons.-Directions for making a good sketch-Advantages of a

full sketch-Importance of determining beforehand the chief points of the lesson, and the method of working them out.

3. The Subject matter.-Importance of attention to quantity and quality-Rules by which to be guided, and the principles upon which based-Advantage of clear and natural arrangement-The ideas to be thoroughly worked into the minds of the childrensufficient but not too much new matter to be presented properly, it being almost "as important how children learn as what they learn."

4. The Summary.-Definition of a summary-The qualities of a good summary-Its uses-Various ways of making a summary-Advantage of its being well committed to memory or written out by the children.

5. Application of Moral and Religious Lessons.-The nature of this application explained-The importance of applying moral and religious instruction-Of requiring the children to make the application themselves-What is meant by impression-Causes of failure in making religious instruction impressive.

6. Order, Interest, and Attention-The importance of order-Causes of disorderVarious means of obtaining and regaining order-Difference between order and stiffness or restraint-Importance of exciting interest-Means of doing it-Difference be tween healthful activity of mind and excitement-Attention how to be obtained and kept up.

7. The Exercise to be given to the Minds of Children.-Importance of producing activity of the mind-Amount of mental exercise to be given-Means of giving it-Teachers tell too much-Ways of doing so, and causes.

8. The Manner of the Teacher.-Importance of manner, especially with young chil dren-Different kinds of manner-How each affects children-The power of a decided manner-Its abuse-The effects of the voice in exciting different feelings-Tones of voice suited to different subjects.

9. Attention to the whole Gallery.-Temptations to attend to a few children onlyEffects-Means of keeping up general attention-Difficulties where a gallery is unhappily composed of children of different degrees of attainment-How in part to be obviated.

10. The Use to be made of Incidental Circumstances, especially in Moral TrainingEnumeration of those which most commonly occur in a gallery, and also in the playground-The influence that the notice of incidental circumstances has on the children, as well in an intellectual as in a moral point of view-Cautions against the abuse of this practice.

11. On the Language given to Children.-Relation of language to ideas-Right time of supplying language-Necessity for clearness and simplicity-Fine words and technical terms to be avoided.

3. ON CLASS INSTRUCTION.

Use of class lessons-Mechanical arrangements-Apparatus-Amount of class in struction to be given-Subjects.

4. ON THE SUBJECTS OF INSTRUCTION, ETC., PROPER FOR AN INFANT SCHOOL. 1. On the Principles that should Regulate.-The choice of subjects should be suitable to the children's age-Elementary character of the subjects-Necessity of having a general design in each course of lessons, as well as a particular design in each lessonThe importance of the instruction being of a graduated character-Of its commencing at the right starting point-Subjects should be varied-The reason and principles upon which this is founded.

2. The subject stated.-Color-Object in view in lessons on color, and their suitableness to this object and to infant minds-The graduated course of these lessons, with reference to the work published by the Society, entitled, "Graduated course of Instruction for Infant Schools and Nurseries"-Methods to be adopted in giving lessons-Principles to be deduced.

3. The other subjects treated in a similar manner-Form-Size-Weight-PlaceNumber-Physical actions and employments-Sounds, including practice in singingCommon objects-Pictures of common objects-Drawing before children-Human body-Animals-Plants-Language-Reading, Spelling, Writing-Pieces of poetryMoral instruction-Religious instruction.

5. ON THE SUBJECTS OF INSTRUCTION, ETC., PROPER FOR A JUVENILE SCHOOL. 1. Points in which a Juvenile School differs from an Infant School-As to its organization-Division of time-Classification of children-Home-work-Employment of PupilTeachers-Subjects of instruction calling the reasoning powers more into exerciseMethod of giving such subjects a more continuous and systematic character-Mode of treating the children-Morally, throwing them more upon their own responsibilityIntellectually, making them more independent of their Teachers, and more accustomed to gain information and knowledge from books, teaching them early "to learn how to learn," i. e., to be self-educators.

III. THE SCHOOL-ROOM, AS TO ITS ARRANGEMENT AND MANAGEMENT.

1. The School-room.-Influence of the appearance of the school-room on the chil dren's character-Its effect on visitors-Desks and their arrangement-Cleaning-Ven tilation-Temperature-Order and decoration-Apparatus-What it is-Its right appre ciation-Care to be taken of it.

2. The Opening of a New School, &c.-Preliminary steps to be taken-DifficultiesSpirit in which to commence-Plans to be adopted-Admission of children-Register and other books-Payments.

3. The Organization of a School.-What it means-Importance of good organizationPlans to be adopted-Treatment of new scholars-Points requiring attention, as timetables, programmes, distribution of work, &c.

4. Division or Classification of the Children.-Importance of classification of the children of an Infant School-Too much neglected hitherto-The advantage seen in the Model Schools of the Institution-Arrangement in galleries and classes-Principle upon which this is made, of proficiency, not age or size-The difficulties of Infant Schools, when Teachers have no assistance.

5. Regular and punctual Attendance, and the means of insuring it.-Importance of the subject-Different causes of irregular attendance-Method of dealing with eachMeans for securing attendance, supplying a good education, having well defined and positive rules-Quarterly pre-payment-Punctual attendance-How much depending on the Teacher's own habits-Closing the door at a fixed hour-Visiting the parents, &c. 6. The Dinner hour and arrangements for it.-The Teacher's presence necessary-Its inconvenience considered--The social and moral effects of superintending children at dinner.

7. The Physical State of the Children.-Teacher's duties with respect to health, cleanliness, and neatness-Duties of parents not to be too much interferred withMeans of cultivating cleanliness, neatness, &c.-The effects.

8. The Play-ground.-Physical education-Its importance-Provision to be made for its connection with a school-Advantages of the play-ground in reference to moral instruction and moral training-Its bearing on the health and comfort of the TeacherTheir objections answered-Tact required in the superintendence of the play-groundApparatus, games, &c.-Time to be allotted to exercise-Objections of parents met. 9. Monitors, Pupil-Teachers, and Paid-Assistants.-Monitors, these " necessary evils? as they have been called, fast disappearing-Still often found useful-Relative value of Monitors and Pupil-Teachers, and principle on which to be ascertained-The departments of labor for which each best fitted-Pestalozzi's method of preparing Monitors, and the work allotted them-Instruction of Pupil-Teachers, general and specialTheir management-Special cases examined-Pupil-Teachers almost essential to a good school, and amply repay labors of first year or two-to be early trained to "selfeducation"-When so trained a great relief to the Teacher-Always to be had where practicable.

10. Examinations, for the satisfaction of the public-The parents-The TeacherThe design and special advantages of each-Manner of conducting them--Abuses— Addresses to parents a most desirable adjunct-Suitable topics for such addresses.

11. Holidays, their use and number-Never to be given at fairs, wakes, &c.-Not generally desired by children in a well-conducted school.

12. Dealing with Parents.-Position of the parent-Its relation to the Teacher-Con. clusions-The double duty of a Teacher to the parent and the school-Course to be taken-Necessity of a conciliatory manner in dealing with parents who will not submit to rules-On punishing children at the request of parents.

13. Visitors, special and casual-Connection of the former with the school-Attention and courtesy due to them-How far the usual arrangement of a school may be changed for visitors-Their suggestions-Spirit in which to be taken-Use to be made of them. 14. Inspectors. The peculiar character of their office-Inspection always to be ob tained when practicable-Its value to a good Teacher-Their view of a school contrasted with that of the Teacher-Their relation as well to the Teacher as to the Patron-The Teacher's best friend-Inspection anticipated-Preparation to be madeLessons to be given before Inspector, as at other times.

15. Patrons and Committees.-Relation to the school-Claims-The blessing of a good Patron-Difficulties with Patrons or Committees-The self-will and pride of a Teacher not to be mistaken for conscience, or the love of doing good-Principles and ends to be kept in view rather than plans-Not to thwart or oppose even when not con vinced-to give way in minor matters if vital points are untouched-Circumstances which appear to justify giving up a school.

IV. THE GOVERNMENT OF A SCHOOL.

1. The Nature and Object of this Government.—All plans of government, if good, must be adapted to the uniform tendencies of human nature-Qualifications required in order to govern well-Importance of government in a school, as often giving to the

child first ideas of subordination-Essential also to the comfort of the Teacher-To the progress and happiness of the children-Disorder the master defect of many schools -Dislike to Teachers often caused by misgovernment.

2. A knowledge of the Principles of Action in Childhood required in order to Govern well. The principles enumerated-Their importance-Scripture references on the influence of habits-Wisdom and beneficence of the Creator seen in the early formation and power of habits-Difficulty of ascertaining motives-Importance of knowing themThe use to be made of them in governing a school.

3. Parental Government.-Different kind of rule as to their spirit-The politicalThe military-The family-Characteristics of each-Reasonableness of requiring the parental spirit in Teachers-In what it consists-Effects of possessing the spirit-The parental spirit manifested by God-Seen in Christ-The parental spirit should govern our schools-Our debt to Pestalozzi for advocating it so powerfully-His fundamental principle in all moral development and training.

4. Authority—Meaning of the term-Abuses of authority-Modern mistakes—Importance of authority in the school-room-How to be used-Adaptation to the nature of the child-Mistakes as to governing by love alone-Rules to be adopted in establishing and maintaining authority.

5. Kindness.-Distinguished from other affections-Love essential to a TeacherShock often received by children when transferred from a mother to an unkind Teacher-Influence of Kindness-Principles on which based-Manner of carrying them out-Caution against extremes.

6. Justice.-Definition-Temptations to partiality-Children's appreciation of jus tice-Written rules often useful.

7. Fear. Its abuses as a principle of government shown in the conduct of parents, teachers, and nurses-The use of fear in the moral economy of the child, and consequently its use by the Teacher-Cautions.

8. Influence. What it is to govern with the will of a child-Means of obtaining infence-its true value both in the Infant and Juvenile School.

9. Appeal to Principle.-Nature of principle, or sense of right and wrong-Relative position among motives of action-Advantages-The result, self-government, &c.Perfection of a school as to government, when good conduct proceeds from principle.

10. Prevention.-Importance of this principle as applied to the government of a school-Children to have full occupation-To associate pleasure with learningTeacher to call in aid the public opinion of the school-To obtain the co-operation of parents.

11. Rewards.-What they are-How they act-Injurious as being an artificial excitement-As giving wrong views both of justice and merit-As rousing a mercenary spirit-As exciting vanity and pride-Means to be used to make promised rewards unnecessary-Example of Hofwyl-From our Infant Schools-The highest motives to be cultivated-Animal motives to be properly directed-Different ways of rewarding merit-Value of a reward consists not in the actual value of what is bestowed, but in the association created-Reward occasional and not expected-When it is not an incentive to exertion, but a proof that inerit is recognized, it gives the idea of justice. 12. Punishments.-Nature, design, and spirit-Difference between punishment. correction, and discipline-The true end of punishment-Mistakes of the passionate Teacher-Effects of these on the child-Punishment should arise out of the faultGod's dealings with us our example-Natural punishments enumerated-Children to be shown the connection between sin and punishment--An unvarying punishment im possible-Should differ according to character and disposition, and the nature of faults, &c.-Evils of severe punishments-Importance of discrimination-Public exposure as a punishment-Spirit that leads a teacher to expose her pupils for her own gratifica tion-Effects of exposure on different dispositions, and on spectators-Corporal punishment-Former and present practice contrasted-Opinion of Dr. Arnold and Dr. Bryce-Pestalozzi's rules for using it-Its absence in a good school-Expulsion when to be resorted to-Circumstances to attend it.

13. Emulation-Nature of the principle-Usual application-Meaning of the wordNatural emulation, distinguished from Scripture emulation-"Generous rivalry," and "rivalry a means of self-knowledge," false ideas-Natural emulation not to be stimu lated-Difficulties of a Teacher not using emulation-Substitutes for it, as-Desire to overcome difficulties-To gain knowledge-To please a much-loved Teacher, &c.

VII. SPECIMEN OF LESSONS

IN THE MODEL AND TRAINING SCHOOLS OF THE HOME AND COLONIAL SCHOOL SOCIETY.

SPECIMEN OF LESSONS GIVEN IN THE MODEL SCHOOLS OF THE HOME AND COLONIAL INFANT AND JUVENILE SCHOOL SOCIETY.

It is the practice for the different teachers in the Institution to draw up sketches of the lessons they have to give, and these sketches are here inserted to illustrate the manner in which the course of instruction is graduated, and that the system may be seen at work as a whole. The first lesson begins with pupils of three and four years old; the last is to the students under training. The lessons are given, in these examples, by the regular teachers of the Institution, and not by those who are learning the art of teaching.

LESSON GIVEN TO THE LOWEST DIVISION OF THE INFANT SCHOOL.-NUMBER.

The Superintendent explained to the company that the object of the lesson to be given was to develop the idea of Four.

Sketch.

1st.-I shall exercise the children in the number 3, to ascertain whether they have a correct idea of it; for example, I will call a child to bring me 3 pointers from among many, then 3 bottles, &c. To give the idea of 4, I will add 1 pointer to the 3 pointers, 1 bottle to the 3 bottles, &c., and make the children observe and repeat after me, as I point, 4 pointers, 4 bottles, &c.

2d. To ascertain whether they connect the right idea with the name, I will ask them to bring me 4 pointers, 4 bottles, &c.

3d. To see if they can apply the names themselves, I will hold up 4 bottles, 4 pointers, &c., and get them to tell me how many there are.

Lastly, I will make them go over together, in succession, the numbers they have learnt, that they may obtain an intuitive perception of enumeration, 1 bottle, 2 bottles, &c.; after this make them say, 1, 2, 3, 4, several times.

Teacher. I should like a little child to bring me 3 bottles. Let Charles bring them.

The child named brought 2.

T-Is he right?

Several.-No.

T-Who can do it?

Several.-I can.

A little boy rose at the bidding of the teacher, and brought another bottle to her, making up the number 3.