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.

II. OBJECTS.-1st step.-Distinguishing or naming three or four common objects, 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 Object.— The children to extend their observations to qualities, beyond those which are immediately discoverable by the senses. 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. Toys.--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 bodythe 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 naines 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 names, and practice the introductory lessons on Form in "Model Lessons," part II.

6th step. The course of lessons on Form in "Model Lessons," part II. VII. ANIMALS-1st step: A Domestic Animal.-A picture or a stuffed specimen 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 idea of the numbers from 1 to 5 or 6, to be developed by the use of the ball frame and miscellaneous objects, as exemplified in Reiner'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 exerModel Lessons," part i., to be used as directed in that work.

cises in 64

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 number 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 general 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, how 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 stages for the various schools. It is also thought desirable that one of the courses of lessons should be presented in a continuous

form, that the extent and variety of exercise which they are intended to give to the mind may be observed. The courses form two series of exercises, commenced in the infant-school, and completed in the juvenile-school.

First Series-To Exercise the Eye alone.

Measuring relatively.--Let the children determine the relative length of lines drawn in the same direction on the slate, i. e., which is longest, which is shortest, &c. Whenever there is a difference of opinion, prove who is correct, by measuring.

Determine the relative length of lines drawn in different directions on the

slate.

Determine the relative distances between dots made on the slate.

Determine the relative difference of the distances between different parallel

lines.

Determine the relative size of angles.

Determine the relative degree of inclination of lines from the perpendicular— first, by comparing them with a perpendicular line, drawn on another part of the slate-and afterwards without this assistance.

The same exercise with horizontal lines.

Determine the relative size of circles, and then of portions of circles.

Children called out to divide straight lines, drawn in different directions, into 2, 3, 4, &c., equal or given parts, the others to state their opinions as to the correctness with which the operation has been done.

The above exercise repeated with curved lines in different directions.

NOTE.-Several of the above exercises may be applied to the lengths, &c., of the objects and pictures in the room.

Measuring by current Standards.-The teacher to give the children the idea of an inch, nail, quarter of a yard, foot, half a yard, and yard, which, at first, should be drawn in a conspicuous place, for the whole class to see.

To decide the length of lines.-First practice the children upon the inch, then upon the nail, and so on up to the yard; continually referring to the standard

measures.

NOTE. These exercises should be continued until the eye can decide with tolerable accuracy.

Determining the length of lines combined in various rectilinear geometrical figures.

Determining the circumference or girth of various objects.

Determining distances of greater extent, such as the floor and walls of the room, the play-ground, &c., &c.

Measuring by any given Standard.—Measuring sizes, heights, lengths, &c., by any given standard.

How often a given standard will occupy any given space, with respect to superficies.

Second Series-To Exercise both the Eye and Hand.

Before commencing these exercises, it would be advisable to give the children instruction (in a class around the large slate) with regard to the manner of holding the pencil, the position of the hand in drawing lines in various directions. This will be found to diminish the labor of attending to each individual separately. Instruction as to the position of the body may be left till the children are placed at the desks.

NOTE.-The standard measures, used previously, should be painted on the walls, or placed conspicuously before the class in some manner, both horizontally and perpendicularly, in order to accustom the children to them.

The children to practice drawing straight lines in different directions, gradually increasing them in length. First perpendicular, second horizontal, third right ob lique, fourth left oblique.

To draw lines of given lengths and directions.

To divide the lines they draw into given parts.

To draw curved lines in different directions, gradually increasing in size.

To try how many angles they can make with 2, 3, 4, &c., lines.

To try what they can make of 2, 3, 4, &c., curved lines. The proceeding to opies; first copying those formed of straight lines, then those of curved lines. To draw from copies.

NOTE-In the course of forming figures out of straight and curved lines, the children should be taught to make the letters of the alphabet.

XII. GEOGRAPHY.-1st step.-The course consists of the following series of lessons: 1. The cardinal points. 2. The semi-cardinal points. 3. The necessity of having fixed points. 4. The relative position of objects. 5. The boundaries of the school-room. 6. The boundaries of the play-ground. 7. The relative distances of the parts and objects of the school-room. 8. The relative distances of the parts and furniture of the school-room marked on a map, drawn on the large slate or black board with chalk, before the children. 9. The scale of a map. 10. The relative positions and distances of different places on a map of the neighborhood. 11. The map of England. 12. The map of the Holy Land.

SPECIMEN OF EXAMINATION PAPERS

OR

SCHOOL MANAGEMENT AND THE ART OF TEACHING.

AT the risk of repeating some of the leading principles set forth in the foregoing Course of Instruction," we give below a Syllabus of Lessons on Education given in the same institution to students in training for teachers in the schools of the Home and Colonial Infant and Juvenile School Society.

EXTRACTS FROM SYLLABUS OF LESSONS ON EDUCATION, GIVEN TO STUDENTS IN TRAINING AT THE HOME AND COLONIAL SCHOOL SOCIETY.

I. THE PRINCIPLES OF EDUCATION AS SET FORTH BY PESTALOZZI. 1. On the Aim proposed by Pestalozzi in Education. This the first point to be considered-Mistakes with respect to-The true aim of education as it respects knowledge -intellectual and moral character-Social relations-Moral and religious dutiesPrinciples on which based-The proper work of the Teacher reduced-Results.

2. The Influence of a good Education.-The little that has been done by education as hitherto pursued-Causes of this-Influence of a good education on thought, feeling, sentiment, opinion, &c.-Different senses in which the child may be said to be father of the man-Influence of education established from examples-Necessity of faith in this principle on the part of the Teacher-Incidental and systematic education, difference between-The Teacher to form a good intellectual and moral atmosphere round the child-Means of effecting this.

3. Education, Organic.-Organs and organized bodies considered to illustrate thisDifference between growth from within carried on by organic action or development, and increase from without effected by accretion-Application-Difference between ordinary elementary education and eleinentary education on the system of Pestalozzi -Deductions as to liberty, activity, and power-The application, especially as to tiberty, in the school-room and play-ground.

4. On Education being an entire Work.-Pestalozzi's motto, "Education has to work on the head, the hand, and the heart"-Dugald Stewart on the same point-Pestalozzi introduced the principle into popular education-The perfection to be aimed at in education, moral,-Mistakes that have been made as to Pestalozzi's practice-Pestalozzi's estimate of the relative importance of the different elements of a child's nature, and method of dealing with each.

5. Education should aim at the Gradual and Progressive Development of the Faculties.Examples of graduated and progressive instruction as-Proceeding from realities to signs, first natural, then artificial-From particular facts to general truths-From what is simple to what is complex-From the exercise of observation to the exercise of conception-From the conception of material things to abstract ideas, &c.—The first step -to find something analogous in the experience of the child to the subject presented, thus proceeding from the known to the unknown-The child to be firm on one step before proceeding to the next-The extent to which graduation should be carried-Extremes to be avoided-The graduations not to be too minute to prevent healthy

exercise.

6. Education should be Harmonious.-The cultivation of all the faculties, not singly and apart, but simultaneously.

7. The Character or Spirit of Education." Not to teach religion alone but all things religiously "-Illustration drawn from the circulation of the blood in the body-Exemplification of this spirit in the instruction, general management, and discipline of the school-Results to be expected.

8. Early Education chiefly by Intuition.-What is meant by intuition-ExamplesValue of what is learned from experience-Early education to lead to and prepare the mind for books-When commenced with books the mind often loaded with words conveying no definite meaning to children-The powers of the mind in consequence often cramped-Intuitive teaching one of the leading features of Pestalozzi's system-Connection between intuitive and logical knowledge-The assistance the former gives to