assembled within a smaller compass for general examination. This gallery must have seats, at least equal, altogether, in length to all the other seats around the room.

(D) are the seats against the wall behind the rostrum.

The advantages of a square room are manifest. The distance of the several seats from the rostrum approach more nearly to equality than could possibly be the case in a lengthened oblong, and the eyes of the children are more easily directed to that point.

The seats for the monitors (E) must be placed at a sufficient distance from the benches against the walls, to leave room for the free passage of the children when they walk round the school two and two. They should be placed at the terminating line of each class, and two monitors may take their place on each seat, turning each towards his own class. The seats (E) should be so broad, as to allow the monitors room to stand upon them when the lesson is given out from the rostrum.

Two smaller rooms (F) should be adjoined to the school, which are called class rooms. The one will be principally occupied in receiving those things which would be incumbrances in the larger room, and may be used occasionally, if such be wanted, as a committee room. The other is for the purpose of more exact and personal instruction of the higher classes, and for individual examination.

Articles of Instruction in an Infant School.

One dozen Texts of Scripture, in large characters, for the walls of the room, 75 cents per doz.

Four dozen Spelling and Reading Lessons, printed on me-
dium paper, 6 to 12 line pica, suitable for the large
room, and the smaller for the class room, at 75 cents
per doz.
Alphabetical board or transposition frame, with 500 large
letters pasted on blocks, to slide into the frame, so as
to compose words or sentences,
300 Imprinted Tins, for the use of the several classes,
Large Numeral Frame, with balls,

$8.75

3.00

10.00

15.00

12.00

Large black board on which the copies for writing are traced, and for other purposes,

3.50

48 sheets with large letters of the alphabet, for the purpose of pasting on card paper, or on the pages of a blank book, or on blocks, 64 cents per sheet,

2,000 smaller letters, printed on card paper,
Tambourine, $6,00, and Hand-bell, 50 cents,
1000 (wooden bricks) blocks, one inch thick, two inches
broad, and four inches long, for the children to make
block houses and walls, in the form of brick work,

Pictures of Scriptural Subjects and Natural History.
A few elementary Spelling and Reading Books.

Slates, with the alphabet engraved on them, and Slate Pencils.

3.00

2.00

6.50

5.00

On the Government of the School.

[From Goyder's Treatise on Infant Schools.]

In the schools conducted upon the new system, neither the rod nor ridicule are ever resorted to. Should it be inquired, how then are the children governed or preserved in a state of order? it is answered, by a line of conduct grounded on love, patience, gentleness, or unwearied forbearance. The children are made to reason as rational creatures, made to tell the impropriety of their conduct by demonstrative proofs, and to delight in the sensibility of a vir tuous state, and universal forbearance. In short, we take occasion from the scriptural words "bear and forbear" to quicken their desires to walk in such a way as shall ultimately secure them the respect and esteem of the good and virtuous. Suppose two children have been fighting: when I was a boy, the punishment was, the delinquents should castigate one another. Our method is as follows, and without enlarging on the merits of either, I will leave the public to decide which is the most efficient.

The delinquents are placed before all the children in the centre of the school, the teacher points to them and exclaims:

Teacher.

You see these children?

Children. Yes, Sir.

And you know what they have been doing?
Yes, Sir, they have been fighting.

Hold out your hands [children hold them out]. Now
tell me who made your hands?

God.

And for what did he make them?

To be useful in learning to work with them, and to help one another.

Then he did not make them to fight?

No, Sir.

There is a verse which says,

"Birds in their little nests agree,

And 'tis a shameful sight,

When children of one family

Fall out and chide and fight."

Now, my dear children, we are all of one family, and ought not to fight. God loves us always, but we cannot say we love him if we use our hands for a purpose which he never made them, and it is a shocking thing not to love God. You see these two little boys?

Yes, Sir.

Are you not sorry to see them in such disgrace?
Yes, Sir.

And I am sure you will help me to try and make them
good?

Yes, Sir, we will.

Again:-No undue emulation is by any means encouraged in the schools when the improved plans are adopted, I entirely coincide

with the benevolent views of the enlightened Fellenberg on this point, and as his language will speak much more forcibly than mine, I herewith present it in his own words :

"That system of continual praises given to one, while they discourage others, of applause bestowed upon those who have merely performed their duty, (as if it was the intent to lessen the worth of a good conscience,) of public reproof addressed not unfrequently to him, who has done as well as he was able, of first and second places, of crosses at the button hole, and of trials of ability before a public auditory; all this system with its apparatus is as severely proscribed in our schools, as are the most of school punishments, and doubtless with much reason; for what else is it but designedly to spoil the heart, thus to influence the will by perpetually exciting self-love, so that it might be asked if there was not a deliberate purpose to sow in the hearts of children the seeds of pride and jealousy, and of a thousand hateful passions, and thus by the education of the young, to prepare men for the career of rivalry and

ambition."

The good sense of these remarks is surely too obvious to require a single comment. It will therefore, no doubt, appear from these considerations, that the obedience which should be exacted from children, must be obtained by love, and the only reward which should stimulate them to the performance of useful actions, ought to be derived from the heartfelt satisfaction of benefiting their fellow creatures.

PENCE TABLE.

Twenty pence are one and eightpence,
That we can't afford to lose;

Thirty pence are two and sixpence,
That will buy a pair of shoes.

Forty pence are three and fourpence,
That is paid for certain fees;
Fifty pence are four and twopence,
That will buy five pounds of cheese.

Sixty pence will make five shillings,
Which we learn is just a crown:
Seventy pence are five and tenpence,
This is known throughout the town.

Eighty pence are six and eight pence,
That sum once my father spent ;
Ninety pence are seven and sixpence,
That for a quarter's schooling went.

A hundred pence are eight and fourpence,
Which is taught in th' infant school;
Eight pence more make just nine shillings,
So we end this pretty rule.

NAMES OF MONEY.

Ten mills one cent do make,
Which will buy a penny cake;
Ten cents will make one dime,
And thus you have it all in rhyme.

Ten dimes are just a dollar
The United States all over;
Ten dollars are an eagle of gold,
And so our money's names are told.