then on a map of Asia, the pupils pointing out the countries around it, and naming them. The teacher would then proceed with the physical features, in the order before mentioned; its divisions; and then its towns.

83. These particulars will be best taught by means of large school-room maps, the children being seated in the gallery and the teacher pointing to each place, as it is found in Dr. Cornwell's "School Geography," during the lesson. Skeleton maps, too, entirely without names, may be used with advantage in the drafts, provided the teacher is well acquainted with the map before him. The boys should also be occasionally furnished with slates, or with chalk and a blackboard, and be required to draw various portions of the world. Their acquaintance with a country may sometimes be tested, by requiring them to fill up these bare outlines, without seeing a map. Thus, the teacher might say, "Put down on the board Mount Lebanon, the Jordan, or Jerusalem."

84. When a lesson has been gone through by the teacher on the skeleton map, mutual interrogation sometimes ensues; each boy in turn, beginning at the last, puts a question, and rises or falls in proportion to his skill in questioning, and the extent of his knowledge. The scope of the questions they are allowed to put is very extensive: they may propose questions on points of general history, or biography, which have not been mentioned by the teacher, but the knowledge of which they have attained by reading or conversation.

If we suppose the map to be Palestine, and Tyre to be the spot under consideration, some such questions as these would probably be put:

Teacher.-Where is it?

Pupil.-On an island.

Teacher.-Describe the situation of the island.

Pupil.-It is at the eastern extremity of the Levant, opposite the northern part of the Holy Land, from which it is separated by a narrow strait.

Teacher.-What occasioned its erection on an island?

Pupil.-Its being attacked by Nebuchadnezzar.

Teacher.-For what was it remarkable?

Pupil.-For commercial prosperity.

Teacher.-In what class of powers should we place it?

Pupil.-Naval.

Teacher.-Was the second Tyre ever taken?

Pupil.-Yes.

Teacher.-By whom?

Pupil.-By Alexander the Great.

Teacher.-Cite a passage of scripture relating to that event.

Pupil.-Isaiah xxiii.

Teacher. What is Tyre now?

Pupil.-A place resorted to by fishermen to dry their nets.

Teacher. The prophecy respecting this?

Pupil.-Ezekiel xxvi. 14.

Teacher. To what power does it now belong?

Pupil.-To Turkey.

Teacher. What nation in modern times did it most resemble, and in what particulars?

To such questions as these a more irregular but not less searching course of mutual interrogation ensues, as

Teacher. What city in Africa was founded by a colony from Tyre?
Pupil.-Carthage.

Teacher. How did Alexander's army approach the walls of Carthage?

Pupil.-By a mole.

Teacher.-What city did he advance against, after taking Tyre?

Pupil.-Jerusalem.

Teacher.-How long did Nebuchadnezzar besiege old Tyre?

Pupil.-Nearly fourteen years.

Teacher.-How long did new Tyre detain Alexander.

Pupil.-Seven months.

Teacher.-Mention the year in which Tyre was destroyed by Nebuchadnezzar, and also that in which it was taken by Alexander?

Pupil.-572 and 332, before the Christian era.

Teacher. Why is it called the daughter of Sidon by Isaiah?

Pupil.-Because it was built by the Sidonians.

Teacher.-Mention the prophecy which foretold its destruction by Nebuchad

nezzar.

Pupil.-Ezekiel xxvi. 26, and following verses.

Teacher. What chapter describes the sources of the wealth of Tyre?
Pupil.-Ezekiel xxvii.

Teacher.-What prophecy was fulfilled after Alexander quitted Tyre?
Pupil.-That it should be forgotten seventy years, (Isaiah, xxiii. 15.)
Teacher. Where is the prophecy of Alexander's success at Tyre to be found?
Pupil.-In Isaiah xxiii. 11, 12.

These, and many other questions might be put and answered in much less time than this account is written. If the question be not prompt, or the answer ready, another boy quickly proceeds, or the teacher again takes the subject up. In this way all the information any one may possess will be elicited and communicated to the rest.

85. A very large amount of the knowledge gained in geography is acquired incidentally, in connection with the reading classes. Every place occurring in a Reading Lesson, whether in the Bible or the Lesson Books, should be pointed out on a map, and information relating to it should be imparted. Thus, if the children are reading that Alfred concealed himself in the island of Athelney, the teacher should put questions to bring out the following facts; or, if unknown, he should state them. (1.) Athelney is in the west of England. (2.) In the county of Somerset. (3.) It is an island formed by the rivers Tone and Parret. (4.) It received its name Athelney (meaning Nobles' Island,) because Alfred and his nobles here concealed themselves. In reading the 27th chapter of Acts, the ancient geography of the most important places eastward of Italy, on the northern and eastern shores of the Mediterranean, should in like manner be taught, in order to render the chapter intelligible.

86. When this course of map geography has been so arranged as to give a tolerable notion of the various countries of the world, and of such particulars respecting them as are most necessary to be known during the far too limited period of school education, it is felt that there are some portions which require to be more minutely studied. With this view blank maps of England, the British Isles, Palestine, and Europe, Australia, and the United States, have Deen prepared, and one of them is studied at each draft station during some one or other of the exercises in each week. This plan enables the teachers of the various sections to revise and fix the knowledge already obtained by the children during the collective lessons, as well as to extend their acquaintance with the particular parts of geography most likely to be useful to them.

Section 11.-Class Teaching-Miscellaneous Lessons.

87. Enough, it is hoped, has been said to show the methods employed in the education of children at the central school. It will therefore be sufficient merely to specify the remaining subjects, and to point out what is communicated in connection with each.

88. Courses of collective lessons are arranged and given on English History; the Philosophy of Health; Natural History; Objects and Manufactures; the Philosophy of Common Things; and Political Economy. Reading lessons are also found on most of these subjects in the Daily Lesson Book, No. IV., and are studied in the middle and upper part of the school.

All that can be attempted in these branches is to give the pupil sound general views concerning them; to impart a desire for the acquisition of further knowledge; to exhibit the method of carrying on the study of each or all to the best advantage; and to make them instruments for developing a spirit of intelligent, humble inquiry concerning the works of God and the laws of their being.

89. In English History, the leading events of different periods with their causes and consequences-the gradual development of the constitution of our country-its trade, commerce, and literature, and the condition of its people at the various epochs of their history, are dwelt upon.

90. In lessons on the Philosophy of Health, the composition of the atmosphere, and the part it bears in the formation of the blood-the effects of bad air-insufficient or improper food and drink-the benefits arising from cleanliness in the skin, clothes, and dwellings—and the consequences arising from bad water, and want of drainage, as illustrated by reference to the structure of the skin, lungs, and blood of the human frame, form the substance of the instruction given.

91. In Natural History, the adaptation of the parts and constitution of animals and vegetables to their habits, places of abode, and food, are taught in connection with the best known and most remarkable specimens in each kingdom; and suggestions are given as to the way in which these exhibit the wisdom and goodness of their great Creator. This part of the course is followed by another on classification; and the whole is concluded by bringing to the notice of the children the leading facts in animal and vegetable physiology.

92. The manufacture of the articles in daily use by the children is brought forward in connection with the objects themselves. The lessons on the philosophy of common things explain the construction of a child's syringe; the common pump; fire engine; thermometer and barometer; the telescope and microscope; the steam-engine and its varied applications; the diving bell; balloons, and mariner's compass, and the. principles on which their construction depends. 93. The laws which regulate supply and demand, as illustrated by the varying prices of labor, and of the articles of food and clothing in daily use among the children; the nature and value of money, and its use in the operations of trade and commerce; the relations which labor and capital bear to each other; the ways in which rapid, safe, and cheap communication between the different parts of the same country, and the various nations of the earth, serve to increase and cheapen the necessaries and comforts of life; how war not only destroys life and capital, but also does much to prevent the reproduction of wealth: these, and such other lessons as may appear necessary to show the

conditions of a nation's prosperity, together with the duties men have to sustain to each other and to the state, as masters, servants, or citizens, are explained and exemplified in the lessons on political economy.

Section 12.-Class Teaching-Drawing.

94. In the central school this exercise consists of the following course:(a.) Lineal drawing on slate or blackboard. The influence of lineal drawing in assisting to produce a good handwriting has long been noticed. Both tend to develop the faculty of form. This exercise is therefore given to the whole school, and consists, in the first place of outlines of geometrical forms, accom panied by questions as to the length of lines and the size of figures, and the division of lines into halves and quarters. The text-book in this part of the course is Pickton's "Lineal Drawing." Afterwards, outlines of simple objects of furniture, flowers, and ornaments of various kinds are drawn. The teacher is furnished with a pair of compasses and a graduated ruler, and thus corrects the attempts of the pupils, when necessary, with perfect accuracy. Here, two objects are aimed at, (1.) the training of the eye; (2.) the training of the hand.

(b.) Botanical, animal, map, and general drawing, from copies and specimens. (c.) Model and object drawing, in which Butler Williams's course of model drawing is accompanied and followed by the delineation of objects, with illustrations of the main principles of perspective.

(d.) Design drawing, in which the children are put through a preliminary course of practice in combining straight and curved lines into pleasing figures. They are afterwards taught to draw from plaster casts, and then encouraged to originate designs which may be useful for the purposes of ornament and manufacture.

(e.) Geometrical drawing with instruments, intended to teach the pupils the construction of such problems as are most required among carpenters, masons, and handicraftsmen in general.

(f) Architectural and plan drawing, including the various parts of a common building, such as staircases, closets, &c., as well as the different styles and orders of architecture.

Lineal drawing is practiced first with slate and pencil, then on blackboard with chalk, and afterwards on paper, in pencil and crayon.

Section 13.-Class Teaching-Vocal Music.

95. The exercises on this subject consist of two divisions:

(a.) Singing by ear. Simple school and marching pieces are taught to the whole school. These are set to cheerful and instructive words, and serve to convey much useful information, as well as to recommend moral precepts in a pleasing manner. The practice of these simple pieces forms an agreeable change from the more difficult exercises of the school, and enlivens the changes from one study to another.

(b.) Singing from notes. Those children who show an aptitude for the study of vocal music are formed into three classes, and spend about three half-hours every week in the study and practice of this art.

96. The first class is introduced to the subject by the teacher producing a sound with his own voice, and exemplifying the differences in length, pitch, and loudness; the children imitating at every step. After a few sounds have been

thus taught, and the method of representing them with their pitch and length by notes on a staff, the pupils are trained to produce any sound named by the teacher. He then practices them, by pointing to the different lines and spaces on the staff at random, and requiring the class to produce the sound thus indicated. The great object at this stage is to give the children an idea of music as distinct from the signs employed to represent it.

The next step consists of a selection from the sheet exercises contained in Hullah's system of vocal music, relieved by the occasional practice of easy school pieces, previously written out on the large music board.

97. The second class is introduced to the use of music books; two pupils singing from one copy. The music in use consists of selections from Crampton's school pieces, Curwen, Hickson, and the least difficult portions of Hullah's Part Music.

The third class is composed of the pupil teachers and a few of the most advanced among the children. The publications of Hullah and Novello are those chiefly in use.

The whole course is accompanied by the frequent use of sol-fa-ing, and as much of the theory of music as is necessary to render it intelligible and useful.

IV. SCRIPTURAL INSTRUCTION.

1. More importance is attached to scripture teaching in the daily occupation of the central school than to any other branch of instruction. It is believed that direct religious instruction and training must form the basis of every true system of education, and that the Scriptures should be made the text-book of that instruction and training. With this view a scripture collective lesson is given daily to the younger children, until they are able to read the book of scripture selections published by the Society. After this stage two scripture lessons are given in the gallery every week; and three-quarters of an hour on each of the other three days are employed in scripture reading.

2. The subjects of the gallery lessons from scripture are-its narratives; its parables and miracles; its doctrinal portions; the attributes of God; moral duties; and scriptural emblems and illustrations.

Bible geography, history, and biography, the government and public worship of the Jews, Jewish sects and customs, are taken up in the reading classes.

The general principle on which this division proceeds, is, that whenever it is the chief object to train the affections, and develop the moral nature, the collective lesson is the most effective instrument; while scripture reading in drafts (each child having an open copy of the Word of God in his hand,) is most useful when matters of detail are concerned, or individual searching of the Bible is required.

3. The same general principles should guide the teacher in giving the scripture lesson as have been already stated under the head "Collective Teaching;" a calm and quiet tone of voice, and a reverent manner, should be always preserved; and the teacher should not make statements, or draw conclusions, on his own authority, but continually refer to the Word of God.

The sketches of these lessons, however, differ materially from those on secular subjects. Two are given below, one on a narrative lesson, and one on an emblem lesson, as specimens of the two distinctive methods of preparing them.