a majority of the former, always increases in power, wealth, and prosperity; but as soon as the latter become a majority, its gradual decline is always certain.

When teachers come to be instructed in the system, point out these things to them, as opportunities occur; make them do something, and not look on; make them attend regularly, or not at all; make them at first take a monitor's place, then to manage the children at reading and spelling-lessons, then object-lessons, then gallery, then class-room, and they must not be pronounced fit for employ until they can perform them all; point out the importance of play-ground management, and be sure to try them at it. No child to be allowed to impose on another, to spar or to fight, nor any kind of play to be permitted which can call up the angry feelings, or encourage cruelty, bloodshed, or war. A few live animals should be kept amongst the children, and kindness to them should be encouraged, and unkindness repressed; also a few statues should be procured, such as are carried about the streets by the Italians. Encourage the older children to protect and help the younger and weaker ones, and also to tell them a little of their knowledge. I have seen some truly noble and magnanimous conduct in these matters displayed amongst well attended infants, and the very reverse amongst those ill attended and neglected. Let all the lessons and pictures be taken in turn, sometimes one set, sometimes another; do not let them get dusty for the want of use, and as an excuse for yourself tell those who procured them for you that a very few would suffice for little children. They can always learn if you can teach. Your superior judgment is required to ascertain when to teach and what to be taught. The pupils when awake can always learn something. Children like variety, especially of pictures : always remember they are only to hang against the wall, or to be put into the cupboard out of school hours; in school hours they are for the instruction of the children;

if it is the representation of an animal, tell the children the difference between the representation of a thing and the thing itself; tell them if a biped or quadruped, and shew them the distinguishing marks of each. Never ask infants to tell you what you are first to tell them: you are the teacher, they the learners. I have seen a teacher punish a child for not knowing what he forgot to teach him, and often thought that the punishment ought to have been on the other side Little children know nothing until they are taught: they come to infant schools to learn, not to be punished for their ignorance. Infant teachers will do well to keep this in mind.

That the teachers be allowed ten shillings cach for every person instructed in the system, for the extra trouble given them, and as an encouragement to them to take great pains with the parties; the money to be paid by the persons instructed, or the committee who send them. If the persons come to be instructed in the infant system, they must remain in the infant school, and not be permitted to go either to the boys' or girls' school, nor to run about from one school to another. To be allowed to remain until the master or superintendent (should there be one) can conscientiously give a certificate of the person's fitness for the office, and this to be done without favour to any person; the master always remembering that the interests of hundreds of children are not to be sacrificed to serve one individual, nor the individual to be tortured by being placed in a situation which nature never designed him or her to fill. It is one thing to possess knowledge one's self, but quite another to be able to communicate that knowledge in a pleasing and proper manner to infants

Infant teachers ought to know that children are never too young to learn, but that the teachers are often too old to teach. That the infants be taught at the earliest possi ble period the advantages of punctuality and regularity,

and that the teachers endeavour to impress it on the parents minds, that their children must attend regularly and in time, and that unless they do so they will not be permitted to enjoy the advantages of the institution.

That the teachers take especial care to keep up their own respectability, and not to be on too familiar terms with the parents of the children. Good sense will mark the line of conduct indispensable on this subject, and shew the necessity of not getting into the opposite extreme. No parent must be allowed to come to the schools unless they come on business respecting the children, and they must be told to come at 9 o'clock, and not interrupt the business of the school by coming at all hours. If it be on private business, they must go to the dwelling of the teacher wanted. It is earnestly and seriously recommended to the teachers not to allow gossiping in the schools; it is improper, and highly detrimental to themselves, and also to the institutions, and cannot be permitted.

If an examination takes place, and the parents are invited, it is a different affair, but even then the more that is done with the children, and the less talk with the parents the better, unless it be after business is over. In the mistress of an infant school, a ladylike conduct and deportment is desirable, as the children are correct copyists, and copy bad habits sooner than good ones. In a model school it becomes more necessary; because persons of various kinds and degrees, will come to be instructed, some who have seen better days, and all will notice, and afterwards animadvert on, the deportment of the parties who have instructed them, and will not fail to mark faults where they become apparent. The same observations will, of course, apply to the master, and be equally worthy his attention. Visitors must be respectfully requested not to take off the attention of the teachers by talking to them, especially when a gallery lesson is going on, nor yet to talk to each other, because the most scientific teacher can