teaching them to feel a spirit of generous emulation, as distinguishable from that of ill-nature or envy.

Beside the swings, in many schools they have a very useful addition to the play-ground. I mean the gymnastic pole.

Although it is most proper for the master in the playground to relax altogether the brow of magisterial severity, yet there is no occasion for him to withdraw the influence of love. He will not prove a check to the enjoyment of the children, if, entering into the spirit of their innocent pastimes, he endeavours to heighten their pleasures by a judicious direction of their sports.

Among other amusements, which his ingenuity may suggest, I would mention a geometrical amusement, which is very practicable. First, let a certain number of children stand in a row. Opposite to these let one or more children be placed as directors to order the change of figure. A straight line, we will suppose, is the first thing shewn by the position of the children; the next thing to be formed is a curve, by the advancement of each end; then a half-circle,—a circle, by joining hands in a ring;-two equal parallel lines, by the division of the number in action; next a square,triangle, &c. &c. These changes may either be made at the command of the master, or, as we before proposed, of one or more children acting as officers to direct these geometrical movements.

Had it been constantly borne in memory that God is the creator of the body of a child as well as of its mind; and that the healthy action of both is requisite for happiness and usefulness, more attention would have been paid to the due and proper exercise of children than has hitherto been done. He has implanted an instinctive impulse to activity in every young child, which displays itself in almost incessant motion, where there is perfect health, and when there is opportunity. To restrain this unnecessarily, is therefore to act in opposition to the laws of nature; and the end must be a certain injury to the child. To prevent this evil, and

to act in obedience to these laws, the various actions of clapping the hands, folding the arms, twisting the fists, and various other motions have been introduced. By these means a spirit of restlessness, which would undoubtedly shew itself under unnecessary restraints, is converted into a motive of obedience, and thus even a moral influence is produced, by what would appear a mere childish play. They may all be gone through with elegance and propriety: and no rude or indelicate action should be allowed. Many masters are too free in making a show of these exercises to visitors, who are perhaps amused with them, but this is to divert them from their proper use. They were only invented to be introduced at intervals, when the children's attention began to flag, or to give them that proper exercise which their tender age required. How has everything connected with the infant system been burlesqued! and thus sensible persons have been led to despise infant education, which if rightly understood by them, would be seen to be one of the most powerful moral engines that can be put into action for the welfare of our fellowcreatures, especially of the poorer classes.

CHAPTER XVIII.

MUSIC.

Infant ditties-Songs on natural history--Moral lessons in verse-Influence of music in softening the feelings-Illustrative anecdote.

"Music hath charms."

MUSIC has been found a most important means of mental and moral improvement. Its application took place from my finding a great difficulty in teaching some children, especially the younger ones, to sound their letters; and hence I determined to set the alphabet to a simple tune. I sang it frequently to the children when they were low or dispirited, and although none attempted the same sounds at first, I had the satisfaction of observing unusual attention. My next effort was very injudicious; for I urged on them the imitation of these sounds before they were actually capable of so doing; and hence, as more reflection would have shewn, only discordance arose. Having told them then to listen only, as they did at first, I soon discovered that having learned the tune through the proper organ-the ear, they were able to imitate it with the voice. We then by the same means marked the distinction between vowels and consonants with a tune that was longer and rather more difficult. As the monitor always pointed out the letters in succession while the children were singing, attention was excited and secured, and error effectually prevented, as correct time and tune could not be kept unless every child sung the right letter.

Success as to the alphabet led to the adoption of music in the teaching of arithmetic. This was available in two ways, first by combining with it physical exercise,

The

and then by tasking the faculties of observation. former was effected as follows: the children sang, one is the half of two, two is the half of four, three is the half of six, &c. &c., and then brought one hand down on the other alternately, without however making too much noise, so as to interrupt the time; the latter was accomplished by the arithmeticon, which has already been explained. A few specimens of the ditties thus used shall now be given; and several others, both hymns and moral songs are to be found in the Manual, recently published by myself in conjunction with a friend.

FOUR SEASONS OF HUMAN LIFE.

Our days four seasons are at most,
And Infancy's the time of Spring;
Oh! with what trouble, care, and cost,
Must we be taught to pray and sing.

In Summer as our growth proceeds,
Good fruit should hang on every branch;
Our roots be clear'd from evil weeds,
As into knowledge we advance.

Our Autumn is the season, when
Temptations do our minds assail.
Our fruits are proved in manhood; then
Let not sin, death, and hell prevail.

For Winter brings old age and death,
If we've good fruits laid up in store;
Soon as we gasp our latest breath,
We land on a triumphant shore.

FOUR SEASONS OF THE YEAR.

On March the twenty-first is Spring,
When little birds begin to sing;
Begin to build and hatch their brood,
And carefully provide them food.

Summer's the twenty-first of June,
The cuckoo changes then his tune;
All nature smiles, the fields look gay,
The weather's fair to make the hay.

September, on the twenty-third,
When sportsmen mark at ev'ry bird,
Autumn comes in; the fields are shorn,
The fruits are ripe; so is the corn.

Winter's cold frosts and northern blasts,
The season is we mention last;
The date of which in truth we must
Fix for December-twenty-first.

FIVE SENSES.

All human beings must (with birds and beasts)
To be complete, five senses have at least:
The sense of hearing to the ear's confined;
The eye, we know, for seeing is design'd;
The nose to smell an odour sweet or ill;
The tongue to taste what will the belly fill.
The sense of feeling is in every part
While life gives motion to a beating heart.

THE MASTER'S DAILY ADVICE TO HIS SCHOOL.
If you'd in wisdom's ways proceed,
You intellectual knowledge need.
Let science be your guiding star,
Or from its path you'll wander far.

'Tis science that directs the mind,
The path of happiness to find.
If goodness added is to truth,
"Twill bring reward to every youth.

THE GOOD CHILDREN'S MONEY-BOX.

All pence by the generous deposited here,
When holidays come I will equally share.
Among all good children attending this school,
I should wish not to find a dunce or a fool.