141. We believe most people experience that they never know a thing thoroughly, until they teach it verbally or by writing on the subject. Teaching others consequently is teaching ourselves.

142. Train your children to give honour to whom honour is due-not by telling merely, but by causing them to do.

143. In the play-ground occasionally engage in the sports of the children —a dull, cold, lifeless superintendence will never inspire life into your pupils, nor confidence in yourself. This is applicable alike to infants, juveniles and adults.

144. In every moral training school, but in the initiatory department in particular, great patience is requisite,-a quick, hurried tone of voice will destroy your influence-a soft tone subdues anger and ill temper, just as a soft answer turneth away wrath.'

145. When you give reproof, uniformly lower the tone of your voice, and the same when drawing the practical lesson in Bible training.

146. In every department see that the flower-borders are well keptthe children will delight to rake them, and pick up the gravel stones from the play-ground, or, in fact, to do any piece of work, if you only make their doing so a privilege.

147. VOICE. You all know the difficulty of getting rid of a bad habit in reading or speaking. One may be told of his fault, and be shown how to get rid of the erroneous tone or manner, and yet in nine cases out of ten he does both nearly as before, the moment he reads or speaks. It is, therefore, only by frequent attempts and frequent repetition of the same words or sentences, that he can be trained to read and speak well.

148. AGRICULTURAL SCHOOLS.-Although very few of you have the opportunity of actually practising farming, yet you ought to conduct training lessons on its various principles of manure, crops, etc., and ploughing, digging, harrowing, sowing, reaping, etc. etc., which can of course be carried out more practically in country schools. We would recommend the practice of making occasional excursions to the country with the pupils, to collect specimens, thus uniting practice and theory. On the same principle, in teaching geometry, the pupils' atention ought frequently to be called to the application which may be made of the abstract truths demonstrated. Were the pupil, after demonstrating the propositions on which the measurement and calculation rest, to be required actually to measure a rectangular field, and calculate its contents, his interest in the study would be greatly increased. He would see a meaning and a use in every line he draws, and every figure he sketches.

Were every parish or district school furnished with specimens of its peculiar plants, flowers, minerals, and living animals, which might be collected by the children of the school, not only would the minds of the youth be

enlarged, by daily training lessons, on each in succession, but the metropolitan museum of such a country might, by the peculiar specimens collected from each parish, present a complete compendium of the natural history of the whole kingdom.

HINTS TO DIRECTORS OF SCHOOLS.

ALTHOUGH the following may be gathered from the reading of the work, we may very shortly repeat a few points in this form :

1. To overcrowd a school with numbers is always injurious-sometimes ruinous. In the present condition of society a school for the poor and working classes cannot pay itself, else you starve the master or mistress-ruin their health, or give a very imperfect education.

2. The same trainer cannot conduct an evening class and a day training school. The amount of speaking is beyond the power of any man to reach, if he does his duty to his day pupils.

3. Do not expect to have an efficient system unless you have playground properly arranged, gallery and a trained master united-otherwise it is a disjointed machine.

4. Weekly fees ought to be abolished, if possible—they are a loss of time to the trainer-degrading to a certain extent to his own feelings by their frequent repetition, they also tend to demoralise the parents by the frequent attempts to get rid of the weekly charge. The practice also tends to produce irregularity of attendance. Let the fees be paid quarterly, in advance each quarter being exactly 12 weeks, calculating a month for the summer vacation, and what is paid for is almost certain to be possessed. At all events, demand silver, not pence, in advance. In every case this plan will succeed, if prudently managed.

5. A moral training school always succeeds better when the master or mistress is not dependant on fees. A fixed salary in all cases is preferable. Moral training is involved in every point of this arrangement-directors, trainers, and parents. The master, of course, receives and hands over the receipts to the treasurer.

A trainer ought to be spoken to as little as possible in school, and no director should exhibit the appearance of finding fault, by word or look, in the presence of the children.

6. We do not remember of a school that was managed, or was attempted to be managed, by a large committee of ladies or gentlemen, but what was nearly ruined. 'What is everybody's business, is no one's.' The committee may be as large as you choose, to get money, etc., etc.—the actual managers ought not to exceed three in any case; and, to insure success, the principal control must centre in one of these three, if unity and efficiency are to be

attained. The large committee still hold the power, and can be present at the annual examinations.

7. It is of great importance, at the establishment of a new school, or the appointment of a trainer to an old one, that, with the exception of two persons, all parents, and visitors, and directors be excluded during the first two months, until the master drills the children into order and establishes obedience. These two persons ought always to be the same. This arrangement, in every instance, has been attended with the most beneficial results, and declining to adopt the principle has ruined some schools, and led to the removal of the master or mistress.

8. A fixed salary to the master is found more suitable and expedient than part salary and part fees, particularly during the first year or two, when the prejudice of parents is to be overcome, and the master is loaded with difficulties, arising from the rudeness and ignorance of the children. An overcrowded school will prove a certain failure. It is preferable to commence with about 60 children, if above six years of age, and when these are moulded into order a few more may be added until the list rise to 100. If initiatory under six years of age, nearly twice the number may be commenced with.

9. In providing education or training for a destitute parish or district, we must not expect all the worst children to come out to school in the first instance. Should there be a sufficient number of children in the whole locality to fill three schools, only a small proportion of the most neglected will come out to the first,—principally the children of the respectable tradesmen and mechanics,-a larger number to the second and the third school alone secures that all are brought out. Thus what the philanthropist most earnestly desires, which is to get out the most depraved and ignorant in the first instance, or perhaps exclusively, can only be accomplished by taking out or providing for all. This has been our uniform experience in week-day and Sabbath schools. The practical lesson from this fact is apparent.

SYMPATHY OF NUMBERS.

Directors of schools have of course but one object in view, viz., the individual benefit of the scholars, and eventually, as a consequence, the intellectual, physical, and moral elevation of society. The proper direction of the Sympathy of Numbers, therefore, ought to hold a primary place in all their plans. Nothing should be omitted in the construction of the school premises, or in the choice of properly trained masters, to render the machinery complete. If incomplete, it will be ineffective; when complete, it has never failed in producing striking and most important results-results that might well make the Christian philanthropist hope that the extension of moral training schools throughout the length and breadth of the land would eventually so change the current of society, as that 'righteousness would run

down our streets like a mighty river.' Such institutions would not interfere with, but rather promote parental and family training, 'as they walk by the way, as they sit down, and as they rise up ;' 'line upon line, line upon line, precept upon precept, precept upon precept, here a little and there a little.'

We have only to look at the power and effects of sympathy in a moral training school, based, as it is, on scriptural and natural principles, and, applying the rules of arithmetic, multiply by a thousand or ten thousand times, and carry an eye forward to the time when these children, now under training, shall become the parents of another generation, and the succeeding one also under the same influences, and draw the natural conclusion-imagination itself can scarcely over-estimate the brilliant results.

At present the means are not actually in operation whereby crime can be prevented, and the poor and the neglected physically and morally elevated. Let directors, and all who ought to be directors of schools, seriously ponder these things. The proofs that this assumption is not overcharged, we rejoice to say, are abundantly stable. We, of course, can only use the means which God has promised to bless.