commence a second course, in which the countries contained in each of the subdivisions should be gone into, and more minute explanations given, care being taken to impress upon their minds, not only their situation, but the principal cities and towns contained therein; also to pay particular attention to the moral, political, and physical appearances of each country.

FIFTH. ASTRONOMY.

Closely connected with geography is the science of astronomy. By it the pupils are taught of objects far surpassing those which they behold on this terrestrial globe, and are led to contemplate the omnipotence of the Deity.

In communicating to the pupils instruction on this science, instead of harassing their minds with technical terms connected with it, they are to be taught to observe with their own eyes the motions and general appearances of the heavens. Diagrams and figures to be drawn on the black board, by which you can more easily prove to them the truth of what you assert, than by all the explanations words can afford. The first thing to be done is to draw a representation of the solar system, and point out to them the situation of the planets belonging to it; also point out the comparati each, their distances, and times. his part care must be taken

of rotation fo

to familiarize the pupís

motions of our connected, and a

earth, with which they are so close practical illustration of the causes of eclipses; being another proof of the earth's rotundity. Passing from this, their attention next to be directed to illustrating the causes of the increase and decrease of the moon's phases, her motion and distance from the earth, which can easily be shewn by a chalk diagram. After this, attention to be paid to the causes of the seasons, and, finally, to the principal stars

and constellations. After this general view is finished, take a retrospective glance at the whole.

SIXTH. GRAMMAR.

The mode of teaching this branch of science which has formerly been practiced, is capable of much improvement. Little benefit was gained and much time lost; the pupils were employed in committing to memory long definitions, and difficult rules, which only appeared to them a collection of unmcaning words, having never been practised on them when learned The younger part of the school to be exercised chiefly on the classification of words, and sentences to be written on the black board, in order that they may point out the different parts of spccch, and thus bend them by an casy method to construct, and also point out errors in composition, making it a pleasure rather than a toil. The senior department of the school having finished the former courses, to commence and take the remaining parts, viz orthography, orthoepy, etymology, syntax, and prosody, in the same manner as formerly, until finished; when they are to be supplied with books to recommence, and go through a regular systematic course, thus impressing it more securely on their memories.

SEVENTH. SPELLING,

In order to supply the defect in the ordinary mode of spelling, which was chiefly by rote, the pupils in the higher classes to be collected on the gallery, each supplied with a pencil and slate; the words to be dictated by the master, and written by them. Sometimes also they are exercised in writing sentences, thus practising the science where it is to be used. When they have finished their exercises, each boy changes with his neighbour, in order that they may detect one another's errors; after which they are returned; and if any boy thinks his critic has com

mitted a mistake by correcting what he considers right, he complains to the master, who is umpire. The boy who has the smallest number of errors, takes the top of the class he belongs to, and retains that place the next time he comes to the gallery on a similar occasion. The master also to write words and sentences on the black board, committing frequent mistakes, in order that they may point out where they are. These exercises, combined with oral spelling, have been found to be a great improvement.

DERIVATIONS.

In commencing this part of instruction, the boys to be made acquainted with the nature of the three parts of the word-prefix, root, and affix; examples of each to be given separate from the word, and afterwards in connexion. These exercises to be confined to the higher classes in the school; thus impressing more securely on their minds the two parts of grammar-orthography and etymology.

The hints given above are already in practice in some of the schools at Liverpool, with which I had something to do in the arrangements.

The greater part of this chapter on gallery lessons was written by Mr. Buchanan, a most judicious and efficient teacher of one of the schools, who submitted them to my inspection and for my opinion. They came up so exactly to what I could have wished, that I felt no necessity to write the chapter myself, and though this was very near being claimed by others who had something to do with the school, I felt it right to publish it, and to give Mr. Buchanan the credit due to him.

300

CHAPTER IX.

PLAY-GROUND ARRANGEMENTS FOR BOYS.

Importance of this part of education-The exercise of a mature judgment required in legislating for it-Rules for the management of the swing-Amusements of a quarrelsome nature to be repressed— Regulations for moral training--Development of character in the play-ground-Foolish objections to education for the poor-Moral training a new feature-Fallacy of the old system-General remarks. THE gallery being the theatre upon which it is expected the intellectual stimulus will be given and maintained, will, nevertheless, be defective in its tendencies on the moral condition of the pupils, unless the genial influence of a kindly and affectionate controul be extended to the playground. The moral habits and tendencies of the pupils are there unfettered by the discipline and order of the school-room; it is there that the tangible exhibitions of either their virtuous or vicious propensities will take place; consequently, there, principally, that the discrepancies of the heart can be discovered and operated upon. No complete system of rules can be devised entirely to embrace and regulate this important part of education; the exercise of mature wisdom, and a sensitive heart, will be required here to deal usefully with the numerous circumstances of varying moral complexions. If an honest man is the noblest work of the Creator; it is there we must expect that the germ of such character must be formed; it is in this part of education that my predecessors have failed. For the general comfort, good order, and convenience of the pupils in the play-ground, and that they may be habitually impressed with a correct sense of the rights which they owe to them

RULES FOR THE MANAGEMENT OF THE SWING. 301

selves and others, the following arrangements should be adopted.

The first boy who arrives at the play-ground shall be entitled to the first amusement on the swing; all those who are disposed to enjoy that pleasure, shall, on their arrival, take the lowest station on the circle, and wait their turn. A chalk circle is made round the poles, into which no boy is permitted to enter till the swing stops.

The first boys whose names are on the list of monitors, shall take charge of the swings, and give place to those appointed to that charge on their arrival.

During the swinging, the boys on the circle shall repeat the addition, or the multiplication tables; the first on Tuesday and Thursday mornings; the other on Monday, Wednesday, and Friday mornings.

With the addition, the turn of the boys on the swing shall last during the addition of ten numbers; with the other, during the multiplication of twelve numbers; both the tables to be proceeded with regularly from the beginning to their completion; viz., in addition, from 1 and 1, 2 and 1, 3 and 1, up to 10 and 10; and the multiplication to 12 times 12.

The four boys at the top of the circle, and who are next upon turn for the swing, must keep the repetition of the tables going on, or otherwise go to the bottom; and the whole to be directed by the hands and voices of the boys in charge.

Any boy who leaves his place in the circle, must go to the bottom, if he wishes to swing again.

Any boy entering the circle when the swing is going on, shall be excluded the swing for the time then appropriated to it.

Any boy pushing another when swinging, shall be excluded the swing for a week from the time; and if discovered on the swing during that time, to be expelled from all the amusements of the play-ground for that week.