In order, then, as much as possible to obviate these difficulties, whenever it may be thought necessary to exercise the memory in that which is above the intellectual power of a child, the teacher should endeavor to select those modes of expression which approach the nearest to the language of childhood; or, if this should be impossible, to model the lessons so as to excite some pleasurable sensation with its attainment.'

Another principle by which we are governed, is, to use as plain and simple language as possible, and of two words, or two forms of expression, always to use the simplest, so that the children may not be at a loss to understand our meaning. For instance, if in examing the children on the sermon, we ask, 'What conclusion did the minister draw from all this?' or, What moral application did he make of his subject?' few, probably, will understand what we mean. But if we ask, 'What did the minister tell us we must do, when he said this?' they will be at no loss to comprehend the question. And in single words also, as well as in phrases, the simplest should always be chosen. Instead of asking a child Who created you?' we shall be more likely to be understood, if we ask 'Who made you?" This principle we think should be carried into all our conversation with our scholars.

In all our exercises, we recognise the importance of the principle laid down by Mr. Wilson, that the minds of very young children cannot be exercised with cheerfulness on any subject, for a longer space of time than about a quarter of an hour; and as most of our scholars are very young, we endeavor carefully to meet this tendency to weariness, by dividing our lessons into so small portions, that they do not occupy more than that time.

Division of Time.

The morning exercises commence at 8 o'clock, and close at 10, which gives us two hours for instruction. These we divide into six portions of fifteen minutes each, and six portions of five minutes each. The first portion of fifteen minutes is devoted to opening the school with prayers and singing, and the other five portions to the various exercises of each class. Four of the portions of five minutes each come in between the exercises of the classes, and are devoted to some general exercise, in which all the scholars are simultaneously engaged; such as singing or repeating a hymn, or repeating portions of scripture, or of the catechism, &c. The other two portions of five minutes each are occupied in filling out the rollbook, sending round the missionary box,* and closing the school.

The afternoon exercises commence at half past 1 o'clock, and close at a quarter before 3 o'clock, giving us an hour and a quarter

*For the object of this box, and the amount received from it, see the Report.

for instruction, which we divide into four portions of ten minutes each, two portions of fifteen minutes each, and one of five minutes. The portion of five minutes is devoted to opening the school with singing; three of the portions of ten minutes each, and one of fifteen minutes, are occupied by the teachers in the exercises of their respective classes; one portion of ten minutes is reserved for addressing the whole school in a simple lecture or enlargement by the superintendent on some of the exercises of the day, or to addresses from clergymen and others who may visit the school; and the other portion of fifteen minutes is devoted to filling out the roll-book, sending round the missionary box, and closing the school with singing and prayers. Between each of the class exercises, the scholars are all engaged in one general exercise, such as repeating some short sentence of scripture, which occupies but very little time, and is deducted from the portions allotted to the class exercises.

In order to give notice of the termination of the exercises in which the classes are engaged separately, and call the attention of the children to the general exercise, it is necessary for the superintendent to have some signal which the scholars will all understand. For this purpose, we use a small bell, which may either be carried in the hand, or fixed in a permanent position in some suitable place. At the expiration of the period allotted to each lesson, or on any occasion of calling the attention of the children, this bell is rung.

As it is important that the superintendent should speak to the scholars publickly, as seldom as possible, the bell is further used in directing some of the motions of the scholars, such as standing, sitting, kneeling, &c. For this purpose, after the bell has been rung to call their attention, it is struck once, to direct them to rise from their seats; or, if they are already standing, one stroke directs them to sit. Two strokes may be a direction to kneel, and other motions may be directed in the same manner. By this mode of giving directions, the superintendent's voice is not so often heard as it otherwise would be; and the attention and the memory of the children are called into exercise.

It will be observed, that several subjects are appointed for some of the lessons; and it may be asked, how they are to be attended to in the short space of time allotted to them. But when it is recollected, that the scholars are expected to stay three years in each class, and that those lessons are not all to be attended to at the same time, it will be seen that time enough is given to attend to all. And as all the preceding lessons are occasionally reviewed, it will serve to prevent the scholars, forgetting what they have committed to memory; though, it may be observed, from the manner in which their lessons are learned, they will not be likely very soon to forget them.

The manner in which the various exercises are apportioned, may be seen in the following table of exercises for the different parts of the day.

15 minutes.

5 m.

5 m.

afternoon.

4 This exercise is

10 minutes.

EXERCISES.

The exercises are conducted in the following manner:

Morning.

Previous to the time appointed for opening the school with prayer, some interesting anecdote or story is usually related to the scholars by the superintendent, to fix their attention. This also serves as an inducement to the children to attend punctually. They are then questioned upon what has been related to them. We labor under a very serious difficulty in procuring anecdotes or stories which are short and simple enough for our purpose; most of the stories which are written professedly for children, not being adapted to their capacities. A volume of anecdotes and short tales, of this description, would be a desirable acquisition.

A short address is then made to the children, on the importance of the duty in which they are about engaging; they are reminded of the duty of asking a blessing on all their labors, and are asked how children should behave when preparing to address their Creator? To this they reply, 'With attention and reverence.' They are then desired so to behave, and are admonished to join in the prayers with their hearts, as well as their lips. Some further responses follow, and the bell is then struck for the scholars to kneel, while the usual prayers are offered. When all have risen, and have united in one or two simple responses, a hymn is given out to be sung. This is first read and explained, questions are asked upon it, and then all join in singing it. This will bring us to fifteen minutes past 8 o'clock. The punctual attendance of those who may be present is then marked on the roll-book, and all the classes engage in their lessons, as follows.

First lesson. In all the classes, this is an exercise on a sermon. The teachers of the four lowest divisions read a sermon or part of a sermon to their scholars, explaining it, and questioning them upon it. The teachers of the other classes question their pupils on the sermon preached at church the preceding Sunday in the afternoon, and explaining to them those parts which they may not understand. By this means, the scholars are induced to attend to the sermon in church, and the teacher has an opportunity of simplifying it, and adapting it to the capacities of the scholars, and pointing out its moral or application; and though the scholars are required to give as good an account as they can of what they hear, the object of this lesson is to furnish the teacher with an opportunity of giving them a general view of the whole sermon, and supplying their deficiencies. This lesson occupies fifteen minutes, and the superintendent then rings his bell to call the attention of the scholars to a

General exercise, in which all are engaged and repeat together,

after him, some portion of the catechism, or passages of scripture; each sentence being subdivided into small portions, and a pause made between the repetition of each. The children are then questioned upon what they have been repeating; the questions being sometimes addressed to, and answered by, individuals, and sometimes being general, and answered by the whole school. This exercise occupies five minutes. The bell is then struck for them to take their seats, and they proceed to the

Second lesson, which, for all the classes is an exercise in the scriptures. In class Iv., the teacher reads to the children a short portion of scripture, and explains it to them; mentioning such geographical, historical, or chronological circumstances connected with it, as occur in the passage, or may be suited to the capacities of the children. If any place is mentioned, it is pointed out to them on the map; if any custom is referred to, it is explained; if any animal or plant is spoken of, a picture of it is shown, if it can be procured; and every other means are used to make the exercise interesting and instructive. The children are then questioned upon what has been said to them, and if they have forgotten it, it is repeated to them again and again; till they can answer the questions, and they repeat the passage with their teacher. Though a very small portion, perhaps only one verse, will constitute the whole lesson committed to memory from the scripture, yet that one verse will probably be well understood; and more actual scriptural knowledge will be acquired by the children, than if they had committed to memory, in the usual manner, a whole chapter. But the verse thus committed to memory is not all the knowledge they have acquired in this lesson; the explanation of it by the teacher, with the geographical and historical illustrations brought in aid of that explanation, constitute a much larger portion of the knowledge acquired. It is the object of the teacher to point out the moral of the passages and form in the children a habit of observing for themselves the design of what they read.

The other classes are reviewed in the scripture exercise which was explained to them the preceding Sunday afternoon, and which they were directed to commit to memory during the week.*

When the fifteen minutes allotted to this lesson have expired, the scholars are called to another

General exercise, which is generally singing one or more verses of a hymn; it being previously explained to them, and they questioned upon it. At the stroke of the bell they again take their seats, and commence their

The teachers use Alger's Pronouncing Bible and Testament, Wilbur's Reference Bible, and Blake's Biblical Reader. It is to be regretted that we have not one book uniting the separate merits of these three valuable works. Such a publication has been suggested, but unless it is executed, teachers will do well to consult all three.