encourage them to point out to him and propose, any thing which may have interested their attention, as a subject of his remarks. His work is not done, whilst there is one motive of the Scripture, one injunction of our Lord, which he has not yet succeeded in conveying to their understanding. In this part of the instruction of the school, variation and novelty, peculiarly attractive as they are, may be constantly effected. And, with the desire of giving this stimulus to the pleasurable feelings of his little pupils, he will not frequently rise from his bed without having framed in his mind some new mode of calling forth their intellectual powers, or of fixing truth and excellence in their hearts.

SINGING. It will have appeared in some of the foregoing remarks, and, in other parts of this treatise, that, as far as children of so young an age are capable of the art, singing is introduced into these schools, for the purpose of giving occasionally a new form, and adding a cheerfulness, to the lessons in which they are instructed.

In order to assist the infants in the attainment of this art, it is desirable to teach them to beat the time of the simple airs with which they may be acquainted. This attempt will be generally successful. One of the older boys will soon

learn to lead the rest with a tambarine, to every stroke on which they will clap their hands, or make some other measured movement with precision.

NUMBER. Of those subjects of knowledge which derive their utility from their connexion with subsequent instruction, I shall commence with number; because the acquirement of this, in its various combinations, originates in the most simple energy of the mind, and most early takes its place in the action of human life.

The system of infant education regards the combinations of numbers, as the foundation of arithmetic.

It may be well, then, first to remark, that in the infants' schools the range of number in which the mind of the children is exercised is confined to the formula which is generally termed the multiplication table. For the general purposes of calculation, it might be desirable to enlarge this range; but it may for the present answer my purpose, in endeavouring to explain the mode in which the combinations of number are taught to the children of the infants' institution. I have placed the formula on the other side, in order more correctly to illustrate what I shall now proceed to explain to

THE TABLE.

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my readers. I suppose, that the teacher has before him between one hundred and two hundred little infants, arranged in their several places in the room, whom he is about to instruct in the various combinations and proportions of number.

He may in the first place, then, standing in a situation were all may see him without effort, begin to clap his hands. This will catch the eye and the ear of all of them; and when he has continued to do so for a short time, one and another, and eventually, the whole of the little multitude, will imitate him. It is not necessary for him to do more than this in the first lesson. He has made some progress if he have taught them that the clap of the hand is an invitation to attend, and that when he begins to do so, they are to imitate him. When this has been effected, he may next begin to beat with his hand or stamp with his foot in measured time. The children will soon imitate this with accuracy, as they will be conscious of a certain love of rhythmical order which has been bestowed upon them by nature herself. At the next lesson, he may proceed to a simple effort in counting. He may, to every clap with his hands or beat of the foot, say a number; and it would be desirable, at first, to confine the range of his numbers within ten. The children should