like lightning: "O yes yes yes sir, if you please, do let us say the letters on the stick:" thus a desire is created in the children's minds, and it is then that they may be taught with good effect.

The plan that I am about to describe is in practice almost every day, and is better adapted for what is called the class-room, and is taught thus:-we have the alphabet printed in large letters, both in roman and italic characters, on one sheet of paper; this paper is pasted on a board, or on pasteboard, and placed against the wall; the whole class then stand around it, but instead of one of the monitors pointing to the letters, the master or mistress does it; so that the children not only get instruction from each other, but every child has a lesson from the master or mistress twice every day.

It may be proper here to mention, that two persons are necessary to manage an infant school, a master and mistress, one being occupied in the large room, the other in the class room. The business of the person in the large room is to keep order, and to see that the monitors do their duty, and that the children do not look off their lessons; and the business of the master in the class-room is to teach the children himself: if in the alphabet, in the way above described, but if in spelling, each child is supplied with a card

and tin, and they are taught as described in the section on order, in a former part of this work. The reason why the children are not taught spelling in the same way, is, because they are taught so by each other in the large room; and it is necessary to vary the scene, because it pleases the children, and they come to it with greater delight.

Raised letters might also be placed against the wall, put on ledges, or hung on nails: you might then tell any child in the class to fetch a certain letter, and if he did not bring the right one, the next child to him might go for it, and so on progressively, until they had brought every letter. This would please the children, and create emulation, and the novelty of the thing, if they did not have too much of it, would arrest their attention, and by that means, much might be done. The raised letters, if made of brass, would last for many years.*

The following plan has been adopted since the publication of the first edition, which has been found to answer very well. A frame should be made 3 feet square, of inch and half deal; on each side of this deal nail a piece of green baise, leaving room to stuff it with hay; when stuffed, let it be

* Brass letters cost from 2d. to 9d. each, according to size. I shall be happy to order them, of the maker, for any friends who may wish to purchase them.

quilted like a mattress, and fixed against the wall, in this the brass letters are to be stuck.

The expence of this article need not exceed 10 shillings. Persons in the country wishing to establish Infant Schools, may have brass letters and pictures, both of natural and scripture history, with every other necessary requisite for an Infant School, sent to them, by sending an order to the Master of the Spitalfields Infant School, accompanied with a remittance, or reference to some house in London for payment.

The method of teaching the writing Alphabet is as follows; the children that are about five years old are supplied with slates, on which is engraved the whole alphabet, the same as on copper-plate copies, thirteen letters on each side of the slate, some in capital letters others in text; the children then put the pencil into the engraving, and work it round into the shape of the letter, which they cannot avoid doing, as the pencil will keep in the engraved part; in this way they not only learn to read writing, but learn to form their letters very well, which may be seen by any person who pleases to visit the school. They are taught to make figures by the same method, and are also instructed in the two first rules of arithmetic by means of raised figures placed on the frame as follows; suppose the figure 5 is stuck at the bottom of

the frame and one class of children standing opposite to it, the teacher will then enquire what figure it is; some of the children will answer five; if none of them know it, (which will be the case at first,) they must of course be told. Then place the figure 3 over the 5 and ask what the last figure is, and if the children answer correctly, then ask them how many are 3 and 5. Their having answered this question, place another figure over the 3, the figure 6 for example, enquire as before, what figure it is, and then, how many are eight and six when added together; and so on progressively as the teacher may think proper.

To assist the understanding and to exercise the judgment, in teaching numeration, stick a figure in the cushion, say figure 8. Question; what is this? Answer; No. 8, Q. If No. 1 be put on the left side of the 8 what will it be? A. 18; Q. If the 1 be put on the right side, then what will it be? A. 81. Q. If the figure 4 be put behind the 1, then what will the number be? A. 814. Shift the figure 4, and put it on the left side of the 8, then ask the children to tell the number, the answer is 481. The teacher can keep adding and shifting as he pleases, according to the capacity of his pupils, taking care to explain as he goes on, and to satisfy himself that his little flock perfectly understands him; in this way the children are

both pleased and edified, and it is very seldom out of from 180 to 200 children, (that being our usual compliment in attendance,) that any one is found crying.

A Plan for teaching the Tables of Arithmetic by means of Inch Cubes of Wood.

THIS plan, like the former, is best adapted for teaching children in classes, in the class room, because it would be difficult for all the children to get sight of the cubes, if the whole were taught together. The children are formed into a square in the class room, in the centre of which is placed a table; on this table the cubes are placed, one, two, or three at a time, according to the knowledge of the children for example, the master puts down three, he enquires of the children how many there are, the children, seeing three on the table naturally call out three; the master will put down two more, and enquire as before, how many are three and two, they will answer five; put five more, and ask how many they make; perhaps some of the children will answer right, and others wrong; call those that answer wrong to the table, and let them count the cubes, one at a time, until they are correct, then add more to those on