inted on a board in sight of the
whole school, and which is never required to be altered, the teacher has
only to announce a sum to be added to each of the figures; the first
pupil that is done, deposits his slate on a table, stool, or form, and
goes to his place; the next places his slate above his, and the others
in the same way as they finish. The answer in the Key will shew their
accuracy, and the order in which their slates lie points out their
respective merits. Another very important object is gained by this
exercise; for the teacher, by recording the time taken by any one of the
pupils in adding a particular sum to the line, can measure by the watch
the rate of his improvement every month, every week, or even every day.
The parents of any child, by means of the Rod and its Key, can also do
this at home with perfect exactness.

These hints for the regulation of teachers are thrown out with great
deference, as they have not been sufficiently tested by actual
experiments. Teachers, however, will be able, each for himself,
according to the circumstances of his school, and the capacities of his
children, to adopt such parts as he finds most effective; and so to
modify others, that the end shall perhaps be more efficiently gained,
than by strictly adhering to any one of them.--Education in all its
parts is yet in its infancy; and these crude hints can only be expected
to help it forward to maturity.

FOOTNOTES:

[38] See Key to Second Initiatory Catechism, pages xxi. & xxii.

[39] See Complete Directory for Sunday School Teachers, vol. i. p. 278.

[40] For these exercises the Teacher or monitor will find himself
greatly assisted by means of the "Helps" to Genesis, Luke, Acts, &c.
where, besides the lessons, all the explanations are given in the form
of a paraphrase.

[41] See Note V.

THE END.

NOTES

Note A, pages 45 and 55.--It may perhaps be reasonably objected to this
term of "Reiteration," that it is a new term for an act of the mind
which has already received another name. The Author's excuse is
two-fold. In the first place, he thinks, that any other term which he
could have employed, might have been misunderstood, as writers are not
as yet at one on the subject. But, secondly, no other term would have
included so fully all that he intends to designate by the act of
"Reiteration." In this he may be mistaken; but as it is of little
consequence by what name an object may be called, provided t