the lesson-post, and
to be questioned on them afterwards in the gallery.

TUESDAY.

_Morning_. Usual prayer and hymn. Letters and spelling from the
lesson-posts. Play. Gallery; repeat the addition and subtraction
tables.

_Afternoon_. Prayer and hymn. Multiplication table; the monitor asking
the question, and the children answering. Reading lessons. Play.
Gallery; numeration and spelling with brass figures and letters.

WEDNESDAY.

_Morning_. Prayer and hymn. Letters and spelling. Play. Gallery;
master to teach geometrical figures and musical characters.

_Afternoon_. Prayer and hymn. Practice pence and shilling tables.
Play. Gallery; master to give lessons on arithmetic. Extempore
teaching on men and things, &c. &c.

THURSDAY.

_Morning_. Prayer and hymn. Letters and spelling. Division, weights,
measures, and time, from the rostrum. Play. Gallery; same lessons as
Monday morning.

_Afternoon_. Prayer and hymn. From the lesson-posts epitome of
geometry and natural history. Gallery; brass letters and figures.
Extempore teaching on men and things, taking care that all such
teaching shall be illustrated by substances.

FRIDAY.

_Morning_. Prayer and hymn. Letters and spelling. Tables in
arithmetic, at the master's discretion. Play. Gallery; lessons on
geography, maps, globes, &c.

_Afternoon_. Prayer and hymn. Scripture pictures on the lesson-posts,
and questions on them in the gallery.

SATURDAY.

_Morning_. Prayer and hymn. Letters and spelling. Tables of arithmetic
from the rostrum. Play. Gallery; lessons on the transposition frame,
and on geometry from the brass instrument. Religious instruction
should have a prominent part in the business of every day, and
especially so every Saturday morning.

N.B. If visitors wish any particular lessons to be gone through, and
the children appear disposed, the master is not bound to adhere to
the above rules, neither at any other time, if the children appear
particularly disinclined.

* * * * *

There are a few other matters, on which, before concluding this
chapter, I must speak, as claiming the attention of infant school
conductors. First attend to

CLEANLINESS.

Although we have referred to this before, yet, as it is of
considerable importance not only to the children but to those around
them, it may not be amiss to take up a little more of the reader's
time, and to state the different plans that have been devised, in
o