dren, and that the plan laid down in Mr.
Wilderspin's book, be followed as nearly as possible, so that the
apparatus already provided may be gradually brought into action, and
the children have all the advantages of the system; the master and
mistress so dividing their labour that all the children may be
occupied.

"That the master and mistress pay the utmost attention to the children
learning to read.

"That when a child is absent a week, the master state the cause to the
treasurer, to prevent mistakes as to the payments, and that when a
child declines attending or is excluded, immediate notice be given to
the secretary of the ladies' committee.

"That the master be desired to go on with the business of the school
when visitors who are members of the committee are present, and only
to pay particular attention to those who may be strangers, and who
require information.

"That all applications from the master be made to the committee
through the secretary.

"That all orders from the committee to the teachers be conveyed
through the same channel."

CHAPTER IX.

GALLERY TEACHING--MORAL AND RELIGIOUS INSTRUCTION.

_Original intention of the gallery--What lessons are adapted for
it--Its misapplication--Selection of teachers--Observations--Gallery
lessons an a feather--A spider--A piece of bog-turf--A piece of
coal--Observations on the preceding lessons--Scripture lessons in
the gallery--The finding of Moses--Christ with the doctors--Moral
training--Its neglect in most schools--Should be commenced in
infancy--Beneficial effects of real moral culture--Ignorance of
teachers--The gallery most useful in moral training--Specimen of a
moral lesson--Illustrations of moral culture--Anecdotes--Simpson on
moral education--Observations--Hints to teachers_.

There is no part of the infant system which has been more
misunderstood, than the system of giving lessons in the gallery; and
hence I have thought it necessary to devote a larger space to the
subject, than I did in the former editions of this work. The gallery
was originally intended by me, to give the children such lessons as
appealed directly to the senses, either orally or by representative
objects: thus the teaching arithmetic by the frame and balls, inasmuch
as it appealed to the eye as well as to the understanding, was
suitable for a gallery lesson. The same observations hold good with
respect to a Scripture picture, or the representation of an animal,
a