tree, or any object that can be presented to the eye. We have also
found it very useful in teaching the catechism, or anything that is to
be committed to memory, and this part of our plan has proved so useful
and successful, that it has been adopted in many schools for older
children of both sexes, I mean in the Normal schools of Glasgow and
Edinburgh, the Corporation Schools of Liverpool, and the government
Model Schools at Dublin. In the two latter the arrangements, both in
the fittings up of the play-grounds, galleries, and school-rooms, were
made under my especial inspection, and I have no doubt that the use of
the gallery, when it becomes more generally known in large schools,
will become universal.

The taught should see the face of the teacher in these lessons, and
the teacher should see the face of the taught: it establishes a
sympathy between both to the advantage of each. The face is the index
to the mind, and at times shews the intention, even without words.
Some animals can read this index: the horse, the dog, the elephant,
and many of the higher order of animals. Children can always read the
countenance of the sincere, the wise, and the good. Yea! mere infants
can. Reader! Don't smile! were this the time and place, I could
demonstrate these opinions by _facts_. This is not a book for
controversy and metaphysical disquisition; but for use to teachers.
When the children and teachers see each other, as in the gallery, the
effect is highly beneficial. This may be proved by any teacher. As to
the cause for this effect, it would be out of place to argue it here.
I therefore simply state it is true. Sympathy is a power destined to
be of use in teaching, and hereafter will be better understood.

Many friends to infant education, and casual visitors, having found
these erections in infant schools, have concluded that the children
should always be sitting on them, which is a fatal error, and deprives
the children of that part of the system which legislates for the
exercise of their locomotive powers, such as the spelling and reading
lessons, and the method of teaching object lessons, as described in
another part of this work: the consequence has been, that the schools
have become mere parrot-schools, and the children are restless and
inattentive. And this has not been the only evil that has attended a
misapplication of the gallery; for the teachers, for want of knowing
the system properly, have been at a loss how to