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 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