of persons who will not believe this, and those persons will employ mere boys and girls to teach infants.  Let them do so if they please; I simply protest against it, and merely give it as my opinion that it is highly improper to do so.  If ever infant schools are to become real blessings to the country, they must be placed under the care of wise, discreet, and experienced persons, for no others will be fit or able to develop and cultivate the infant faculties aright.  I have felt it necessary to make these remarks, because in different parts of the country I have found mere children employed as school-masters and school-mistresses, to the great detriment of the young committed to their charge, and the dishonour of the country that permits it.  No wise man would put a mere child to break his colts; none but a foolish one would employ an inexperienced boy to break in his dogs; even the poultry and pigs would be attended by a person who knew something about them; but almost any creature who can read and write, and is acquainted with the first rules of arithmetic, is too frequently thought a fit and proper person to superintend infants.  I know many instances of discarded servants totally unfit, made teachers of infants, merely to put them in place; to the destruction of the highest and most noble of God’s creatures! which I contend infants are.  To expect that such persons can give gallery lessons as they ought to be given, is expecting what will never, nor can take place.  The public must possess different views of the subject; more rational ideas on the art of teaching must be entertained, and greater remuneration must be given to teachers, and greater efforts made to train and educate them, to fit them for the office, before any very beneficial results can be seen; and it is to produce such results, and a better tone of feeling on the subject, that I have thus ventured to give my opinion more in detail.  Efficient gallery lessons—­efficient teachers must be made.  They do not at present exist in large numbers, and can only be made by a suitable reward being held out to them, and by their being placed under the superintendence of experienced persons acquainted with the art.  The art of teaching is no mean art, and must, sooner or later, take its proper rank amongst the other sciences.  It is a science which requires deep study and knowledge of human character, and is only to be learned like all other sciences, by much perseverance and practice.  In another work, on the education of older children, I have given some specimens of gallery lessons; in this I shall endeavour to give a few specimens of what I think useful lessons for infants, and shall also try to clothe them in language suited to the infant apprehensions; and I sincerely hope they may shew in a plain manner the method of giving this species of instruction to the children, and that teachers who were before ignorant of it, may be benefitted thereby.  I shall not pretend to give my opinion as to whether I have succeeded, but will leave this point entirely to the judgment and candour of my readers; for I know by experience that it is a very difficult thing to put practice into theory; and although this may seem paradoxical, yet I have no doubt that many have experienced the very same results when trying to explain theoretically on paper what they have with ease practised a thousand times.