him continually to pour instruction clothed in simple language, into the minds of his pupils; simplicity is the life and soul of gallery teaching; without this, the breath is wasted, and time is spent in vain.  To teach infants we must reduce our language to their tender capacities, and become, in idea and words, one of themselves.  Having given the children your information on a piece of coal, you now proceed to get it back, as follows

Q. Little children, what have we been speaking about?  A. About coal.  Q. What colour is it?  A. Black.  Q. Is it anything besides?  A. Yes; shining.  Q. What are the places called from whence coal is got?  A. Coal-mines.  Q. What are the men that dig it out of the ground and the ships that carry it over the sea called?  A. Colliers.  Q. What is the place called where the coal pits are made?  A. A colliery.  Q. What are coal pits?  A. Deep holes dug to get at the coal.  Q. Are the colliers in danger down in these deep pits?  A. They are.  Q. From what?  A. From fire-damp?  Q. What is it?  A. A sort of air that blows up like gun-powder.  Q. From what more are they in danger?  A. The roofs falling in.  Q. From what more?  A. From bad air which often smothers them.  Q. What is made from coal to light the streets?  A. Gas.  Q. What is coal called after the gas has been taken from it?  A. Coke.  Q. Does coke make a good fire?  A. Yes; very bright and strong.  Q. Who made the coal?  A. God.  Q. What should we be to him for it?  A. Very thankful.  Q. How can we shew we are thankful?  A. By being very good.  Q. Is God glad to see a child naughty?  A. No; he is very sorry.  Q. Does he love naughty children?  A. No; he does not.  Q. Are naughty children happy?  A. No; very unhappy.  Thus every lesson may be made not only a vehicle for conveying instruction, but also of instilling into the infant mind a reverence, a sense of gratitude and love towards that great Being who called us all into existence; this should be never lost sight of, in giving the child those primary sentiments, reverence and gratitude towards its God, you lay a basis on which doctrinal religion may be afterwards built with more advantage.  The child thus early trained in such feelings, conveyed in a manner so admirably adapted to its tender mind, can scarcely fail, unless it possesses a heart of great natural depravity, of becoming a good man, and it is thus that infant schools may become a great and lasting blessing to the country.  But where this is overlooked—­where the vital principle of the infant system is rejected, and the mere mechanical parts alone retained, as to any great and lasting benefit, it will be a complete and unhappy failure.  That the grand object of the infant system may be accomplished, namely, of raising up a generation superior to the last, both in religious, moral, and intellectual acquirements, an immense caution and great experience in the selection of teachers is required; till proper teachers are universally provided the infant system will never be really successful:  success does not merely consist in universal adoption and extension, if it did it would be now really so.  But another thing is wanting before it can be called successful, that is, it must be understood.