it has not worked well.  The new plan must operate upon the will, it must influence the heart of the child; this is the Scripture plan, which continually refers to the heart, and not so much to the head.  Every opportunity must be allowed the child to develop its character; to do this it must be associated with its fellows; if the child is a solitary being, his faculties cannot be drawn out, it is in society only they can be beneficially acted upon, and it is in the company of its fellows, that it will shew its true character and disposition; hence the necessity of moral training.  There should be temptations placed within reach of the children, such as fruits, flowers, and shrubs.  The child taught to respect these will set due bounds to his desire, gardens will cease to be robbed, hedges will not be broken down, turnips and potatoes will not be stolen to the extent which is but too prevalent in the present day.  And I am perfectly convinced that every pound the country spends in promoting a rightly directed education, will be saved in the punishment of crime, which in a political point of view, is quite sufficient to induce the country to call for a properly directed system of national education, which must ultimately be based on the oracles of eternal truth.  If these ends could be obtained by theory, we have plenty of that in these days.  All the writers on education tell us that such and such things should be done, but most of them that I have read, forget to tell us how to do it.  They complain of the schools already in existence, they complain of the teachers, they complain of the apathy upon the subject; all of which is very easy.  And I regret to say there is but too much cause for all these complaints; but this will not remedy the evil, we must have new plans for moral training; teachers must have greater encouragements held out to them; they must take their proper rank in society, which I contend is next to the clergy; and, until these things take place, we may go on complaining, as talented men will sooner devote themselves to any profession rather than to the art of teaching.

We will now endeavour to show how these things are to be remedied, so far as moral training is applicable to infants from twelve months old to six or seven years.  In another part of this work, we have shewn what may and ought to be done in the play-ground; in this chapter we will endeavour to shew what may be done to this end in the school-room.  In the pages on gallery teaching we have given specimens of lessons on natural objects and scriptural subjects.  Moral training may receive considerable aid from gallery teaching also; the children must not only be continually told what they ought to do, but as often what they ought not to do; they must be told that they are not to fight, and the reasons must be given; they must be told that they are not to throw stones, and also told the consequences; they must be told not to strike each other with sticks; they must be told not to play