the highest, and to strengthen them at the time the mere animal part of his nature is weak.  The existing schools were not found fit to take our children when they left us.  The dull, monotonous, sleepy, heavy system pursued, was quite unadapted to advance such pupils.  At this point of the history much damage was done to our plans.  The essence or kernel was omitted and the mere shell retained, to make infant schools harmonise with the existing ones, instead of the contrary.  There were and are however two great exceptions to this rule.  The Model Schools at Dublin under the Government Board of Education, and the Glasgow Training Schools for Scotland.  At Dublin all is progression.  The infant department is the best in Europe,—­I believe the best in the world.  The other departments are equally good in most things, and are well managed, as far as regards a good secular education being given, and better I think than any similar institution in England.  At Glasgow the same master whom I taught still exists.  I have not seen the schools for many years, but I hear from those who have been trained there, that nothing can work better.  The Glasgow Committee, with Mr. Stow at their head, deserve the thanks of the whole community for having applied the principles on which the Infant School System is based, to juveniles, and carried out and proved the practicability of it for the public good.  I told them this in lectures at Glasgow long ago, and exhibited before them children to prove the truths I promulgated, both there and in other parts of Scotland, to convince a doubting and cautious public that my views were practicable.  I may add, in passing, that I found the Scotch took nothing on trust.  They would listen to my lectures, but it always ended in my being obliged to prove it with children.  To David Stow much credit is due, for having written useful books and performed useful works.  I am not the man to deprive him of this his just due, but I have such faith in the honour of his countrymen in general, that I believe the time is not far distant when some one of them will give to me that credit which is fairly and justly due to me with respect to the educational movements in Scotland.  No class of men are better able to appreciate and understand the principles on which a system of true education should be based than Scotchmen, and hence, though cautious in taking up new things, or new views of things, they can do justice to, and appreciate, that which is worthy of their attention.

At the time I have been speaking of there were no lessons published suitable for us.  I searched the print shops in the metropolis, and with the aid of drawings from friends, supplied this deficiency.  Next I had suitable lessons printed to accompany them, and also spelling lessons of such words as could be acted and explained.  Then followed suitable reading lessons, prints of objects, and the simple forms of geometry.  When a demand was created for all these, the publishing trade took them up, and thus the numerous excellent plates and lessons now published for the purposes of teaching, had their first origin.