have had children, whom one might think were complete blockheads, on account of their not being able to learn the alphabet so quickly as some of the other children, and yet those very children would learn things which appeared to me ten times more difficult.  This proves the necessity of variety, and how difficult it is to legislate for children.  Instead, therefore, of the children standing opposite their own post, they go round from one to another, repeating whatever they find at each post, until they have been all round the school.  For instance, at No. 1 post there may be the following objects; the horse, the ass, the zebra, the cow, the sheep, the goat, the springing antelope, the cameleopard, the camel, the wild boar, the rhinoceros, the elephant, the hippopotamus, the lion, the tiger, the leopard, the civet, the weazel, the great white bear, the hyena, the fox, the greenland dog, the hare, the mole, the squirrel, the kangaroo, the porcupine, and the racoon.  Before commencing these lessons, two boys are selected by the master, who perhaps are not monitors.  These two boys bring the children up to a chalk line that is made near No. 1 post, eight at a time; one of the boys gets eight children standing up ready, always beginning at one end of the school, and takes them to this chalk line, whilst the other boy takes them to No. 1 post, and delivers them up to the charge of No. 1 monitor.  No. 1 monitor then points to the different animals with a pointer, until the name of every one that is on his plate has been repeated; this done, he delivers them to No. 2 monitor, who has a different picture at his post; perhaps the following:  the fishmonger, mason, hatter, cooper, butcher, blacksmith, fruiterer, distiller, grocer, turner, carpenter, tallow-chandler, milliner, dyer, druggist, wheelwright, shoemaker, printer, coach-maker, bookseller, bricklayer, linen-draper, cabinet-maker, brewer, painter, bookbinder.  This done, No. 2 monitor delivers them over to No. 3 monitor, who may have a representation of the following African costumes:  viz.  Egyptian Bey, Ashantee, Algerine, Copts woman, Mameluke, native of Morocco, Tibboo woman, Egyptian woman, Fellah, Bedouin Arab, Turkish foot soldier, Maltese, Rosettan, native of Cairo, Turkish gentleman, Bosjesman, native of Coronna, native of Namacqua, Caffree, native of Tamaha, native of Ebo.  Having repeated these, No. 3 monitor hands them over to No. 4, who perhaps has an engraved clock face, with hands composed of two pieces of wood, over which paper in the shape of clock hands has been pasted; he gives the children a lesson from this object, explains to them the difference between the minute and second-hand, shews them their uses, and points out the dots which mark the minutes, and the figures which divide it into hours, makes them count the seconds, and soon tell the hour.  No. 4 then gives the class to No. 5 monitor, who has at his post a representation of the mariner’s compass; he explains its uses,