the movement of the heavenly bodies, and of the earth itself.  Proceeding from one step to another, I pointed out the situation of different countries on the chart of the world, and in seperate maps, and took pains to give some slight idea, as we went on, of the characteristics, religion, customs, and history of each nation.  These details fixed topics of moment in their recollection.  Up to this time I had been astonished by the little interest they took, Christian-minded as they were, in the subject of Christian missions, but, when they began to have some idea of geography, I discovered, that their former ignorance of this science, and of the very existence of many foreign nations in distant quarters of the globe, was the cause of such indifference.  But as soon as they began to learn who the people are, who require to have the Gospel preached to them, and in what part of the globe they dwell, they felt the same concern for the circulation of the Gospel that other Christians entertained.  These new acquirements, in fact, enlarged their spirit, made new creatures of them, and seemed to triple their very existence.

In the end, I advanced so far as to give some lectures in geometry, and this too produced a happy moral developement.

Lessons in music formed part of our evening employment, and those being, like geography, a sort of amusement, they were regularly succeeded by grave and edifying reading, and by such reflections as I took care to suggest for their improvement.

Most of the young adults of the village were present at such lessons, as were within the reach of their comprehension, and as the children had a separate instructor, the young women and girls of Dormilleuse, who were growing up to womanhood, were now the only persons for whom a system of instruction was unprovided.  But these stood in as great need of it as the others, and more particularly as most of them were now manifesting Christian dispositions.  I therefore proposed that they should assemble of an evening in the room, which the children occupied during the day, and I engaged some of my students to give them lessons in reading and writing.  We soon had twenty young women from fifteen to twenty-five years of age in attendance, of whom two or three only had any notion of writing, and not half of them could read a book of any difficulty.  While Ferdinand Martin was practising the rest of my students in music, I myself and two of the most advanced, by turns, were employed in teaching these young women, so that the whole routine of instruction went on regularly, and I was thus able to exercise the future schoolmasters in their destined profession, and both to observe their method of teaching, and to improve it.  I thus superintended teachers and scholars at the same time.