moral and religious instruction of the children to a certain extent, but not for their moral training. In the properly conducted training school, moral habits are cultivated; whereas in the street, immoral habits are formed. (32.) Practically remember order-cleanlinessobedience. The first lesson, and the continued lesson, in a training school, is obedience-instant obedience -quite à la militaire. Whatever orders you give, require instant obedience. Obedience, instant obedience, lies at the root of all proper training. By disobedience man fell, and by obedience he exhibits his restoration to the image, love, and favour of God. (33.) Authority is not maintained, far less established, by a loud, harsh, or angry tone of voice; a low, gentle, yet firm tone is decidedly the most efficient. To female trainers more particularly we would simply say, be firm. (34.) Devise amusing games for play-ground exercises, and such as will cultivate kindly affections; for example, forbearance, courteousness, &c. Discourage all games of chance-encourage all innocent games of skill and dexterity. (35.) Remember in training children, that the mode is not to put things out of their way, but in their way. In the flower borders, therefore, we should not place the pink or the strawberry, the gooseberry-bush or the cherry-tree, beyond, but within, the reach of the youngest child. Such things must come within their reach frequently through life, and it is well that they be trained to the principle-"Look at everything, and touch nothing." (36.) Train to forgiveness, by causing the child to do a generous action to another who may have offended him. Discourage the slightest approach to cruelty. (37.) Train to benevolence and generosity, by making the child practically so-no matter how trivial the action or gift. The principle may be exhibited equally with a penny as with a pound; by a kind look as by great personal sacrifice; by the widow's two mites as "by the rich man's gifts."STOW: Glasgow Training System. 26. Example of "Picturing Out." * THE CAMEL. Now, children, you see this picture (presenting the picture of a camel, if you have one, but if not, you must describe its comparative size with some *No lesson is proceeded with until the children are physically and intellectually drilled into order. At the end of every point of the lesson, also, some slight physical movements are requisite, such as stretching out arms simultaneously twice or thrice, rising up and sitting down, clapping of hands, &c., varied according to the age and condition of the feelings of the children. Some of these are absolutely requisite before 'and during the progress of any exercise, but the most powerful means of securing the attention is to picture out naturally, and vary the tones of voice. animal they are acquainted with, noticing also the peculiar hunches upon its back), I shall tell you the name of this animal. It is called the camel. What did I say The camel.* Camel is the The camel, children, lives in hot countries, such as Arabia. Arabia is a very hot country in Asia, where there are hot sandy deserts, in which there are neither trees nor ... ... ... grass. The camel, children, has feet and legs, and (pointing to the parts) a head, and ... a back, as every animal has. What a lump on its back, master ! ! This is a ... lump. Do you remember the name I gave that lump? I called it a hunch. Repeat it, ... ... a ... hunch A great hunch, and that is a lump, or ... hunch. How many hunches has it got? Two. It has got two hunches on its ... back. This one is on ... Where is this one near? Supposing this boy went on all fours, that is, suppose this boy walked on his hands and . feet, and a hunch were ... above this place. What do you call this place? Shoulders. The camel, then, has a hunch upon its ... shoulders, or close behind its shoulders, and ... What is this? Tail. Is this the It is upon its ... back, near the * Every word in italics is supposed to be the answer of the children; the pauses marked thus shew where the trainer forms the ellipsis. Now then, children, I shall tell you something * about this wonderful ... animal. It has got crooked hind legs, sir. Very right, my little girl, more the camel has got very broad strong hind legs, ... ... ... ... ... which look as if they were crooked; and in the next lesson we have upon the camel, we shall say something about the use of what appears a crook in its legs, its hind legs, and you will be better able to understand the reason then, than you would just now. Well, let me tell you that the camel has got on its body very fine hair, of a light brown ... colour called ... What would you call the hair that grows upon the camel? What would you call the hair that grows upon the cow? Cow hair. Now, answer me. What would you call the hair that grows upon a camel? Camel hair. This hair, children, is made into cloth, and makes very pretty cloaks and jackets, sir. I have no doubt that cloth made from camel's hair, would make a jacket, as this boy says, but it is made chiefly into cloaks or mantles. The climate is too hot for jackets, ... ... ... ... that is to say, the sun is too hot in the country where the camels live, for the people to wear ... jackets. People in hot countries generally prefer loose, wide clothes, to clothes that fit tight like a * Some slight physical exercises. ... We give the outlines first. At the same time acknowledge the answers and observations of the children. A word they can scarcely as yet understand, but being expressed, the trainer must break it down. jacket. Why? Because they are cooler. The air passes more easily over the body when the clothes are loose than when they are... tight. They prefer using loose cloaks in that climate or ... ... ... ... country, to to wearing tight jackets. The climate is very hot in that part of the world. What part of the world are we speaking about? You will remember I told you at the beginning of the lesson. What was the name? Arabia. This boy is right. Don't forget the name of the country where camels chiefly live. Repeat the word, ... Arabia. Again, Arabia. Very well. The camel's hair is made into ... cloaks and mantles. Do you remember, in one of our Bible lessons, who is said to have worn a garment made of camel's hair? John. John the ... baptist.* Very well, children, you have said that the camel lives in ... Arabia-that it has two hunches on its ... back, one large, as you see, and the other ... small, or ... smaller, that its hair is a light ... ... And what do the Cloth for man ... brown colour, and very ... fine. people make of its hair? Cloth. tles. Look what a nice place that would be for a ride, children. That place is something like a ... *Of course the trainer remembers that this fact occurred in a Bible lesson, otherwise the question would not be put at this time. †The children, of course, make many mistakes, which must be corrected by training, not telling; but to exhibit which on paper would render the perusal intolerably tedious and verbose. |