table of simple numbers, that 4 cases which contain 5 units in each, form 20 in the same manner as do 5 which contain 4. This, however, appears to us to be rather a verification than a demonstration. But even should it serve to convince the pupil of the fact, surely, the ball frame, or rectangle already described, is far preferable, showing as it does at one glance the principle itself, upon which the whole depends, and including likewise that other principle upon which surfaces are measured.

B

from which it inferred that 6 x 4 × 3 = 6 × 3 × 4 = 3 x 4 x 6 = 3 × 6 × 4 = 4 × 3 × 6= 4 × 6 × 3, since all the 6 combinations give each the same figure and result—and thus, as it will be easy upon the black board to form a figure of the same kind for any given case, the general principle will be soon clearly, and once for all, established in the child's mind.

10thly. We have already shown in our description of the Russian ball frame, (vide page 132) in how superior a manner the first principles of numeration may be illustrated by its arrangements of balls and wires, &c. We would once more refer the reader to the representation of it, whilst we repeat that where decimals enter into any sum, this superiority is still more apparent; nay, it would be easy by a simple modification to apply the same instrument to the explanation of complex numbers. Ex. gr., in placing 19 balls on the wire g, 11 on the wire h, and 3 on i, we

000000000

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000000000

000000000

m

00000000000

00000000000000

000

might (on the Russian plan) work sums in English money. The balls on g representing shillings, the 11 on h representing pence, and the 3 on i representing farthings; whilst all those on the right of m n (which would remain vacant as heretofore), being 9 on each row, would serve to reckon any numbers of pounds sterling, up to hundreds of thousands. We believe, however, though the exercise might amuse, it would not be necessary to adopt it, for when once the pupil has been led thus far by the intuitive method, we should recommend the passing on to another system, in which greater demand upon the intellect is made.

fedc ba

ng hi

For whenever children have become capable of drawing a figure for themselves, or still better of imagining it, we must avoid as much as possible doing it for them; as leading strings, however useful in the first attempts to walk, are only impediments when the infant is able to do without them.

(To be Continued.)

F. CURIE.

ON CHILDREN LEAVING THE CHURCH WHEN THEY LEAVE THE SCHOOL.

REV. SIR,-I am the master of a free school in Derbyshire, and feeling in need of a little advice, take the liberty to lay my case before your readers, hoping I may obtain such as my case requires. Your periodical, which I have lately begun to take in, informs me, that I am not the only one in my profession who is in trouble; however, fortunately for me, I possess a tolerably contented mind, and do not let little matters plague me, so my life wears away pretty smoothly. I might make a long catalogue of my troubles, and by so doing weary yourself and your readers, if you or they took the trouble to read them; but I forbear. I am anxious only to touch upon one point, which all must allow to be of great importance, and which I will explain as briefly as I can.

My school, which consists of about 50 boys, is not conducted on the monitorial system: 28 of this number are educated without expense to their parents, and are paid from a fund the sum of 9d. per week to each boy, which provides decent clothing and books. My boys come to me at the ages of 8 and 9, and continue in the school 5 years, if not removed before then by their parents, which, unfortunately, is too often the case. I am paid a certain sum for instructing these boys. I believe the intentions of the founders of my school were to have the children instructed in reading, writing, arithmetic, and in the catechism of the church of England. But, in addition to these subjects, conceiving no harm can come thereby, I have taught them geography, English grammar, and a little of etymology; all of which I deem to be indispensable in a sound English education. The visitors of my school are pleased to inform me, that they are satisfied with the behaviour and intelligence of my boys. And besides all this, I have the approval of the Rev. John Allen, her Majesty's inspector of schools, of my system of instruction. Now, as my school is in every sense of the word a church school, I have considered it to be my duty to do all I could to make my little flock members of the church. To this end, I have exhorted all my boys to be baptized, who had not when infants, partaken of that holy sacrament. I have always spoken with reverence of the church and her ordinances before my boys. Every Sunday I have taken them with me to the house of the Lord; I have read to them interesting ac

counts from church history, and have shown them how our ancestors have fought, bled, and died for the truths, which so very many esteem so lightly. I have at stated periods instructed them in the liturgy of our church; I have remarked on the beauty of the language, the christian liberality, and on the spirituality everywhere manifest in our Book of Common Prayer. The catechism has not been neglected; and in particular, I have tried to make them understand the nature and use of the two sacraments; for well do I know, that it is here where the enemy of our church fires his artillery. I have always spoken of schism as a sin, and have endeavoured to impress upon my little people, the great offence against Almighty God they would be guilty of, if they wilfully departed from the church. But, alas! Sir, it seems to me as if all my efforts were in vain. Many of the little folks that I have had with me for years, upon whom my labour, anxiety, and eloquence have been spent, as soon as they are from under my hands, become dissenters; and when I meet some of them, there is shyness, a sort of I have done wrong" look, which gives me uneasiness. I can assure you, Rev. Sir, I feel humbled when I see this sight: What could have been done more to my vineyard that I have not done in it? wherefore, when I looked that it should bring forth grapes, brought it forth wild grapes ?"

Thus, Sir, I have stated as briefly I could what I do, and the fruits of my doings, and shall feel obliged if any of your readers will give me their advice.

Believe me, Rev. Sir, your obedient servant,

R. F.

P.S.-I have lately opened a night school, at which 26 boys attend ; and we have some expectations of having a village library for the use of the boys. Nearly all my boys' parents are dissenters.

A REASON SUGGESTED WHY MANY CHILDREN EDUCATED IN NATIONAL SCHOOLS DO NOT CONTINUE AFTERWARDS IN COMMUNION WITH THE CHURCH.

SIR, It is often asked, whether it be not a fact, that a large portion of the children educated in our national schools have turned out dissen

ters; and if so, what may be the cause of it. From my own experience, I should say it is the fact; for I know numbers who have been brought up in national schools who are now leaders among the separatists. The parish which I was curate of for eight or nine months before I came to my present curacy, had two very good (as things go) national schools; and they had been supported for many years by a noble family who had a considerable property in that parish. Yet I was told by the master and mistress, that almost every child that left the weekly school, went the very next Sunday to the meeting-house, and was hardly ever seen at church again. I must say, the attendance at church fully confirmed this statement. My present curacy I have held nearly five years. Here I found schools had been existing about

twenty-five years, with very much the same results; and though I have earnestly applied myself to establish a better state of things, I have still to lament a yearly loss of many most promising children, who are allured to the meeting-house as soon as they leave the weekly school; not half, perhaps, continuing to attend the Sunday school. Now I can attribute much of this to the fact of the parents being separatists themselves; and it may be they require their children to go with them to "meeting." I know it is so in many cases. Again, I can trace much here, as elsewhere, to the inefficiency of the masters and mistresses in years gone by, as well as to a want of piety and reverence in them, and an ignorance of sound church principles. It may be, also, that there has not been always that constant clerical superintendence which is so necessary for every school. I admit all these faults; but I cannot help suspecting, knowing as I do, that all these faults, and more too, exist to an equal extent in Dissenting schools; that there is something in our system that disgusts our children, or at least gives them no love for our church and its services. The question, then, that I would ask is this,Do we not make our Sundays too wearisome to children who have already been in school five days out of six? For it really seems to me that we do. I conclude that it would be admitted, that it is essential they should attend the public services of our church. Well then; they begin their Sunday with school at nine; then they are engaged in reading or receiving religious instruction till half past ten or eleven. This alone is sufficient to tire most children, especially when it is remembered, that many of them have come a mile or more to school, no matter what the weather may be. At half past ten or eleven, then, they are taken to church; and in most cases are stowed away in the most out-of-theway part of the church, under or in some gallery, or in some cold corner where they can see and hear little. There, crowded together on high and uncomfortable seats, with still more uncomfortable kneeling places, often without a prayer book or hymn book (if used), they have to sit through a long service of two hours or more, which, when there is no chanting, presents but little attraction to children. They are then released at half past twelve or one, and are required to be in school again by two. Those who have a long way to go have therefore to bring their dinner with them, which they have to eat cold in the schoolroom; whilst others, who go home for it, are so hurried, that they have scarcely time to sit down when they get there; thus losing the comfort of a Sunday's dinner, which in most cases is the only meal worth calling a dinner which their family have in the whole week. Then from two to three they are at school again, and then to church, where they often have to endure a second sermon, getting out in winter when it is just dark. Now, let me ask, is not this rather a severe infliction upon children, and that, too, on Sunday, their day of rest? Is it not likely to disgust them with church more than any thing? I fancy the meeting-house does not inflict such a burden as this upon them, and hence they run off there so quickly when they leave the weekly school. The liberty there granted them, though pretty sure to ruin them, is much more likely to please them; and if the parents will not interpose their authority (which they seldom will do when the chil

dren begin to earn their own bread), I for one can hardly be surprised that the children leave us. Here, then, I feel myself sorely puzzled to know what to do for the best. If I were not to require the national school children to assemble till the hour of service, I fear my Sunday school children would not easily be persuaded to come to school, and it would be a serious loss to those who work to have no school on Sunday. The only remedy I have thought of is this—namely, to allow the school children (except perhaps the first classes), to quit the church as soon as the morning prayer, or rather the litany, is ended. This would shorten the service just one half; and it would be that part of the service, too, that the children can take the greatest interest in; and as most mothers stay at home on Sunday morning, the children could get their dinner at once directly they get home, and so be back in good time for afternoon school. Nor do I think that this would be a bad way of working the separate services of the morning prayer and the office for the holy communion ; and the children might thus be taught to look forward to the time when they should be permitted to remain for the latter service, as a privilege which would be granted them when they became candidates for confirmation. Indeed, I cannot help thinking, our sermons would be more effective if children were not in the constant habit of hearing them till the time when they were able to profit by them. Till they are confirmed, the proper instruction of children is by means of catechizing, and not by preaching; and therefore, if they were not to attend our sermons till they have been confirmed, I think it would be more correct, as well as more beneficial to them. Perhaps some of your correspondents will be induced to take up the subject further.

F.

ON ADULT SCHOOLS AS A PART OF THE PAROCHIAL

SYSTEM.

SIR, NO suggestion having appeared in your pages relative to the establishment of adult schools on such a basis as to form an integral part of the parochial system, I submit the following considerations to the attention of your readers, as constituting, in my judgment, an important element in the question.

I propose to confine myself to the consideration of the simple fact, that each individual in a parish has a distinct position in relation to the great work of the church.

The official position of certain individuals is easily recognized, as, for instance, that of the clergyman, the churchwarden, the poor-law guardian, the lord of the manor, &c. But there are particular circumstances in the arrangements of God's providence which determine the sphere assigned to each individual; and we may assure ourselves that the whole work will be done well, if the energies of each be confined to his own particular duty.

It may be difficult to ascertain the precise nature of the duty to which we are called in a parish. Still we have reason to believe, that