them not imagine that this is a mere assertion, because this feeling is not acknowledged by many of those who call themselves by these names. Let PARENTS become what these profess to be, and they cannot fail to experience in their own heart the reality of the assertion.

If we are to have any improvement in EDUCATION, it must arise from PARENTS undertaking the employment most worthy of man, that of co-operating with divine grace in unfolding the faculties of immortal Beings.

They would not then remain satisfied if they did not see education continued in the same spirit by those to whom they might afterwards be under the necessity of committing their children.

Parents who have seized and acted up to the spirit of the Hints contained in this number, may hope for the pleasure of receiving something like the following answers from their children.

What is the first step you would take, if wished to exercise little Arthur?

you

I would point to an object, and denominate it.

Should you expect him to repeat after you?

Not at first; but I would pronounce the name of the object frequently and distinctly, and let him touch it, and then perhaps he would.

If he did not seem inclined to speak, would you endeavour to force him?

Oh! no; because if I did, he would not like me or my lessons, and perhaps he would

cry.

You think, then, that it does not answer to force knowledge upon little children?

No; if they do not take pleasure in what they learn, they will not improve.

What would you then do?

I would turn his attention to something else; and, perhaps, next day, or some other time, he would say the name of the object I had given him in my former lesson.

What is the next step you would take? I would name the essential properties, as form, colour, weight, and let him exercise as many of his senses upon the object as possible.

When you had sufficiently exercised your little pupil in denominating objects, and observing their essential properties, and you found that by your judicious manner of proceeding, his faculties were gradually unfold

ing, how would you proceed? I would advance to particulars of objects; and I would form short sentences respecting them, which he should endeavour to repeat after me, and I would put various questions to him.

In making choice of objects for your little pupil, would you select the print of a lion, a tiger, a ship, a city? Or would you fix upon objects immediately surrounding him, of which he could have an intuitive knowledge? I would fix upon objects around him. Give your reasons for so doing.

I think they would be more likely to interest him, and to fix his attention; and that they would be more proper in every respect to unfold in the best manner all his faculties; it is besides more useful to be first acquainted with all around us, before we attempt distant foreign objects.

Do you think that he would be more interested in objects of nature or of art?

In objects of nature. I think he would be more amused, and be able to sustain his attention longer, in observing and hearing about a kitten, a bird, au insect, a flower, &c. than a table, a chair, a bench, &c. although these would make a useful variety.

Do you think that colours would be a good subject for development?

Oh yes! we are all very fond of colours. I would shew him a number of flowers, and mention the colour of each as I pointed to it; after a time I might add the name of the flower to the colour.

Would you shew him any other colours besides those of flowers?

Yes; different coloured wafers, ivory counters, paper, &c. and by degrees he would be able to arrange them, and put those of the same colour together. We are very fond of arranging flowers in this way, and William aud I class the different shades of the same colour, but this would be too advanced for Arthur.

What more could you do for him?

I could give him some idea of number, by letting him count his and my fingers, the buttons on our jackets, some cubes, pebbles, &c. &c.; he would then be able to tell me how many colours there were of each sort, and I would gradually advance to ask him, if there were six blue, and four red, how many more blue there were than red, and how many less red than blue; he should afterwards add

both together, and many other nice questions, which I think he would like, because I would always let him see and touch the objects, which would make him certain he was right. Can you think of any other exercises likely to be useful to your little pupil?

Oh! a great many; I would often ask him what I was doing. I would make dots, and shew him different lines on the slate. I would hold a book upright on the table, then sloping, then flat, and he would like to do the same. I would shew him a square table, a round table, the legs of the table, &c. &c. I would take him to my garden; he should see me weed it, and he might put the weeds in a little basket, then I would tell him he was useful: he should see me sow seeds, water the plants, &c. and I would always employ him as much as I could to help me. Would it make you happy to have such a little pupil ?

Oh! very; I love my brothers and sisters dearly, and I am very fond of teaching them any thing I know.

A child, whose thinking powers have been called into action, and his spiritual nature developed, who has been properly taught,