then recently introduced, as a branch of the black art, which, if encouraged, must eventually demolish the social fabric, and introduce civil wars and discord into every country.  Time, that test of truth, has shewn us how groundless their apprehensions were.  Instead of injuring that fabric, it has strengthened its foundation so that it cannot be shaken, and has surrounded it with defences, which bid defiance to assaults.

Oh! that the time were come when every heart, being imbued with truly christian principles, would see that the noblest and highest object that could be set before us, would be to rear up the minds of the young in knowledge, virtue, and piety; to train them to intelligence and usefulness in this life, and for happiness and immortality in the life to come.  On such labours the blessing of God would inevitably rest, and His promise of their success is positive and unconditional.  “Train up a child in the way he should go, and when he is old he will not depart from it.”

To the furtherance of the infant system I have devoted for many years my utmost energies and resources, and to it I purpose to give them, so long as I am permitted by the gracious Providence of God.  I shall be happy to render it any aid, either by supplying information to those who need it, or by personal exertions, the expenses of so doing being defrayed; on application to my Publisher, 22, Portugal Street, Lincoln’s Inn, London, or to myself’, at Moor Cottage, Wakefield.

In order to urge the necessity, and explain the design of infant schools, I have for some years been accustomed to deliver a course of lectures, of which the following is an outline:—­

FIRST LECTURE.—­Affecting state of the children of the poor—­Lamentable condition of young delinquents—­What are the causes?—­The question answered—­Bodily and mental injuries now sustained by children of all ranks, described and prevented—­What is the best remedy for existing evils?—­Answer given—­Origin and history of the Infant System—­Its progress in Scotland, where it might least have been expected—­What are the objections to the system?—­Practical refutation of them—­Modes of instruction:  The alphabet, spelling, reading, arithmetic—­Moral cultivation enforced, and the means explained.

SECOND LECTURE.—­A play-ground made not only delightful, but mentally and morally improving—­The class-room adapted to produce and confirm religious impressions—­Music, its application to improve the feelings and memory—­Representations of natural objects and scriptural subjects—­Variety and extent of information attainable—­Lying, dishonesty, injustice, and cruelty corrected.

THIRD LECTURE.—­New plans of reward and punishment—­Influence of fear and love—­Great difference in the result—­Infant system more fully explained—­Appeals to conscience—­Emulation unnecessary—­Elliptical plan of teaching described—­Trials by jury—­Effect of sympathy—­Infants the instruments of improving one another.