in many cases, but not in all, become farm-servants; those from the manufacturing parts will be put to the occupations of their neighbourhood. It is the main design of the patrons of this Establishment to give the pupils such an education as will fit them for filling their station in society with credit to themselves, and with usefulness to others. There are few employments of which the deaf and dumb are not capable; they make good servants, good labourers, good artisans, but not good shopkeepers. Some youths have been employed as ordinary clerks, others as copying clerks in law-offices, and a few have excelled in painting or engraving. The following tables will give a correct idea of the employments of each day in the fourth year of the Natural Religion Language TABLE I.-Routine of School-business, in the first part of the Fourth Year of the Course. 3rd Natural Religion do. do. " 4th Language do. do. do. Natural Religion Geography do. Geography Geography Language do. Geography do. Geography do. All the children taking Exercise. otherwise employed. Dinner. Boys at Mill, Garden. &c.; Girls at sundry] Ten minutes allowed in the forenoon for exercise. do. Language Breakfast. Boys at Mi.l, &c.; Girls at Household Work do. Natural Religion Repetitions Arithmetic Language Arithmetic Scripture History Language Scripture History Geography Language Arithmetic Scripture History Scripture History| Arithmetic Scripture History Morning. Hours of the day 8-10 10-114 • TABLE II.-Routine of School-business, in the second part of the Fourth Year of the Course. Days. Classes. 1st Class Gospels 2nd do. Sunday Public Worship Public Worship Monday " 3rd Geography Creation Creation Language Language do Geography Language Geography Afternoon. Note. The parts of the day between School-hours are filled up by work as in the former part of the year. See Table I. A new arrangement of school business is necessary every half year. The first and second class receive inost of their lessons together, though the children are of a different standing in the institution. This is done to economize teachers. By the term language used in the tabular views is meant classes of words and particular forms of expression, from the ordinary noun to abstract ideas. Perhaps grammar would be better understood, but the teaching is carried on without the use of grammatical rules. The lessons are illustrations of grammar, rather than grammar itself; and therefore more properly called language. The word physics means lessons on the properties of natural bodies, such as were before adverted to in “The Little Philosopher." The scripture history used by the third class, which consists of pupils who have been a year and a half in the institution, is written in a style suited to their confined knowledge of language. It is almost without particles, and very free from elliptical expression. As these lessons are unpublished, an example is given below. Would not books for children be better understood if a similar style were used in their composition? In talking to children, we invariably endeavour to omit expressions which might embarrass them, and, at the risk of much repetition, we use language, such as we think adapted to the infantine mind. 66 THE PLAIN OF SHINAR. After many years, men were very numerous on the earth. Men lived near to each other. They spoke the same language. They liked to live in the same place. It was a pleasant country where men lived. It was a plain. They wished to live there always. The plain was called Shinar. It was very wide and extensive. There (on the plain) people had their houses, tents, fields, and cattle. The people said :- We are numerous and strong-we will build a city and a tower-the tower shall be very high-its top shall reach the clouds-let us now make bricks and burn them, and let us make mortar-we will stay here always-we will not go to distant countries-we will not be scattered abroad on the earth.' God saw the city and the tower which men were building. God was not pleased, &c." It will be borne in mind that these lessons are almost the first complete sentences on a connected subject which are communicated to the pupils, and this is done as soon as they begin to have a tolerably correct idea of the structure of sentences. If the readers of the Journal of Education will refer to the article on "An Improved Method of teaching Modern Languages' in the 8th Number, they will find a precisely similar course recommended; and indeed a German tale is there broken into sentences quite similar to the above example. Deaf and dumb pupils are learners of the English language, and their case is parallel to that of other learners of languages in one respect, though they have to learn through a more intricate medium. The deaf have to ascend from their very meagre language of natural signs to one very rich and full in its artificial expressions for thoughts which have never entered into their untaught minds, thus establishing a wide difference between them and other language-learners. We who hear and speak have clear ideas of all conventional signs in our mother-tongue. The operation with us is only to transfer an idea which we already possess into |