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Gospels.

Similitudes used in Scripture.

Welchman on the Thirty-nine Articles.

Nelson on the Festivals of the Church.

Bailey on the Liturgy compared with the Bible.

James's Commentary on the Collects.

Historical Accompaniment to the Holy Scriptures.

Teachers' books for secular instruction and private reading :

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European Geography.

M'Leod's Geography of Palestine.

Historical Series-England, Rome, &c.
Dawes' Hints on Secular Instruction.
Hullah's Manual of Singing.

3. Class-Books for Children.-In selecting books for the use of the classes care must be taken to provide such as will best suit the various capacities of the children.

Many valuable series of books have been compiled on the subjects taught in National Schools. Reading-books have of course received the greatest share of attention, because most other subjects are, to a great extent, taught orally by the master. A graduated series of readingbooks may be found on the lists of the National Society, the Society for Promoting Christian Knowledge, and the Irish Board of Education; and various publishers have put forward reading-books which more or less deserve the attention of school-managers.

The following list of books for each class is given by way of suggestion to those who may desire some advice on this subject; but there is not the slightest intention to disparage the many other excellent elementary schoolbooks which have lately been published. The list does not include the titles of any particular reading-books, as much difference of opinion exists as to the merits of the various series at present in use.

LIST OF BOOKS, &c., FOR A SCHOOL OF SIX CLASSES.

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The books marked thus (*) should be purchased by the children themselves, as lesson-books.

4. School Apparatus.-Every class in the school should be provided with a box, fitted with lock and key, in which should be kept the books, slates, &c., used by the children.

Black boards or large framed slates are now very generally used for the purposes of demonstration. Easels, maps, and other apparatus comprised in the following list, are also considered necessary for the proper working of the school.

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In the lists given above, only those books and apparatus have been set down which appear to be absolutely essential for carrying out the best systems of instruction. Those who wish for a greater choice of school books and materials are recommended to consult a catalogue which may be had on application to the superintendent of the National Society's Depository, Sanctuary, Westminster.

III. On other Points of Organization.-Besides the articles of furniture, as desks, forms, &c., and the books, apparatus, &c., already enumerated, the master will require monitors, either apprenticed or selected from among the most advanced scholars, to assist him in the management and teaching of the children. Every school should have a set of rules for the admission and attendance of the children, and for the guidance of parents. There should also be a system of classification in regard to attainments, and time-tables to regulate the duration of lessons.

1. On Monitors.-The monitorial system, since its introduction by Dr. Bell, although confessedly one without which no single master, unassisted by paid teachers, could possibly superintend the instruction of a large number of children, has met with considerable opposition. Objections have been made to it, and certainly not

without reason, on account of its tendency to create noise and confusion in the school-room; to encourage a superficial and inaccurate standard of attainments among the scholars; to prevent the master from coming into individual contact with his pupils; and to bring into use a class of teachers who, from the temporary and unremunerative nature of their office, can scarcely be expected to feel much interest in the progress of those entrusted to their care.

Since the introduction of the Government scheme of pupil-teachers and stipendiary monitors, the defects referred to in the foregoing objections have, to a great extent, been remedied. But as there yet remain a considerable number of schools, in which, from various circumstances, it is found necessary to adhere to the old monitorial system in all its main features, it is presumed that a few hints on the selection and management of monitors may not be unacceptable to those masters who still stand in need of the assistance of such officers.

It will always of course be desirable to choose monitors from among the most advanced boys, although it does not necessarily happen that those whose attainments are highest make the best teachers. There is a certain aptitude for teaching which is a qualification as important in the youthful monitor as in the adult instructor. "Due pains," says an eminent writer on school matters, "must be taken in determining the class to which each monitor respectively is to be placed. One monitor will do much better for one class, and another for another. It will by no means do to assign the lowest class to the lowest monitor, and so progressively. In truth the younger classes generally require more patience, more perseverance, and, in a word, more teaching qualifications on the part of the monitors, than most of the others. The master, it is therefore obvious, ought carefully to

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