An oak, a man, means any oak,
Or any man of all mankind;
A dog, a bone,-means any dog,
Or any bone a dog may find.

The, speaks of either one or more,

The cow, the cows,-the pig, the pigs;
The plum, the plums-(you like a score,)
The pear, the pears, the fig, the figs.

This article we only use,

Whenever it may be our wish
To speak of some determined thing,
As thus the bird, the ox, the fish.

By which we mean, not any bird
That flying in the air may be,
Nor any ox amongst the herd,
Nor any fish in stream or sea;

But some one certain bird or ox,
Or fish, (let it be which it may,)
Of whom we're speaking, or of whom
We something mean to write or say.

Remember these things, when you see
The little words-a, an, and the.

MORAL LESSON.*

THE TWO HALVES.

"What nice plum-cakes," said JAMES to JOHN,
"Our mother sends! Is your's all gone?”

* The following tale though not adapted for the younger children of an Infant School, and too long to be committed to memory by the older ones, might be read to such by the master, and would serve as an admirable theme for conversation. likewise well adapted for a tale for family circles.

It is

"It is," JOHN answer'd; "is not thine '
"No, JOHN, I've sav'd one half of mine;
It was so large, as well as nice,

I thought that it should serve for twice.
Had I eat all to-day, to-morrow,

I might have mourn'd such haste in sorrow:
So half my cake I wisely took,

And, seated in my favourite nook,
Enjoy'd, alone, the double pleasure,
Of present and of future treasure."

I, too," said JOHN, "made up my mind
This morning, when our mother kind
Sent down the cakes, so nice and sweet,
That I but half to-day would eat,
And half I ate; the other half-

JAMES stopp'd his brother with a laugh;
"I know what you're about to say,-
The other half you gave away.
Now, brother, pray explain to me,
The charms which you in giving see.
Shew me how feasting foes or friends
Can for your fasting inake amends."

66

"A poor old man," said JOHN, came by,
Whose looks implor'd for charity.
His eyes, bedimm'd with starting tears,
His body bow'd by length of years,
His feeble limbs, his hoary hairs,
Were to my heart as silent prayers.
I saw, too, he was hungry, though
His lips had not inform'd me so.
To this poor creature, JAMES, I gave
The half which I had meant to save.
The lingering tears, with sudden start,

Ran down the furrows of his cheek,
I knew he thank'd me in his heart,

Although he strove in vain to speak. The joy that from such acts we gain I'll try for your sake to explain. First, God is pleas'd, who, as you know, Marks every action that we do; That God "from whom all blessings flow," So many, JAMES, to me and you.

Our mother, next, had she but seen
Her gift of kindness so employ'd?

Would she not, JAMES, well pleas'd have been,
And all my feelings then enjoy'd?

The poor

old man, was he not pleas'd?

Must not his load of sorrow be,
Though but for one short moment, eas'd,
To think, "Then some one feels for me."
But still you ask, of all this pleasure
How much will to the giver fall?
The whole, rich, undiminish'd treasure,-
He feels, he shares the joy of all.
We eat the cake, and it is gone;
What have we left to think upon?
Who's pleas'd by what we then have done!
How many, pray, JAMES, more than one?
The joys by sympathy supplied

Are many, great, and dignified.
But, do not on my word rely,

Whilst you, dear JAMES, the fact may try ;
And if you do not find it true,

I'll next time eat both halves with you!

QUESTIONS & ANSWERS,

FORMING

AN EPITOME

OF WHAT HAS BEEN PREVIOUSLY ADVANCED

ON THE SUBJECT OF

Enfant Schools.

Q. Is there reason to believe that juvenile delinquency has of late years increased? A. The Reports of Committees appointed to inquire into the subject, the daily journals, and the state of our prisons, bear undeniable testimony to the melancholy truth.

Q. Ought we therefore to suppose that our present means to prevent this evil, such as our Sunday Schools, National Schools, Bible and Tract Societies, with similar institutions, are of no use? A. Certainly not; there is no doubt the evil would be much further extended, were it not for the counteracting effects of such institutions.

Q. How can we account for the prevalence and growing extent of the evil? A. Partly from the neglect of the parents, in some cases wilful, in others unavoidable, -to prevent their children from the contamination of the streets; and partly from the organized system of tuition of young delinquents which is known to exist.

Q. What is the remedy most likely to prove efficient? A. The establishment of Infant Schools; whereby the children of the poor may be preserved from evil company, and the principles of honesty and virtue instilled into their infant minds.

Q. What objections are made to the establishment of Infant Schools? A. Some persons are of opinion that it will make the poor idle and proud.

Q. Is there any ground for such an opinion? A. Not the

least; the ignorant are generally the most idle, and true wisdom teaches us to think humbly of ourselves.

Q. Can a child gain too much experimental knowledge in the first eight or ten years of its life to render it unfit for a Christian servitude?-A. Certainly not; if the Christian spirit be generated in an influential manner during the early period of existence, it is impossible that too much knowledge can accompany it to unfit the mind to endure a Christian servitude, since one of the first feelings which this spirit engenders is "to learn in whatever state we are, therewith to be content."

Q. Will such a natural mode or manner of education break down the various orders of society?-A. No; it will tend rather to restore order, where, for want of this natural mode of development, it has been violated. The poor will become morally satisfied with their condition, when they find that they have something beyond the mere gratification of their animal nature to take delight in; and the rich, from being excited to greater mental exertion, will rise in the scale of morality in the same proportion: thus will mutual good feeling, which is the bond of union in society, subsist among all ranks-each rendering to each that respect which is due to the station of life in which it has pleased Providence to place him.

Q. What is the immediate use of an Infant School? A. To develop all the powers of the mind at a much earlier period than it has hitherto been considered possible to do so, and thus prepare the children for a moral progress, for which it is desirable they should be sent to establishments so organized as to complete, in accord with their original destination, their full development.

Q. What are its first requisites, as it regards efforts and means? A. A spacious and airy school room, proper materials for instruction, and active thinking teachers, who are fully impressed with the moral importance of their undertaking, and feel most deeply interested in its success.

Q. Is it for very young children of both sexes? A. Yes, since they are found to be capable of equal development.

Q. How does it differ in spirit and practice from the National Schools? A. The fundamental principle of the Infant School system is love; it should be the constant endeavour of the master to win the affections of the children, and thus cause them to feel pleasure in submitting to his will; their attention should be excited by external natural objects, no