particular manner or tone of voice. In these respects, every district of our country presents its own peculiar phase. So much for physical habits.

In regard to habits of an intellectual character, witness the retiring student, the effects of whose midnight lamp and abstract mode of thinking mark him out most obviously at first sight, and still more so in conversation, from the merchant of every day activity on 'change. No man mistakes which of the two classes of persons he is addressing. Originally their minds may have been similarly constituted, but habit has caused the difference.

The same is presented in the moral department. In it there are strong marks of distinction in every grace and virtue, arising from nature and the operation of religious principle, but these are greatly strengthened or weakened by exercise. It is so in regard to any bad propensity; e. g. evil-speaking, covetousness, pride, and a love of contention; it is also so in regard to the graces of humility, generosity, courteousness, &c.; all acquire strength by exercise; and thus each good or bad propensity is strengthened by the force of habit. In fact, every succeeding act of mind or body, whether good or evil, is strengthened by the preceding one. If such be the force of habit, physically, intellectually, and morally, who can calculate the mighty importance of early training to all that is right, "lovely, and of good report ?”

To come to the practical principle. The child who is naturally combative, exhibits a disposition to fight and quarrel with his play-fellows, and this feeling is

strengthened by exercise. Let him enter a training school, however, in which such feelings are not permitted to be exercised, but where, on the contrary, they are directed to what is noble and useful, and shortly the power of self-control will not only grow into a habit, but the feeling or the disposition itself will be greatly subdued. A boy of this description, during the first week of his course, strikes and thrusts right and left, but his blows not being returned, and now breathing a more moral atmosphere than what he had been accustomed to, and participating in a portion of its spirit from the power of sympathy, joined with a more enlightened conscience, his whole conduct is quickly changed into a more Christian and moral habit. This is the experience of all trainers, in every part of the world in which they are located. In no department of moral economy is the power of habit more apparent than in charitable subscriptions for the poor and the extension of the gospel. Many men of large means content themselves wlth giving a mere trifle. This is their habit; the working classes also share in a similar moral apathy. Fifty years ago few families in the receipt of £50 a year ever thought of giving a subscription, or if they did so, a penny a week to some special object was considered liberal. At the present day, however, it is not uncommon for every member of a family to give their penny. A Christian man of £500 per annum, in the year 1800, felt, and was considered by his neighbours, perfectly generous when he subscribed his guinea or half-guinea to two or three societies-in all, per.

haps he gave £5 a-year. Now, however, in 1846, the same man, or rather the same class of persons, from the influence of moral training on his Christian principles, as readily and cheerfully gives his £50. He has acquired the habit of giving more largely, and we doubt not that training, ere long, will induce the Christian public to double this proportion of their income, and feel the parting with it to be no sacrifice, but a privilege. Such is the force of habit. In the mean time, carry on the process of training. Enlighten the understanding and conscience as to the duty of giving. This is well; but, by all means, get the party to give it may be a shilling to commence with. Get the shilling; and the next time you get the person to pull out his purse, half-a-crown will more readily follow. The man is acquiring the habit of giving; and from the shilling or half-crown you may train him, time after time, enlightening his understanding unquestionably, yet pulling-until a pound or five pounds may be as easily had as was the shilling or half-crown in the first instance, and simply because now the benevolent man has acquired the habit of giving.

We are told by some whose sentiments we ought to respect and calmly consider, that we attach too much importance to habits. Now, we consider the exercise of all and every principle to be habit, and that we can scarcely estimate too highly the influence and importance of early training in forming correct habits, whether these be physical, intellectual, or moral. These persons seem to overlook the difficulty, if not the impossibility, of training an old horse,

bending an aged oak, curing a miser, a drunkard, or the abandoned, or the more innocent practice even of snuff-taking. How commonly is it said, such a practice is just from habit. A man is almost rude, or he may be polite, from habit. Children, if not placed under training, almost instinctively get into bad or offensive habits. Who hopes to alter the habits of the precise, stayed old bachelor, far less the moral and physical habits of a whole kingdom? but we doubt not the latter, by the power of early training, under God's blessing, might be accomplished in a single generation. This principle of early moral training (which of necessity includes intellectual and physical training), fully carried out into popular education, will, we doubt not, eventually become the great moral lever of society, not merely by infusing correct principles, but by training to correct habits.

CHAP. VI.

TRAINING SCHOOL APPARATUS-PLAY-GROUND-GALLERY, ETC.

In our introductory observations it was stated, that for the promotion of this system, new and additional accommodation for the development and training of the real character and dispositions of the pupils were necessary, and that time required to be saved in conducting the ordinary elementary branches. This was accomplished by the introduction of the play-ground and a gallery, with the accompanying practical arrangements.

PLAY-GROUND, OR THE UNCOVERED SCHOOL.

The play-ground may be described as the uncovered school-room. The one covered school-room is not a sufficient platform for the development and exercise of all the powers, dispositions, and character of the child.

The play-ground has a salutary influence upon the children, bodily and mentally. The hourly egress and ingress to and from the uncovered and covered schoolrooms, with the accompanying marching and singing, cultivate order, obedience, and precision.

The play-ground animates, invigorates, and permits the steam which may have accumulated to escape, not