VOL. II. No. 8.

School Surgery.

BY ALFRED CARPENTER, M.D. (LOND.), C.S.S. (CAMB.), Vice-President of the British Medical Association.

IT

VIII.

DISEASES OF THE SKIN-(continued).

T will be right before dismissing the subject of skin disease to lay down some general rules of diet and some directions which may be observed in most cases of the kind.

Breakfast should consist of bread and milk, or ricemilk, eggs, fresh fish, and bread and butter. Tea and coffee are best avoided.

Dinner should be plain roast or boiled fresh meat, fish, poultry, milk and egg puddings. Farinaceous puddings, boiled rice, potatoes and fresh vegetables, as fresh beans, cauliflower, etc., well cooked.

The evening meal should be milk or gruel, or other farinaceous food, bread and butter, poached eggs, toasted bread, perhaps a little cream cheese. It is better to avoid other kinds of cheese. Barley-water, thin water gruel, beef tea, and any of the mineral waters which are usually drunk should be the only beverages. Whilst salt meats, pepper, pastries, raw vegetables, spirits and malt liquors are not to be touched.

It will be right also to give a few directions as to clothing. The first condition to be observed is, that cleanliness of person shall be rigidly observed, and although flannel is sometimes necessary to be worn, it is not always judicious when there is the least discharge of moisture or exfoliation. It is best to wear soft linen next to the skin. It is not a good plan, however, to wash over diseased skin more often than is absolutely necessary, but other parts should be washed frequently, using as little soap as possible; whilst it should never be used at all on the diseased surface. The scalp may be cleansed with yolk of egg and warm water, and other parts of the body when diseased are more satisfactorily treated with thin gruel, or oatmeal and water, or water in which bran has been boiled, or even warm milk and water may be used. In drying diseased skin, it is very necessary to avoid friction. Use soft linen for the purpose, and dab it, rather than use any kind of scrubbing process. By this kind of treat

VOL. II.

ment we may avoid injury to the new skin, so as not to displace the altered parts until a new formation has taken place. Ointments and greasy lotions may be removed by these kinds of application better than by any other means, although poultices are sometimes necessary.

-

ABSCESS.

Abscess. It is not uncommon to find a child suffering from the effects of an abscess, or gathering (as it is otten called), in different parts of the body; an inflamed part is said to suppurate or gather when it softens in the centre and matter or pus collects in it. It is one of the results of inflammation, and may take place anywhere. In some parts they are comparatively unimportant; in others they are highly dangerous, and must not be neglected. Matter forms in the first instance in consequence of some defective vitality in the part affected. The white corpuscles which are contained in the blood, wander out of their usual channel, and become deposited in the part which has a lower vital power. The depressed vitality may have been produced by injury, or over-excited action, or by close proximity to some other damaged part and in which the mischief extends by simple contact. The symptoms which indicate the formation of matter divide themselves into two classes, (1) those which are acute or rapid in their development, and (2nd) those which are chronic or of slow growth. In the first class of cases, there are the usual symptoms of inflammation, heat, swelling, pain, and as the matter approaches the surface, redness. When suppuration has really commenced, the pain gradually loses its acute form, and becomes more dull and throbbing; the hardness, which was considerable at first, decreases; the swelling becomes softer and an elevation takes place in the skin, which indicates that the matter is pointing to the place at which the abscess intends to open; the point assumes a conical form, the skin reddens and becomes thinner, and at length the abscess discharges a quantity of pus, or matter and the swelling subsides at once. If the suppuration is considerable, or if the part suppurating is a very sensitive one, there is more or less constitutional disturbance. The fact of suppuration is often preceded by a shiver or rigor, and some feverishness, which is indicated by quick pulse, hot skin, and furred tongue, with loss of appetite and

2 B

general malaise, which will be more or less according to the character of the abscess. The discharge of the matter from the abscess will be followed at once by the diminution of the constitutional symptoms.

In chronic abscess the constitutional symptoms set up are often very slight; sometimes a very large abscess forms without producing any apparent change, and one is surprised at the quantity of matter which may escape, either by accident or design, from a given swelling. It is necessary to determine the nature of a given collection of matter before deciding as to treatment. If it is the sequence of an accident, and the result of neglect, very simple means are requisite for its cure, unless the constitution of the child is bad, and the surroundings at home in an insanitary condition; in that case, very slight injuries and small abscesses may lead to very serious results. It is a very common idea to suppose that it is best to open a gathering and let out the matter as soon as possible; some surgeons even are always glad of the opportunity to use the knife. This is an error. There are occasions when it is right and justifiable; but, as a rule, nature will do the work better than the surgeon, and the discharge will take place at the proper time and in a proper manner. The discharge may be assisted by poultices, but their use is as often mischievous as beneficial. They should only be used when the skin is sensitive, when there is increase of swelling, and redness commencing, and some tension of the neighbouring parts. As soon as the discharge has been free, and the inflammatory tenderness has subsided, the poultice should be left off, and some antiseptic dressing applied and treatment pursued as directed in the case of boil or carbuncle. There are five different conditions in which it may be prudent to obtain the surgeon's aid in the treatment of an abscess. (1.) When matter forms beneath fascia or dense ligamentous structure, such as the neighbourhood of the joints in the fingers or deep fascia of neck. (2.) When it is caused by some unhealthy matter, as follows from the bite of some animals, or when diffusing rapidly, as in some carbuncular states. (3.) When it is in very loose cellular tissue, as in the armpit. (4.) In suppuration in highly sensitive organs, as in the eye or under a finger or toe-nail; and (5) whenever it is desirable to avoid a scar. the majority the aid of the surgeon is required for the general treatment, as well as to open the abscess. In chronic abscess it is best, if the quantity of matter is large to have it removed by means of the aspirator, by which the matter is evacuated without the admission of air, and the danger of subsequent bloodpoisoning is materially diminished. The indications. for treatment in chronic abscess are to amend the general health, to promote the absorption of the matter; but if it has to be let out, to take care that the sac or containing cavity is speedily obliterated.

In

Small abscesses are frequently unnoticed, but they are very often the source of blood-poisoning, and give rise in the end to very serious illnesses, and even fatal consequences, by the septicomic or general blood-disorders which follow from the changes which are induced in the blood by septic germs finding admission into the system. Small scratches upon the body, slight punctures, or forgotten injuries are often the means by which mischief results a few weeks or months afterwards. It is right, therefore, for the

school manager to note these abrasions, and compel the children under his charge to attend to them, to keep them clean, and to prevent as much as possible contact with the outer air until the abraded skin has completely healed. Some popular remedies, as the inner skin of an egg-shell, goldbeaters'-skin, lily leaves, and other simple applications are beneficial whenever they effectually keep out the external air from an abraded surface.

Whitlow. One of the most common sources of mischief is a whitlow; this is an inflammation at the edge or root of a finger or toe-nail. It is often set up by a so-called hang-nail, a small piece of skin which has been detached from the edge of the nail by violence, and which is allowed to be irritated by dirt or continued rubbing; it soon becomes very painful, and, unless treated properly, is liable to end in abscess or other mischief. All the symptoms of an acute abscess arise, and the child is not in a condition to do his school work. It is the usual custom to poultice these swellings, and to promote the formation of matter by increasing the inflammation in the part. This is wrong treatment. The best plan is to keep a little cold water upon the finger-to apply a piece of wet lint around it. Keep it cool by frequently dip ping it in a glass of water, and not covering it up with oil silk as is frequently done, but let the water constantly evaporate, so as to keep down the inflammation. In a few hours, or at the most, a day or two, a small white spot will be observed by the side of the nail containing pus, which may be evacuated by means of a needle passed through the white part. The pus will escape into the lint. The cold water should be continually renewed until all tenderness is gone, the part kept studiously clean, and as soon as tenderness has departed let it be kept covered up with a finger-stall, having previously applied a small quantity of Turner's cerate (calamine ointment) upon the edges of the nail to keep it moist, and so allow any discharge to escape. If the pus is deep in the tissues, or pressing on the bone, it must be let out by the lancet, but it will seldom happen that cold water, if applied soon enough, will not be able to prevent the development of this mischief; of course it will be requisite to avoid all games such as cricket, or fives, or marbles, or anything else by which a bruise may result to the finger. It is important to observe that it is only the inflamed part which is to be kept cool. The cold water is not to be applied to the whole of the finger, for if this is done vitality is reduced too much, and mischief may result. The hand is not to be chilled altogether. The same treatment must be used when the toe is the seat of the disease. It generally arises in the great toe-nail, and in those cases has followed in consequence of an injury to the nail in kicking at football or other games, and the wearing a boot or shoe which is too small for the toe. It is curious to note the general neglect which is shown by parents and bootmakers to the natural position of the toe, and the necessity for allowing for its natural growth. There is no room left for this. The growing boy has a new boot made which is just long enough to contain his foot, but there is no allowance for that half inch which will probably be added to the foot in the course of the next four months, and, as a consequence, the toe-nail is pressed into its tender quick, or the toe itself is bent out of its proper position, and the foundation laid for a bunion in future years.

A new boot for a growing boy or girl should always be at least from half an inch to one inch longer than the foot of the wearer.

It is very important to avoid pressure of every kind upon those small abrasions or gatherings which will sometimes arise from injury to the feet; water applications, provided they are frequently changed, will be better than poultices, though these latter are sometimes necessary when there is much tenderness and great heat; but small abrasions are best covered up with chamois leather, spread with soap plaster, and by that means fresh injury prevented.

Styes.-These are small abscesses which form at the edge of the eyelids; they proceed slowly to suppuration, and are often very painful. When the pain is great a cold bread-and-water poultice for twelve or twenty-four hours is the best thing to be done, and after discharge has taken place, to touch the discharging part with a minute portion of yellow basilicon ointment, taking care that none of the ointment gets on the mucous membrane of the eyeball; it would do no real harm if it did, but would cause a little unnecessary smarting. Styes are an indication of a low vitality, and show that the blood is out of order. The eye should not be used by reading or writing when it is inflamed from the close proximity of a sty. If the lashes are matted together with small scaly bits of cuticle, it is advisable to touch their roots every night with a little citrine, or golden ointment, and bathe them well in the morning with cold rain-water, and the scales removed from the eye-lashes.

The digestion should be attended to, some alkaline aperient given, and care used in regard to diet.

Quinsy is another form of abscess, which has its origin in the tonsils; it generally arises from taking

paler. It does not show very decided redness until the enlargement is manifest, and the difficulty of swallowing considerable. In diphtheria the swallowing is not at first much interfered with. Acute pain on swallowing is much more likely to be quinsy than anything else. Sometimes we see an aphthous state of throat, consequent upon some blisters on the tonsils, which seem to be the analogue of herpes on the lips. The blisters form on the surface of the organ, instead of leading to suppuration inside. These conditions are closely connected with digestive disturbance. There is generally a foul tongue, severe headache, loss of appetite, and confined bowels. A good dose of calomel and James' powder, in the proportion of two grains of each, is the best. treatment, with a saline purgation on the following morning. If quinsy is forming, it is best to use a warm fomentation to the throat, to inhale steam frequently, and to encourage the discharge of matter as quickly as possible; but as soon as discharge has taken place, to gargle with cold water. Caustics and actively astringent applications are generally injurious, though frequently practised. They tend to weaken the throat, and render the patient liable to similar attacks. (To be continued.)

'How I Teach Elementary Science.'

BY RICHARD BALCHIN,

Head Master of the Gloucester Road Board School, London. FOURTH-SCHEDULE SUBJECTS:

MECHANICS.

which was carrying out of the body some morbid matter, has been checked, and the discharging material thrown back into the circulation. Sometimes a herpetic eruption forms on the lips; in other cases, instead of appearing on the lips, it affects the tonsils. The follicles or glands in these organs take on an inflammatory action, and ultimately suppurate It is very important for the schoolmaster to be able to recognise a quinsy at once, and not to mistake it for some more mischievous form of disease, such as scarlatina or diphtheria, and then to frighten himself out of his life. The one is not infectious, the others are. Quinsy is a corruption of the term cynanche, which means inflammation of the throat, and in olden times included croup, diphtheria, pharyngitis, tonsilitis, and some forms of scarlatina; it is now restricted to inflammation of the tonsils.

The

gland swells, there is painful deglutition, the child cannot swallow comfortably, and, on inspection, one tonsil is seen to be larger than the other; the enlargement has been generally preceded by a chill, perhaps a rigor or shivering, and the child is out of sorts; but there is not at first the direct fever which attends an eruptive disease. If the thermometer is used it does not give that high temperature which indicates scarlatina, seldom exceeding 100°, and it is very different, on inspection, from diphtheria. In this latter disease the throat is altogether red and glassy-looking, or there is a distinct leathery-looking membrane forming upon one or both tonsils, perhaps extending to the velum on the uvula, whilst, in quinsy, there is no appear ance of men nbrane. The tonsil looks at first rather

a part of the subject that seems to furnish a wide field for the display, on the part of both textbook and teacher, of an astonishing amount of mistiness. It is very seldom I hear a teacher giving a lesson upon Liquids under pressure' or upon Liquids under gravity' before I soon become painfully aware of the fact that the teacher is not quite sure what it is he is talking about. 'The Representation of Chaos' at the opening of Haydn's oratorio is not out of place. But to attempt anything of the kind in a lesson on 'Mechanics' betrays a dim perception of the necessities of time and place. The confusion seems to arise, 1st, from the want of a clear understanding as to what gravity of liquids' really means; 2nd, from failing to distinguish between the pressure of a liquid due to gravity and the pressure due to the transmission of a force mechanically exerted upon some part of its surface; and 3rd, from the possession of the singular notion, or comical idea, that the pressure of the atmosphere of 15 lbs. upon every square inch, is exerted upon the exposed surface only of a liquid, and is in some way or other transmitted throughout the liquid and then exerted upon the bottom and sides of the containing vessel. I once heard a teacher giving a lesson upon the gravity of liquids and the hydrostatic press. hydrostatic press.' Now the hydrostatic press has nothing to do with the gravity of liquids. By the gravity of a liquid, as indeed of every other mass, we mean its tendency to fall to the earth's centre; and when anything intervenes to intercept the body, then pressure is produced. The intensity of the tendency,

and so the amount of the pressure, depends upon the mass of the body. Weight is a measure of mass; so weight is a measure of the pressure due to gravity. If I fill a cylinder with water, there is a certain pressure upon the sides and bottom of the cylinder, due to the gravity of the liquid. If now I press down a water-tight piston upon the surface of the water, the pressure I thus mechanically exert is transmitted, and acts upon every part of the inner surface of the containing vessel. This latter pressure is the kind of force utilized in the case of the hydrostatic press, and is quite distinct from pressure due to gravity. All this can, by the aid of a few experiments, be easily grasped by children. A sharp boy is sure to ask what is the difference between the pressure of a liquid and that of a solid. To show the difference, cut a small cube of chalk, to exactly fit into a small box, of which the sides can be easily removed. Say the chalk weighs 4 lbs. The boys will soon see that the whole of this 4 lbs. presses against the bottom of the box-none against the sides, or they would be pushed away, being easily removable. This is simply because it is a solid, ie, its molecules are firmly held together by the attraction of cohesion; and so the mass retains its shape, even after you remove the sides of the box. Now fill a similar box with water, in one of the sides of which a hole has been bored and a cork inserted. Ask now whether the pressure is exerted at the bottom only of the box, as it was in the case of the solid; the boys will answer 'No.' Show by removing the cork that there is a pressure upon the sides, causing the water to rush out. If several holes, at various heights in the side are bored, the boys will observe how the pressure increases with the depth of the water. Incidentally remark, as to the construction of reservoirs, that the sides are made thicker at the bottom than at the top. All this has to do with 'the gravity of liquids.' Now take the cube of chalk, place it in the box, exert a pressure upon the upper surface of the block, and get the boys to see that the whole of that pressure is transmitted and borne by the bottom only of the box-none by the sides. Then by means of diagrams, or if possible by working models, show by filling with liquid a water-tight vessel closed on all sides with the exception of two or three cylinders of equal diameters, in various parts of the sides and top, into which cylinders pistons are fitted, that if a pressure, say of 4 lbs., is exerted upon the piston in any one of the cylinders, every other piston in any part of the containing vessel is forced. outwards with a force of 4 lbs. In this way the boys are led up to the conclusion that 'pressure upon a liquid is transmitted undiminished and in all directions throughout the entire mass.'

The next point to make clear is this :- That if a pressure of, say 4 lbs., is exerted upon any square inch of a liquid, that pressure is transmitted to every square inch of surface in contact with the liquid.' For instance, in the cylinders above alluded to, if one of the pistons were one square inch in area, and one of the others 4 square inches, then if I place a 4-lb. weight upon the smaller piston, the other would be pushed outwards with a force of 16 lbs. A boy will sure to remark here, that the 4-lb. weight sinks farther down than the 16-lb. weight rises. It can easily be elucidated how much farther; and so the teacher will soon lead to the fact that this is an instance of the 'dispersion of force, but not of its

creation.' Reference will also be made to the analogous conclusion in the case of the mechanical powers, viz., that 'force is gained at the expense of time.'

During my lesson upon this subject, an exceedingly thoughtful boy raised his hand, signifying that he wanted to speak he unburdened his mind of a difficulty. I was greatly delighted with what he said, especially when I found that other little minds had been similarly exercised. He spoke to this effect: 'If what you say is true, sir, then if I place that box of water in one pan of a pair of scales, and put weights in the other pan to exactly balance; then suppose that cylinder is one square inch, and the bottom of the box 100 square inches; if you place a 4-lb. weight on the piston, there must be 400 lbs. pressing against the bottom of the box, and therefore pressing down the pan of the scales; and yet only another 4 lbs. on the other pan will balance, because after all you have only added 4 lbs. more on to the scale with the box. How is this?' 'I should have thought,' continued the lad, that if there is 400 lbs. more pressing on the bottom of the box it would weigh 400 lbs. heavier.' I took up the boy's difficulty, and soon got it removed by the other boys, until we arrived at the conclusion that this supposed puzzle arose from leaving out of consideration the pressure upwards against the top of the box, which counteracted or took off the pressure on the bottom. Altogether, this subject formed most excellent material for thought training. Every now and again points were presenting themselves which would set the whole class thinking most profoundly; and it was in the highest degree pleasing for me to note how the general current of intelligence in the whole class flowed on like a river towards the ocean, gathering at each turn fresh thoughts and new truths, widening and deepening until it reached the broad generalization or universal law.

(To be continued.)

Eminent Practical Teachers.

DAVID STOW,

Founder of the Training System of Education. BY JOHN R. LANGLER, B.A., F.R.G. S., Of the Westminster Training College, Ex-President of the National Union of Elementary Teachers.

II.

THE prejudice against 'the newfangledsomed no

tions' of teaching expressed by Granny in the extract last quoted was very common, but the 'weans' were themselves so delighted as they always are in a true infant school-that they 'wadna come out.' A Shakspere would not have seen

"The whining schoolboy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school'

in the Drygate. 'Wee Geordie' and his companions 'got sic grand fun, mairchin' and swingin', and I canna tell ye what a', that' their parents 'were just obleeged to let them gang their ain way.' The 'baubees' required at the school were found to

be economically expended, and soon the mothers confessed that they, at least, had 'na muckle objection to the chainge.' Granny had heard of instruction about 'horizontails and perpetriculars' and other matters which she confessed 'are clean ayont my comprehension.' During the visit referred to, the old lady, looking round inquiringly, said:

Granny. My sight's no that gude, Maister, but just since I put on my spentacles, what kind o' pictures are these on the wall next us-a monkey, and syne a teeger, and then another broad wi',L's and C's, and black scores scartit hither and thither, like lines in a wean's first copy (geometrical figures). How can ye reconceel monkeys, and sic like trash, wi' religion, and teaching weans richt ways, as they tell me ye do? And gin ye stock their heads full o' sic nonsense, what room will there be for the-great and important truths?'-Man, I'll be plain wi' ye -I am very angry; but I ken that's no richt, for patience is a virtue, they say is it no?

Master. Now, Mistress, I must say one word. Whether, think you, is it preferable to keep the children, as you say, you were kept, three hours at a time fixed to your seat, and perhaps only twelve or fifteen minutes of which you were employed repeating the mere sound of the words of your lesson, labouring away at a dry subject like the A B C, or, as these children are, employed every minute at something that is improving to body or mind-learning the proper use of everything, and even what monkeys and tigers are in their nature and dispositions. Allow me to say, Mistress, our object has been to give to the Infant Training System a thorough Scriptural basis, and this is not difficult task if we but consider the wideness and extreme variety of the range, embracing as it does the foundation and elements of much that is most interesting in nature and in art. It is true we amuse the little ones, for what child will learn much, or attend to any instruction, without amusement? frequent exercise and activity, you know, add to the children's health; and I believe you will graut that the promotion of cheerfulness and health is perfectly consistent with the Scripture precept, 'Train up a child in the way he should go.'

Granny. Ay, ay, perfectly consistent, to be sure-bears, and lions, and girnin' wolves, and a' these kind of cruel beasts; there's a heap o' Scripture in them, Is'e warran'.

Master. Well, Mistress, can you say these animals are not spoken of in the Bible? And are the names and dispositions of both wild and tame animals not often used there to illustrate moral and religious subjects?

Granny. Weel, I'll no say; but I think, Maister, the less ye teach the weans about sic beasts the better, at least in a schule. I aye thought they were kept in dens in a show-box. Let everything gang to its richt place, Maister; wha e'er heard o' a schule for teaching about wild beasts?

Master. I entirely differ from you, Mistress; for as animals of various kinds, not only lions, bears, and wolves, which you particularly mention, but other beasts, birds, reptiles, insects, and even fishes, are frequently noticed in Sacred Scripture in reference to their peculiar qualities, why then should not these children be made acquainted with their nature, dispositions, and use? For example, Be wise as serpents, and harmless as doves.' Unless children first know the peculiar character of the serpent, and also of the dove, this passage to them is of no practical use. The same may be said of a thousand other passages of Scripture. The Bible refers not only to wild and domestic animals, but to very many things in nature and the arts, in the common and ordinary affairs of life-all of which we teach the children. But, independently of these considerations, if you don't employ the children's time in learning good, they will employ it themselves in learning evil. Why, then, not occupy a portion of it in exploring the power, wisdom, and goodness of God in the animal creation, as revealed in the Bible? Never forget this, Mistress, that, except when asleep, the mind of a child, as well as his body, is never idle-all is activity. We would not teach secular science from the Bible, any more than we would teach reading from that sacred book, but we would teach as much as would enable the children to understand the meaning of the passage read and intended to be illustrated by the particular emblem, such as of an animal for example. Children are so fond of Scripture training lessons, that when liberty is granted by the Master, they eagerly call out for a Bible lesson.

The emblems of Scripture, in particular, are conducted two mornings per week, as distinct oral training lessons to the whole pupils in the gallery, and from each of which valuable practical lessons are drawn. During the process of picturing out these (in words), innumerable allusions to ordinary life and common things are, of course, brought under review, and analysed in the most simple terms-in the first instance as it were-broken down into crumbs, and in the juvenile and senior departments in rather more complex terms. We all know that the spiritual teaching of the Bible is communicated through natural objects and things; and practical Christian duty by examples as well as precepts. The picturing-out principle of Bible training, therefore, is invaluable to the young.

Granny. Weel-a-weel; but are ye no keeping ower muckle amang the beasts, Maister? I'm sure it's no beasts the Bible was written for.

The question of religious exercises in schools was keenly discussed outside the Educational Society. Mr. Stow indicated his principles in the following dialogue:

Granny. Ay, but, Maister, ye maun excuse me ance mair, for atwell-a-wat I'm but a poor doitit bodie, and maybe no sae weel learnt as my son, or the like o' you-but the prayer, man I was amaist gaun to be as graceless as yersel'-ye hae forgot it, hae ye na? Can ony blessing be expected to come out-owre this, or onything else, if we dinna leuk up and ask a blessing? Master. Now, Madam, I find you are really very sharp with me, but I excuse your anxiety, and must respect those sturdy principles by which you, unlike some of your younger matrons, appear to be actuated, and therefore I shall also explain this matter as you desire.

Granny. Thank you, Sir-ye're very discreet, considering. Master. You must know, Madam, that I always open as well as close the school by prayer and singing a hymn. We also teach the children to repeat the Lord's Prayer; and, of course, previously exercise them on its meaning. It must, we conceive, be important that these children, in the dawn of their reason, use that comprehensive prayer which the disciples of Christ, in their little more than infant knowledge of its great meaning and comprehensiveness, were commanded to use. I say this, Mistress, lest ye be one of those who say that children ought not to be taught to pray.

Granny. Na, na, ye mustna think that o' me, Maister. No learn weans to pray! I wonder wha would say that? Is na prayer ane o' the ways the sinner gangs to God? and, gin we dinna teach them to pray, how can we train them up in the way they should go?' Na, na, dinna think that o' me, Sir. Master. You'll excuse my being particular; for although my attention is not, and would not do to be, taken off so much as at present by every one who pays us a visit, yet you seem so smart that I am obliged to be very much on my guard what I say before you, without explaining it. The prayer, goodwife, was at half-past nine o'clock precisely; after which, and previous to going out to the playground, the children had half-an-hour's Bible training in the gallery.

Another lively dialogue justified the introduction of secular' instruction, for there were some who thought that in schools for the poor the Bible should be the sole text-book. That prejudice is, after half a century, dead and almost forgotten. But we must quote no more.

About the year 1828, the Glasgow Educational Society, at Mr. Stow's suggestion, invited Mr. Samuel Wilderspin, of London, to deliver a series of lectures on the methods of Infant Schools. The experience of so successful an infant teacher was, at that time, most valuable, and Mr. Wilderspin's visit to Glasgow and Edinburgh increased the interest in popular education which had been already excited, and served to attract special attention to the merit of separate schools for infants.

Mr. Stow's chief aims, however, were different from those mainly contemplated by the system then advocated. He sought to secure, not only high intellectual results, but also a change of moral character. In his school, children on the lowest social level were, during school hours, separated from the tumult of iniquity which prevailed in their bye-streets and lanes, and were taught new forms of mutual intercourse. The change wrought in the physical appearance and intellectual aptitudes of these children gratified many observers; but Mr. Stow, looking to the inner life, or moral history, sought there evidences of improvement. Their changed character could not be exhibited; no

*This is repeated simultaneously in one voice, very slowly, distinctly articulating every syllable, and making a sensible pause between each word -not rapidly rattling it over as is frequently done.