it;--and its efficiency may be argued from the fact, that while every step is progressive, the advanced exercises give ample scope for the abilities of the cleverest in the school.[38] FOOTNOTES: [30] See Part II. chap. x. p. 111. Part III. chap. ix. p. 257, and p. 310-313. For the methods of teaching, see Note S. [31] Note T. [32] Note U. [33] Note V. [34] Note W. [35] Note A a. [36] See pages 215, 216. [37] See Pages 297, &c. CHAP III. _On the Easiest Methods of Introducing these Principles, for the first time, into Schools already established._ That the educational principles attempted to be developed in the preceding pages, shall ultimately pervade the great fields of Elementary learning, admits we think of but little doubt; and yet the diminutive word "When?" in relation to this change, forms a question, which it would be extremely difficult to answer. Every improvement of the kind hitherto has been gradual; and experience shews, that the admission of the most important principles in Science, has been often retarded, rather than forwarded, by undue precipitation on the part of their friends. It is with this historical fact in view that the following hints are now offered, in order to render any sudden change unnecessary, and to enable teachers gradually to feel their way to greater success by _new_ methods, without making any material change for some time on the _old_. We speak advisedly when we say, that two half hours daily, if regularly and honestly employed in working out these principles in a school, will do more real good in forwarding the education of the pupils attending it, than all the rest of the day put together. This portion of time, divided between the two parts of the day, would not materially interfere with the usual routine of any seminary, which might still be proceeded with as before, till the teacher saw his way more clearly in enlarging the exercises, and extending the time. _Younger Classes._--With respect to the young children who are as yet incapable of understanding by reading, we would advise that they be repeatedly exercised by a monitor in sections of four or five, during not more than ten or fifteen minutes at a time, by means of the "Scripture Groupings for children." The Key to that little book will enable any monitor, or even scholar, who can read, efficiently to perform this duty. The design here is chiefly mental exercise; but with that mental exercise, the most important and valuable information may be communicated. The monitor is to announce a sentence, and then to catechise on it, taking care to avoid all "Catechetical Wanderings,"[39] and confining himself strictly to the sentence announced, from which the child in that case will always be able to bring his answer.