It was surprising to find that the pupils took not the slightest notice of the antics of the master’s dog. They heeded nothing but their lessons; but we learned that the dog was a part of the discipline. He accustomed the children to startling eccentricities and unexpected sounds: he presented a small, extraneous, but wholesome difficulty in the pursuit of Knowledge. He, and the currant bush, the pretty treasure-troves, and other contrivances, were intentional temptations which the children were trained to resist. We beg very pointedly to recommend the study of these facts to the attention of the inventors and advocates of the Pentonville Model system. They involve an important principle,—and a principle equally applicable to adults as to children. The morals of the young, or the penitence of the criminal, which result from a system depriving the pupil of every possible temptation to do otherwise than right, will assuredly lapse into vice when incentives to it are presented. Evil exists very plentifully in this world, and it must be recognised and dealt with; it is not by concealing it from the young but by teaching him to resist it that we do wise. It must at the same time be admitted that the principle can be carried too far; and if the master _did_ intentionally drop the halfpenny, it was exactly there that he pushed his excellent principle too far. The teaching of the juniors is conducted mainly _vivâ voce_; for the mass of them are under six years of age. The class was opened thus: “What day is this?” “Monday.” “What sort of a day is it?” “Very fine.” “Why is it a fine day?” “Because the sun shines, and it does not rain.” “Is rain a bad thing, then?” “No.” “What is it useful for?” “To make the flowers and the fruit grow.” “Who sends rain and sunshine?” “God.” “What ought we to do in return for his goodness?” “Praise him!” “Let us praise him, then,” added the master. And the children, all together, repeated and then sung a part of the 149th Psalm.—A lesson on morals succeeded, which evidently interested the children. It was partly in the form of a tale told by the master. A gentleman who was kind to the poor, went to visit in gaol a boy imprisoned for crime. The restraint of the gaol, and the shame of the boy, were so described, as to impress the children with strong interest. Then the boy’s crime was traced to disobedience, and the excellence of obedience to teachers and parents was shown. The fact that punishment comes out of, and follows our own actions was enforced by another little story. By this time some of the very young children showed symptoms of lassitude. One fat little mortal had fallen asleep; and this class was consequently marshalled for dismissal, and as usual marched out singing, to play for a quarter of an hour.