The work is arranged on the principles which have been set forth in this volume; a wide curriculum, a considerable number of books for each child in the several classes, and, besides, a couple of hours’ work daily, not with _Books_ but with _Things_. Many of the pupils in the school have absorbed, in a way, the culture of their parents; but the children of uncultured parents take with equal readiness and comparable results to this sort of work, which is, I think, fitted, not only for the clever, but for the average and even the dull child. =Class Ia.=—The child of six goes into Class Ia.; he works for 2½ hours a day, but half an hour of this time is spent in drill and games. Including drill, he has thirteen ‘subjects’ of study, for which about sixteen books are used. He recites hymns, poems, and Bible verses; works from Messrs Sonnenschein and Nesbitt’s _A B C Arithmetic_; sings French and English songs; begins Mrs Curwen’s _Child Pianist_, learns to write and to print, learns to read, learns French orally, does brush-drawing and various handicrafts. All these things are done with joy, but cannot be illustrated here. Bible lessons, read from the Bible; tales, natural history, and geography are taught from appointed books, helped by the child’s own observation. Our plan in each of these subjects is to read him the passage for the lesson (a good long passage), talk about it a little, avoiding much explanation, and then let him narrate what has been read. This he does very well and with pleasure, and is often happy in catching the style as well as the words of the author. Certain pages, say 40 or 50, from each of the children’s books are appointed for a term’s reading. At the end of the term an examination paper is sent out containing one or two questions on each book. Here are a few of the answers. The children in the first two classes narrate their answers, which someone writes from their dictation. _Q._ Tell the story of Naaman. A. (aged 6¾):—