CHAPTER IX.
GALLERY TEACHING--MORAL AND RELIGIOUS INSTRUCTION.
_Original intention of the gallery--What lessons are adapted for it--Its misapplication--Selection of teachers--Observations--Gallery lessons an a feather--A spider--A piece of bog-turf--A piece of coal--Observations on the preceding lessons--Scripture lessons in the gallery--The finding of Moses--Christ with the doctors--Moral training--Its neglect in most schools--Should be commenced in infancy--Beneficial effects of real moral culture--Ignorance of teachers--The gallery most useful in moral training--Specimen of a moral lesson--Illustrations of moral culture--Anecdotes--Simpson on moral education--Observations--Hints to teachers_.
There is no part of the infant system which has been more misunderstood, than the system of giving lessons in the gallery; and hence I have thought it necessary to devote a larger space to the subject, than I did in the former editions of this work.

The gallery was originally intended by me, to give the children such lessons as appealed directly to the senses, either orally or by representative objects: thus the teaching arithmetic by the frame and balls, inasmuch as it appealed to the eye as well as to the understanding, was suitable for a gallery lesson.

The same observations hold good with respect to a Scripture picture, or the representation of an animal, a tree, or any object that can be presented to the eye.

We have also found it very useful in teaching the catechism, or anything that is to be committed to memory, and this part of our plan has proved so useful and successful, that it has been adopted in many schools for older children of both sexes, I mean in the Normal schools of Glasgow and Edinburgh, the Corporation Schools of Liverpool, and the government Model Schools at Dublin.

In the two latter the arrangements, both in the fittings up of the play-grounds, galleries, and school-rooms, were made under my especial inspection, and I have no doubt that the use of the gallery, when it becomes more generally known in large schools, will become universal.
The taught should see the face of the teacher in these lessons, and the teacher should see the face of the taught: it establishes a sympathy between both to the advantage of each.