ber of errors stand in a row. Those who have not failed move up, and the others take the lowest positions.
Regarding the correspondence, I may say that for twelve years I kept two schools, as already said, and for four summers (during the three months that I had free owing to the harvest) I taught school at Germantown. Then the pupils in Skippack, when I went to Sollford, gave me letters, and when Ireturned, the Sollford pupils did likewise. It was so arranged that pupils of equal ability corresponded. When one became his correspondent's superior, he wrote to another whose equal he tried to be.
The superscription was only this: My friendly greeting to N. N. The contents of the letter consisted of a short rhyme, or a passage from Scripture, and they told something of their school exercises (their motto for the week and where it is described, &c.). Sometimes one would give the other a questionto be answered by a passage of Scripture. I doubt not, if two schoolmasters (dwelling in one place or not) loving one another and desiring their pupils to love one another, were to do this in the love of God, it would bear fruit.
This is a piecemeal description of how children are taught letters, and how their steps are led from one degree to the next, before they can be brought to the aim that we have in view to the glory of God and for their own salvation, and which will be last discussed.
Now regarding his second question: How different children need different treatment, and how ac-
