father and mother, that the days may be long in the land which his God will give him," his attention is directed from earth to heaven, and thus from being natural only, he becometh spiritual. That there are three degrees of altitude in every man, hath not heretofore been known; the reason is, because these degrees were not known, and so long as these degress lay hid, no other degrees could be known but continuous degrees; and when these latter degrees only are known, it may be supposed that love and wisdom in man increase only by continuity. But be it known, that in every man from his birth there are three degrees of altitude, or discrete degrees, one above or within another: and that each degree of altitude, or discrete degree, as also degrees of latitude, or continuous degrees, according to which it increases by continuity, for there are degrees of both kinds in the greatest and most minute of all things, for there cannot exist a degree of one kind without the other.

These three degrees of altitude are named natural, spiritual and celestial. Man, at his birth, first comes into the natural degree, and this increases in him by continuity according to the sciences, and according to the understanding acquired by them, to the summit of understanding which is called rational: nevertheless the other degree which is called spiritual, is not hereby opened; this degree is opened by the love of uses derived from things intellectual, supposing the love of uses to be spiritual, which love is love towards our neighbour; this degree in like manner may increase by degrees of continuity to its summit, and it increases by knowledges of truth and good, or by spiritual truths. But still by these the third degree, which is called the celestial degree, is not opened, this degree being opened by the celestial love of use, which love is love towards the Lord, and love towards the Lord is nothing else but the application of the commandments of the word to life, the sum of which is, to fly from evils, because they are infernal and diabolical, and to do good because it is celestial and divine. These three degrees are thus successively opened in man.

Man, so long as he lives in the world, does not know any thing of the opening of these degrees in himself, the reason is, because then he is in the natural degree, which is the ultimate, and from this degree he then thinks, wills, speaks and acts, and the spiritual degree, which is interior, does not communicate with the natural degree by continuity, but by correspondences, and communication But nevertheless, when man puts by correspondences is not felt. off the natural degree, which is the case when he dies, then he comes into that degree, which was opened in him in the world; he in whom the spiritual degree was opened, into the spiritual

degree; and he in in whom the celestial degree was opened, into `the celestial degree: he who comes into the spiritual degree after death, no longer thinks, wills, speaks and acts naturally, but spiritually; and he who comes into the celestial degree, thinks, wills, speaks and acts according to his degree: and forasmuch as the communication of the three degrees with each other is effected only by correspondences, therefore the differences of love, wisdom and use are such, that they have nothing in common by any thing of continuity. Hence it is evident, that there are in man three degrees of altitude, and that they can be opened successively.

Forasmuch as three degrees of love and wisdom, and thence of use, are given in man, it follows, that three degrees of will and understanding, and of conclusions thence formed, and consequently of determination to use, are likewise given in him, for the will is the receptacle of love, and the understanding is the receptacle of wisdom, and conclusions have respect to use therein grounded; from which considerations it is evident, that in every man there is a natural, spiritual and celestial will and understanding, in power from his birth, and in act whilst they are opening. In a word, the mind of man, which consists of will and understanding, by creation and thence by birth, is of three degrees, so that man hath a natural mind, a spiritual mind, and a celestial mind, and that a man thereby may be elevated to angelic wisdom, and possess it, while he lives in the world, but nevertheless he does not come into it till after death, if he becomes an angel, and then he speaks things ineffable and incomprehensible to the natural man.

Review of Books.

A Manual of the System of Instruction pursued at the Infant
School, Meadow Street, Bristol. Illustrated by appropriate
Engravings. Fourth Edition, by D. G. Goyder, &c. London:
Longman and Co. Paternoster Row; T. Goyder, Dartmouth
Street, Westminster. P. Rose, Bristol. pp. 158.
5s. Boards.

Price

IN examining the numerous works on Education, which are continually issuing from the press, we believe there are none more calculated to benefit the community than those which treat on the management of infants. Here we have an opportunity of directing the stream of life from its source, and if "the mind of a child be as easily turned as water itself, either this way or that,"* then we must acknowledge that the most important period of life

is in the hands of the Educator, and he has it in his power to render it either virtuous or vicious, at least in the greatest proportions.

There is no System of Education but what has its defects; but we believe the Infant System is least defective of any, and certainly where the plan of developing the faculties is resorted to, in order to open a passage to the heart, in preference to the every day practice and dull round of teaching the A, B, C, &c. the love of a child is more likely to be excited, and consequently the affections will be much sooner brought out into full play.

It seems to be the plan of the Author of the work now before us, to make his system as amusing as it is instructive, and we think he has succeeded in rendering it very interesting also.

The Work is divided into sections, and opens with preliminary observations, in which are contained some judicious remarks for extending the benefits of the system to the children of tradesmen, "and even to the rich and opulent themselves:" in the spirit of these remarks we cordially unite.

We shall pass over the sections which treat on order, singing, prayer, marching, and picture lessons (observing, only, that they are all excellent in their kind, and that his remarks on prayer are very forcible, and seem regulated by profound respect for that most important of all religious exercises) and come immediately to the section on Arithmetic.

"To speak of teaching infants arithmetic may appear to savour of novelty, particularly when it has been contended by persons of learning and experience, that it ought in no case to be placed before a child till it can read well and write tolerably. It is not, however, my intention to combat any objections of this sort, but simply to state facts as they really are.

"The method of instructing children of such an age as are received into Infant Schools consists in having the objects placed before them, and this is done by means of cubes, marbles, or other tangible objects.

"As the children are of course very young, it will be necessary to give an idea of the Arithmetical exercises, in as clear and comprehensive a manner as possible. Our plan is upon the principles of Pestalozzi, and has been found to answer the end designed in an eminent degree.

When the children are first brought into the school and have no knowledge of numbers, a few visible objects, say twelve, should be presented to them, such as marbles, cubes, or other small objects: with these they should be first taught to count the number 12; thus, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12; after this they should be directed to form the number 12 into as many ways as they can be formed; first with twice six units, six units 11111 and 111111: next with three times four, as 111111111111; then with four times three, as 111 × 111111111; with six times two, as 11 × 11 × 11 × 11 × 11 × 11; and lastly, with twelve times one, as 111111111111. Next direct them to form the number twelve in all the variety of ways they can think of, as an additional exercise; thus 11111111111 and 1; 1111111111 and 11; 111111111 and 111. They should also write them in figures; thus 11 and 1; 10 and 2; 9 and 3. This, children must be led to do until their -minds are fully convinced of the correctness of these combinations; namely, that 12 can be formed in all the variety of ways in which they have arranged these visible objects, and let them be supplied with cubes or marbles sufficient for the purpose.