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ferring to names in the class-list. This list he gives to a monitor, whose business it is to see that the absentees are enquired after. The monitor of absentees has under his charge an alphabetical list of the whole school: he refers to this list--and there he finds the name, dwelling, and parents' trade of each boy who is absent. He writes a number of notes, one for each absentee; varying the name on each: as, J. Brown, absent from school this morning.Thomas Williams, absent from school this afternoon," &c. Such notes as these are directed to the parents of each individual absentee; and delivered by trusty boys, who are required to bring an

The report of the monitor of absentees stands thus:

answer.

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In case of truants being reported : when they are brought to school, either by their friends, or by a number of boys sent on purpose to bring them, the monitor of absentees ties a large card round his

neck

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neck, lettered in capital letters, Truant; and he is
then tied up to a post. When any boy repeats the
crime, or is incorrigible, he is sometimes tied up in
a blanket, and left to sleep at night on the floor, in
the school-house. When boys are frequently in the
habit of playing truant, we may conclude that they
have formed some bad connections; and, that no-
thing but keeping them apart can effect a reform.
When bad habits and connections are once formed
in youth, they often become an easy prey to various
temptations, in spite of all their good resolutions to

the contrary.

In the smaller classes of readers it is well to subdivide the boys into twenties--the children being mostly young, learn to distinguish such numbers with greater facility: it is on this account the minor classes muster in twenties. One series of numbers on the school-room walls, serve for all the classes in the school to muster at in succession. The time taken by a class of a hundred and twenty-boys to muster in, is seldom so much as ten minutes. The numbers attached to boys' names in the class-list, are all estimated alike. These numbers are never changed by precedence and improvement in learning. They remain fixed for the sake of order, and have not the slightest connection with the system of rewards and encouragement adopted in the school.

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This is indeed a subject of the greatest import ance to society. It is important in itself: but, when we consider the many thousands of our countrywomen who are a prey to every vice, for want of a religious and guarded education, whereby their minds would be strengthened to resist the first assaults of temptation, the consequence increases beyond conception. I am fully persuaded that great numbers of the rising generation have had their morals vitiated by the depravity of their parents—sincerely sorry am I to have observed, that all their mothers have not acted as they ought to have done. A mother is a domestic character, and has a double influence on the father and on the children. The infancy of the rising generation of both sexes is entrusted to mothers; and they imbibe virtuous or vicious principles from them, as soon as

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reason

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reason begins to dawn. When so large a majority of the females of the present day, have been educated in the sink of vice and corruption, is it any wonder that the contagion should extend to their offspring.! . Can any thing but a religious and guarded education be found likely to improve the female character, and restore it to its proper

rank in society? Are not the generality of the poor female youth untaught, or badly taught? Does their education qualify them for the stations they were designed to fill in society? Are they principled in the sacred truths of our holy religion? Are they trained to habits of virtue and industry—or, are they deserted and neglected? Is it not common among the lower ranks of society, for the boys to be well educated, and for the girls to be kept in ignorance? It is but in vain we look for fruit from ground uncultivated--we shall find nothing but briars and thorns. If females are more in need of protection than the other sex, they ought surely to experience it. But is this the case, in regard to education, or not? Take for answer, that forty thousant! impures drag on a miserable existence in the metropolis of this nation; and, if there is any feeling and benevolence yet left unexhausted, let something be devised to lighten this intolerable load of human misery. Let public, if not national benevolence, alleviate the consequences of this dreadful profligacy; and, let the national eye be directed to the education and employment of females, as a means

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to obviate the evil in future. The hand of Providence has already visited us—we know not how soon we may again be visited in righteous retribution. If national crimes entail national calamities on their authors, may I not ask if this evil, in its origin, in its progress, and in its dreadful conclusion, is not a national evil, committed by some, connived at and tolerated by others; and, however it may be mentally felt, nothing but cold pity is extended-nothing is known like effectual relief? And if it is a national evil-unless we amend, what are we to expect? Have not the nations around us + been awfully, yea dreadfully, visited—and, if we are treated according to our deserts, it is possible the sword of indignation may be whetted, or the glittering spear may be furbished against us also. It therefore becomes us, as thinking men and Christians, to break off our sins by righteousness, and our iniquities, by showing mercy to the poor. be, it may be a lengthening of our tranquillity; and, if we seriously think on these things, we must see it not only our solemn duty to ameliorate the condition of the poor, but to prevent the growth of evil, by giving a religious, guarded education to their youth, especially females.

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If so

The object of education and industry is to qualify youth for future life. On this plan education includes all that is needful to that important end; but, does the common routine of school education in

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clude

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