any other design than the improvement of two classes, by raising a spirit of emulation among them, I betted with one of my subordinate monitors, a shilling against an old rusty nail, that another class would excel in writing on the slate, that in which he taught. In case it did, the old rusty nail was to be mine; and the oddity of the thing tickled the fancy of the boys, and served as well for the bone of contention as any thing else. Both classes were disposed to exert all their powers on the occasion, determined not to be excelled. I lost the wager in the sequel; but if it had been fifty times the value, it could not have had a better effect than it had. The truants I have been mentioning were in the two contending classes. The interest they took in the honour of their classes was so great, that instead of playing truant, they came to school, to aid their companions in securing the honour, which was more than the prize. The interest they took in the thing was so great, that they became pleased with school; and, above all, the almost incorrigible boy became reformed, and one of the best proficients in learning in the whole school; and for two years after, which he remained with me, no more was heard of his playing truant. Thus, a little emulation and mental interest in what he had to do, produced that improvement in conduct, and delight in learning, which neither the log, nor the horse-whip, or any other severe treatment he received from his father,

could produce. The reformation was more striking in him, because he seemed a more hardened offender; but there were several others who were completely reformed at the same time, and by the same means. It is by the application of this powerful influence, and by controlling and directing the influence lads have over each other, to useful purposes, that, under the blessing which hath rested on my labours, I have been so successful; and I believe, that others who may wish to establish similar institutions, upon the same principles as mine, must build on the same foundation. The passions of the human heart must be their study; and they will find the system itself answer to the effects, as face to face in a glass.

From successfully cultivating the affections, and studying the dispositions of my senior lads, it is, that I have been able to turn the public spirit of youth in my institution against vice and profaneness. The following is a short extract from a letter addressed to John Foster, Chancellor of the Exchequer for Ireland, on Education for the Poor in that Country: (sold by Darton and Harvey, London:) a tract I wish to recommend to the perusal of the reader; and which, as well as the system of education, I am happy to say has the marked approbation of the great and enlightened statesman to whom I had the honour of addressing it. He has

repeatedly

repeatedly visited the institution, and, as well as his noble friends*, was extremely gratified at the sight of such a large number of boys, self-educated in so singular a manner.

"A benevolent friend of mine, who resides at a village near London, where he has a school of the class of those called Sunday Schools, recommended several lads to me for education. He is a pious man, and these children had the advantage of good precepts under his instruction, in an eminent degree, but had reduced them to very little practice. As they came to my school from some distance, they were permitted to bring their dinners; and, in the interval between morning and afternoon schoolhours, spent their time, with a number of lads under similar circumstances, in a play-ground adjoining the school-room. In this play-ground the boys usually enjoy an hour's recreation': tops, balls, races, or what best suits their inclination, and the season of the year; but with this charge, Let all be kept in innocence.' These lads thought themselves very happy, at play, with their new associates; but on a sudden they were seized and overcome by numbers, were brought into school just as people in the street would seize a pickpocket, and bring him to a police office. Happening at that time to

LORD SOMERVILLE, Lord Sheffield, Lady Sheffield, the Archbishop of Dublin, Lady Somerton, and Lord Chief Justice Downe, D 2

be

be within, I enquired, Well; boys, what is all this bustle about? Why, Sir, was the general reply, these ***** lads have been swearing. This was announced with as much emphasis and solemnity, as a judge would use in passing sentence upon a criminal. The culprits were, as may be supposed, in much terror. After the examination of witnesses and proof of the facts, they received an admonition as to the offence; and, on promise of better behaviour, were dismissed. No more was ever heard of their swearing; yet it is observable, that they were fis better acquainted with the theory of Christianity, and could give a more rational answer to questions from the Scriptures, than several of the boys who had thus treated them, in comparison, as constables would do a thief"

I call this practical religious instruction, and could, were it needful, add many such anecdotes; but there are two things very remarkable: it is considered as an incumbent duty on every lad attending school, and, above all, the monitors, “not to screen vice or profaneness," and I lately had two complaints in one day, of boys swearing. The informer against the first culprit had to repeat to me the words which he had been using; he seemed to think his lips would be polluted by the repetition, so he wrote them upon the slate. The second accuser spelt the words very deliberately, instead of pronouncing them at full length, as is usual in other

cases.

cases.

I have often observed boys reluctant, and afraid to make such repetitions; and am always happy to see timidity on such occasions, and the watchfulness many of the youth under my care exercise over each other for good. In establishing this institution, the influence a master has over his scholars, and the influence they have one over another, have been the objects of constant study and practice; it has most happily succeeded in proving, that a very large number of children may be superintended by one master; and that they can be selfeducated by their own exertions, under his care. 望

The whole school is arranged in classes; a moni tor is appointed to each, who is responsible for the cleanliness, order, and improvement of every boy in it. He is assisted by boys, either from his own or another class, to perform part of his duties for him, when the number is more than he is equal to manage himself spil iT

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The proportion of boys who teach, either in reading, writing, or arithmetic, is as one to ten q In so large a school there are duties to be performed, which simply relate to order, and have no con ́nexion with learning; for, these duties different monitors are appointed. The word monitor, in this intitution, means, any boy that has a charge either in some department of tuition or of order, and is