ley, in Flintshire, and was opened on Michaelmas day with about 120 children. The eagerness which was felt to obtain distinction, was soon very striking, and the commanding influence on their minds, it may now (Feb 1813) be said, which the sense of shame, and the persuasion which every child felt, that good conduct and diligence were sure to meet their due reward, has been found to be most strikingly efficacious. From the opening of the school to the present time, two boys only have been flogged; one for swearing, the other for a lie; and those two children are now as exemplary as any in the school. The school was set a-going by a boy 13 years old, from the free school, Gower's Walk. Every Madras practice was endeavoured to be strictly adhered to: Children, who had not known a letter, nor a figure, at their entering the school, were, in less than four months, able to say all the catechism and explanations, and most of the chief truths of the Christian religion, to read and spell accurately, and to cipher as far as long division, being able to state and write down any sum and prove any sum. Except the two pu. nishments alluded to, there were none inflicted more severe than being kept a little beyond school hours. The great principle which stimulated the children's activity was, that no one was required to do what he was unequal to, but was placed according to his abilities, and then was found to do every thing easily and perfectly.-The next school set up was at Overton, in Flintshire, to which a boy went from the Penley school, as another did to Ellesmere, in Shropshire, (the parish to which Penley belongs,) till the Gower's Walk boy could return from Whitchurch. In Wales he staid about six months, and there modelled four new schools, and re-modelled the old one at Shrewsbury At Penley* the happiness of the children in the school is most delightfully apparent. In the girl's school, sewing of all kinds, knitting, and marking, are taught, on the same principle, all with the coarsest and cheapest materials at first, nor is any work of value allowed to be done, till first done perfectly in a pattern. Another school of 110 children (now 146) was set up in November, 1912, in the parish of Hanmer, in the county of Flint; and so eager were the children to come, and the parents to send them, that in two months it was found necessary to order a second one to be built.— In a word it may most justly be said, that the whole neighbourhood feel the introduction of the system to be an exceeding great blessing." For another admirable specimen of the Madras system in Wales, and of the mode of forming new Schools, see the Report of the Bridgend school, under the patronage and agency of Sir John Nicholl, printed at the Free School, Gower's Walk, in some measure with a view (as is said in the advertisement) of facilitating and encouraging the formation of similar institutious.” * This school is under his Lordship's immediate eye. $ In the Report of the Committee, 2d October, 1812, it is stated, p. 19, "This mstitution has already served to exhibit experi mentally the truth of the eulogiums bestowed upon the system." My native country, and my uative city, (Salve Magua Parens) have long adopted the new system of education. Extract of a letter from Hugh Cleghorn, Esq. (emeritus professor of civil history,) dated St. Andrews, 4th May, 1811 -"The English school here has long been in a flourishing and increasing state. The teacher [master] Mr. Smith, by adopting your excellent plan, by making the children tutors to each other, superin tends the education of 200 scholars without an usher." Extract of a letter, dated St. Andrews, 12th Sept. 1811. "Rev. Sir-I had the honour of yours of the 9th inst.-1 am at a loss for language to express my obligations to you, for the interest that you take in every thing connected with the comfort and respectability of my school.-The only book from whence I have taken any hints is your Analysis.-I follow your directions almost literally, as narrated in your book from pages 25 to 41. I admire much, and for some years I have constantly practised, That you may long your method of syllabic reading, &c.... live to enjoy the esteem, the gratitude, and admiration of mankind, is the sincere wish of, Reverend Sir, your must obliged and faithful humble servant, JAMES SMITH." There is another School in this city equally numerous, conducted on the same plan: And in some parts of the country, the scholars, for whoin in consequence of the increased number under one master there is no room in the school, are taught at times out of doors. I shall be excused, I trust, if, for the sake of children of the higher order, I here observe, that the objections commonly made to the application of the Madras system to grammar schools have fallen before the first trial of an able master. Mr. Russell, of the Charter House, having prepared three elementary books of the Latin language, on the simple principle of the Madras system, a notioribus ad minus nota," introduced it into his school seven months ago. No boy has ever since passed a sentence, of which he was ignorant, or been flogged on the ground of his learning. I had some time before attended when the first lesson in arithmetic in the new mode was given in this school, which has been followed up ever since with good effect. Its introduction into the high (grammar) school of Edinburgh, by Mr. Pillan the rector, is thus mentioned in the Edinburgh Review for Nov. 1812." Among the most radical and important, inclined to however, of all his (Mr. Pillans) improvements, we are reckou that partial adoption of Mr. Lancaster's system of teaching by monitors; in consequence of which, he is enabled to do nearly twenty times as much as could possibly have been done without such contrivance." S. IV. OF THE PROGRESS OF THE NEW SYSTEM OF EDUCATION IN ENGLISH SCHOOLS, BARRINGTON SCHOOL-NATIONAL SOCIETY. In the history of the progress and advance of the new system of education in England, the parish of Whitechapel holds a primary rank. Its early adoption of the system, the consequent enlargement of the parochial schools there, the introduction of industry into them, the foundation, rapid advancement, and striking precedent of the free school, Gower's Walk, and the establishment, now in progress, of a new and large school and chapel united, (similar to that at Gateshead, under the auspices of the Bishop of Durham,) for the education of 1000 children, and for the accommodation of them and other poor parishioners at divine service on Sundays and holidays,-all distinguish the earnest, able, and exemplary exertions of the rector, and other trustees of the parochial schoo's of St. Mary's, Whitechapel; in the Report of which, dated 7th April, 1807, "the chief advantages of Dr. Bell's plan are" happily and concisely stated. The school of Gower's walk, founded and endowed by a fast friend of religion and humanity, and conducted with admirable ability and skill, exhibits a delightful example of the union of education and industry, on the most liberal principle, and economical footing. Of the work of the boys the reader has in his hands a specimen. The girls school is equally deserving of notice, both for iustruction and industry. The total receipts of the schools of industry for the last year, £535 17 amount to The total expenditure to Balance to be laid out in useful and charitable works for this school and its pupils See the Report of 1813, now in the press. The new college at Bishop's Auckland (for such is the Barrington school, built and endowed by the Bishop of Durham), not only gives the blessings of an excellent education to all within its reach, but also has on its foundation nine youths, in perpetual succession, who are lodged, boarded, clothed, and trained as monitors or masters. This grand establishment has sent forth at a period when most wanted, and ever since, its youthful missionaries to every quarter of the kingdom, some to new-model schools, others to be schoolmasters. Educated in a superior style, they have been most successful in planting and propagating the Madras system. But I cannot here enter into the details of what the munificent and earnest patron of the Madras system of education, and of its author, has done for the moral and religious instruction of his diocese in particular, and of the people at large. But in justice to the subject, and in duty to my reader, I must refer him to Elements of Tuition, part 2d, to the Report of the Durham Society, to the Charge of Archdeacon Bouyer, the founder of the schools of industry in Lincolnshire, to the Address to the Public, of Mr. Hollingsworth, and especially to “the Barrington school, by Sir Thomas Bernard, Bart. Hatchard, 1812,"a publication in which he will find a most beautiful and perspicuous "Illustration of the principles, practices, and effects, of the new system of instruction, in facilitating the religious and moral instruction of the poor." Further examples of the character, success, and effects of the Madras system of tuition, may be seen in the Reports of the parochial school at Lambeth, under the patronage of his Grace the Archbishop of Canterbury; the Orphan Asylum, under the patronage of her majesty, H. R. H. the Duke of Cambridge, president; the Mary-le-bone Institution, under the patronage of H. R. H. the Duke of Cumberland. The Foundling Hospital, also, and numerous institutions and schools in town and country, many of which I have had great satisfaction in visiting, bear evidence to the beneficial effects of the new system of education, the enumeration of which would swell this Appendix beyond its just size. For a list of a great many of these the reader may refer to the Reports of the diocesan and co-operating societies, and to the Rev. F. Iremonger's "Suggestions to the Promoters of Dr. Bell's System of Education, Longman, 1813,"- —a work abounding with useful and solid information, collected from much study and experience, and a tour to visit schools in different parts of the kingdom. Suffice it to observe here, that all of them, as well as every report, with which my brethren have honoured me of the effects produced in their parishes, exactly correspond, with the original Report of the Madras Asylum, in the virtues which they ascribe to the new system of education; and that the delight which it gives to the scholars, (and it might be added, the interest which it creates in them towards one another,) and the improvement in the subordination, orderly conduct, and general behaviour of the children, are particularly noticed, and must be regarded as infinitely the most valuable features of its character. To all of these are given the high sanction and confirmation of the National Society, under the patronage of H. R. H. the Prince Regent, formed for the purpose of carrying into effect this plan, by means of which they express the hope of giving "a new character to society at large." P. 19. The following are extracts from the first annual Report, 1912, of the general committee. P. 25. "The committee beg leave previously to observe, that the adoption of the Madras system by the society has proceeded from the experience, not only of the facility by which this system H communicates instruction, but of the influence which hitherto it is found to have on the morals of the children." P. 18. "The facility of communicating instruction by the system now intended to be brought into general use, its efficiency in fixing the attention, and inculcating the things taught; the eagerness, and even delight, with which the children embrace it, the entire possessiou which it takes of their minds, so as to render them pliant and obedient to discipline, (all which is visible to any one who visits the schools lately instituted on this plan) and the anxiety which their parents shew to have them instructed, are powerful instruments, both for infusing into their minds good knowledge, and forming them to good habits. The economy with which, after the first formation of proper schools, it may be conducted, is also such as to give us reason to hope, that the very lowest classes of society may receive the benefits of it, and that it may become universal." P. 56." In all the reports of the schools established through the assistance of the society, the committee have the pleasure of observing, that the happiness of the children under this plan of education forms a prominent subject of remark. "To those who have observed the interest which is created where the spirit of emulation is constantly in action, and who kuow the result of the full employment of the mind, this can occasion no surprize. It is in truth the natural consequence of the new system: But the committee would be inexcusable, if they did not bring forward this circumstance to the notice of the public, because they are persuaded that it must be most gratifying to all the supporters of the institution to learn, that in this method of instruction, pleasure and improvement accompany each other, and that by the same act of benevolence they are forming the minds and promoting the chearfulness of the children under their protection." V. OF THE ESTABLISHMENT OF THE MADRAS SYSTEM OF EDUCATION BY CONSTITUTED AUTHORITIES, UNDER THE PATRONAGE OF HIS MAJESTY AND THE SANCTION OF HIS R. H. THE PRINCE REGENT, AND BY THE ORDERS OF HIS R. H. THE COMMANDER IN CHIEF, IN THE R. M. ASYLUM, AND IN THE ARMY. "All political writers are agreed that on the education of youth depends the fate of empires." Aristotle. As we rise in the scale of society, our proofs grow in importance, value, and weight. The Madras system has been founded on the firmest basis, raised to the highest eminence, carried to its just extent, and secured by a permanent provision in that department, in |