degrees of merit. The value of these tickets vary, from No. 1, which must be obtained six times to entitle the bearer to a halfpenny prize; to No. 6, which gained forty times gives a shilling prize. The prizes consist of bats, balls, kites, and the like. Besides this, there are in the schools honorary orders of merit, worn by the pupils until forfeited by misbehaviour; the forfeiture being in lieu of corporal or other punishment. The system of tuition is almost entirely conducted by the boys; the writing books are ruled with exactness, and all the writers supplied with good pens by the same means. In the first instance, the school is divided into classes; to each of these a lad is appointed as monitor. He is responsible for the morals, improvement, good order, and cleanliness of the whole class, and it is his duty to make a daily, weekly, and monthly report of progress, specifying the number of lessons, of boys present, absentees, &c. &c. As the boys who are acting as teachers, are expected to leave the school as soon as their education is completed, they are instructed to train other lads as assistants who may supply their places, and in the mean time may leave 1 them more leisure to improve in other branches of learning. The office of monitor is at once honourable and productive of emolument. There are be sides, other lucrative offices of trust. The monitor delivers out the gilt and lettered tickets, a second the tickets of merit, another has the general charge as to cleanliness, &c. and a fourth has the care of the 500 slates. Thus every duty has its respective officer, and the fidelity and assiduity displayed in their discharge is surprising. This system of tuition is mutually for the advantage of the lads who teach, and of those who are taught. If a lad in one class becomes qualified for removal to a higher, he receives an appropriate reward, and his monitor also a similar one. The same regulation takes place in arithmetic on going into a new rule. The advantage derived from entering the daily reports of progress made by each class is considerable; it obliges the monitors to go straight forward, without wandering from one lesson to another; and it affords, by inspection, a true account of the lessons, &c. performed by every boy, and also a view of the general progress of the whole school. The method of spelling is among the most M useful of their improvements. It commands attention, gratifies the active disposition of youth, and is an excellent introduction to writing. It supersedes, in a great measure, the use of books, while it greatly increases the improvement of the scholars. It is as follows:-Twenty boys are supplied with slates and pencils, and a word pronounced for them to write. They are obliged to listen with attention to catch the sound of every letter, and have to connect this with the idea of each letter, and the pronunciation of the word, as they write it on their slates. Now these twenty boys at a common school would each have had a book, and one at a time would have been reading or spelling to their teacher, while the other nineteen were looking at their books, or perhaps entirely idle. On the contrary, when they have slates, one boy may read to the teacher, while the other nineteen are spelling words on the slate. The class by these means will spell, write, and read at the same instant of time. In addition to this, the trouble which teaches twenty, will suffice to teach 60 or 100, by employing some of the senior boys to inspect the slates of the, others, they not omitting to spell the words themselves, and on á signal given by them to the principal teacher, that the work is finished by all the boys they overlook, he is informed when to dictate another to the class.-By an experiment recently made, it was found, that the word THANK was written by 296 boys, and the examination made by the master and monitors, in the space of one minute; and the word ALCORAN in two minutes and an half. Near twenty of the boys who wrote these words could scarcely form a letter ten days before. The following method has been adopted with success in teaching arithmetic. The cypherers are in distinct classes: the monitors of the class having a written book of sums which the scholars of his class are to do, and another written book containing a key to those sums." In the first place, when the boys of his class are seated, he takes the book of sums, suppose the first sum in Addition to be as follows: lbs. 5432 4567 5432 4567 5432 2222 27652 He repeats audibly the figures 5432, and each boy in the class writes them; they are then inspected, and if done correct, he dictates next the figures 4567, which are written and inspected in like manner, and thus he proceeds till every boy in the class has the sum finished on his slate. He then takes the key, and reads as follows: first column, 2 and 2 are 4, and 7. are 11, and 2 are 13, and 7 are 20, and 2 are 22. Set down 2 under the 2, and carry 2 to the next. The above sum was, a short time since, written by 116 boys and inspected by their monitors in twenty minutes: many of them had finished in fourteen minutes. The whole of a sum is written in this manner, and read by each boy in the class; it is afterwards inspected by the monitor, and frequently by the master; and it is a method peculiarly well adapted to facilitate the progress of the scholars in the elementary parts of arithmetic. Multiplication is easily obtained in the same way; and the scholars by writing acquire a thorough knowledge of numeration, expressed both in words and figures, without paying any attention to it, as a separate rule. The boys vie with each other in writing their sums neatly on the slate, and their improvement in writing becomes greatly increased. Another great and |