known rules, and the relative competition takes place upon every lesson. Ten minutes in every quarter of an hour, or at least in every twenty minutes, are thus occupied in this contest for pre-eminence; and the more diligent scholar claims his precedence, not from the master, but under the established and promulgated laws of the school. The taking of places on these occasions is instantaneous. The boy who has failed, resigns his rank to his class-mate, without waiting for any decision on a claim, the justice whereof they all feel. Attention is thus kept up, and a spirit infused, which absolutely precludes weariness; their countenances exhibiting, rather the eagerness of youthful sport, than the labour of an imposed task.

5. Unequal progrefs of different Schdlars. -This is an inconvenience

so well known, and so ge

Unequal progress.

nerally felt, that it will be unnecessary to trouble the reader with any observation upon it. It will be enough to state the remedy

which Dr. Bell has applied.-At the time of getting their lessons, the class is paired off into pupils and tutors; the head-boy taking care of the lowest, and shewing him the manner of learning his lesson; and the boys next in succession, each taking a pupil in the same way. The lower boys have thus the most advantageous means of instruction; and the more intelligent have an opportunity of being prepared and fitted for teachers. It is indeed most delightful, to witness the willing spirit, with which the upper scholars undertake this task, the interest which they have in the progress of their pupils, and the mutual kindness which subsists between both. It will however happen that an idle or stupid boy cannot be so recovered, but that he impedes the progress of his class; whilst, at the same time a clever lad, advanced before his fellows, is acquiring an habit of indolence, for want of sufficient occupation. If therefore a pupil remains at the bottom of his class, with evident marks of inferiority, he is removed to a lower form; and on the other hand, if a boy continues at the head without

a competitor, he is either appointed the teacher, or assistant teacher of his own class, or promoted to another, according to circum

stances.

6. The want of qualised and intelligent schoolmasters.-This is a

considerable bar to the ex

Masters.

tension of education. With the present demand for clerks and accountants, to manage the immense variety of commercial and colonial speculations, in this country and in others dependant on it, offering present emolument, and prospect of great advantages, there is nothing that can be attached to a parochial school, sufficient to retain a youth, who possesses any degree of intelligence, industry, and attention. They therefore, who can do better, quit the school for more profitable employment; and they, whom want of energy and inferiority of talent (I' speak generally, and not with intent to censure) preclude from higher views, continue the pensioners of the public, until age and infirmities remove them.

Upon Dr. Bell's plan, a large school will, in a few months, supply an almost indefinite number of masters; to whom at their entrance on the stage of life, the most moderate salary will be an object; until their habits and acquirements enable them to advance to a more lucrative situation, and they thus make room for a succession of other teachers equally prepared.

7. The want of discipline in large schools. -The impossibility that

Discipline.

one person should constantly watch over the individual conduct of many, has hitherto put a limit to the number of scholars. Fifty boys have been considered as more than one master can manage: and where a school has been extended to goo or 400 scholars, several masters and ushers have been required; great attention has been applied to their selection, and great expense incurred in their salaries and other incidental charges; and, even when that has been ever so successfully done, the effect has been the same, as if in an army, the place

of the many non-commission officers, were to be filled up by a few field officers and generals.-In Dr. Bell's schools, this part of the establishment is supplied by a number of monitors and teachers, rising spontaneously from among the boys themselves ;—noncommission officers, selected without trouble, and serving without pay: a selection, which while it gives a spring of action to all the machinery of the school, supplies assistants much more capable of watching and managing their school-fellows; and much more interested in that discipline on which their own character and advancement depends; while they are managing and instructing others, they are acquiring the habit of teaching and conducting themselves.

8. The finall number which a master can teach in the common method.

-I am aware that there

Number of scholars.

are individuals gifted with extraordinary powers of instruction. In general, however, these powers are very limited; and the examination of several pupils, by the master