written thereon: so that, by seeing a card written on as above, belonging to the first or sixth, or any other reading class, it is immediately known who is the monitor that is the accuser. This card is given to the defaulter, and he is required to present it at the head of the school-a regulation that must be complied with. On a repeated or frequent offence, after admonition has failed, the lad to whom he presents the card has liberty to put a wooden log round his neck, which serves him as a pillory, and with this he is sent to his seat. This machine may weigh from four to six pounds, some more and some less. The neck is not pinched or closely confined-it is chiefly burthensome by the manner in which it encumbers the neck, when the delinquent turns to the right or left. While it rests on his shoulders, the equilibrium is preserved; but, on the least motion one way or the other, it is lost, and the logs operate as a dead weight upon the neck. Thus, he is confined to sit in his proper position. If this is unavailing, it is common to fasten the legs of offenders together with wooden shackles: one or more, according to the offence. The shackle is a piece of wood about a foot, sometimes six or eight inches long, and tied to each leg. When shackled, he cannot walk but in a very slow, measured pace : being obliged to take six steps, when confined, for two when at liberty. Thus accoutred, he is ordered to walk round the school-room, till tired out-he is glad to sue for liberty, and promise his endeavour to behave more steadily in future. Should not this punishment have the desired effect, the left hand is tied behind the back, or wooden shackles fastened from elbow to elbow, behind the back. Sometimes the legs are tied together. Occasionally boys are put in a sack, or in a basket, suspended to the roof of the school, in the sight of all the pupils, who frequently smile at the birds in the

cage. This punishment is one of the most terrible that can be inflicted on boys of sense and abilities. ← Above all, it is dreaded by the monitors: the name of it is sufficient, and therefore it is but seldom resorted to on their account. Frequent or old offenders are yoked together sometimes, by a piece of wood that fastens round all their necks: and thus confined, they parade the school, walking backwards-being. obliged to pay very great attention to their footsteps, for fear of running against any object that might cause the yoke to hurt their necks, or to keep from falling down. Four or six can be yoked together this way.

When a boy is disobedient to his parents, pro fane in his language, or has committed any offence against morality, or is remarkable for slovenliness, it is usual for him to be dressed up with labels, describing his offence, and a tin or paper crown on his head. In that manner he walks round the school, two boys preceding him, and proclaiming his fault; varying the proclamation according to the different offences. When a boy comes to school with dirty face or hands, and it seems to be more the effect of habit than of accident, a girl is appointed to wash his face in the sight of the whole school. This usually creates much diversion, especially when (as previously directed) she gives his cheeks a few gentle strokes of correction with her hand. The same event takes place as to girls, when in habits of slothfulness. Occasionally, such offenders against cleanliness walk round the school, preceded by a boy proclaiming her fault-and the same as to the boys. A proceeding that usually turns the public spirit of the whole school against the culprit.

Few punishments are so effectual as confinement after school hours. It is, however, attended with one unpleasant circumstance. In order to confine the bad boys in the school-room, after school-hours,

it is often needful the master, or some proper substitute for him, should confine himself in school, to keep them in order. This inconvenience may be avoided, by tying them to the desks, in such a manner that they cannot untie themselves. These variations in the modes of unavoidable punishment give it the continual force of novelty, whatever shape it may assume. Any single kind of punishment, continued constantly in use, becomes familiar, and loses its effect. Nothing but variety can con tinue the power of novelty. Happily, in my institution, there are few occasions of punishment; and this conduces much to the pleasure it affords me. The advantages of these modes of correction, are, that they can be inflicted, so as to give much uneasiness to the delinquents, without disturbing the mind or temper of the master. The advantage of coolness in correcting of children for misbehaviour, is of so much importance, that it can have no salutary effect on the youthful mind without it. It is in a calm state of mind a master may do real good, by reasoning with his scholars, and convincing them, that, for their good and the order of the institution, such painful regulations are needful. The object of these different modes of procedure is to weary the culprit with a log; or, by placing him in confinement of one kind or another, till he is humbled, and likely to remove the cause by better behaviour in future. When he finds how easily his punishments are repeated that he himself is made the instrument-and no respite or comfort for him, but by behaving well, it is more than probable he will change for the better. Lively, active-tempered boys, are the most frequent transgressors of good order, and the most difficult to reduce to reason; the best way to reform them, is, by making monitors of them. I have experienced correction of any kind to be only needful, in proportion as boys were under the influence of bad example at home. No

thing is unhappily more common, than for parents to undo, by their bad example at home, all the good their children get at school. This occasions the first trouble to be renewed many times; and many punishments fall to the lot of that child, who, however well regulated at school, is spoiled at home. But certain it is, that, if punishments must exist, such as those mentioned in the preceding detail, are preferable to others more severe, and in common practice. I wish they were never in sole practice, without any thing of a more generous nature existing in schools where they are made use of.

When a boy gets into a singing tone in reading, the best mode of cure that I have hitherto found effectual, is by force of ridicule.-Decorate the offender with matches, ballads; (dying-speeches, if needful ;) and, in this garb send him round the school, with some boys before him, crying matches, &c. exactly imitating the dismal tones with which such things are hawked about the streets in London, as will readily recur to the reader's memory. I believe many boys behave rudely to Jews, more on account of the manner in which they cry, "Old Clothes," than because they are Jews. I have always found excellent effects from treating boys, who sing or tone in their reading, in the manner described. It is sure to turn the laugh of the whole school upon the delinquent-It provokes risibility, in spite of every endeavour to check it, in all but the offender. I have seldom known a boy, thus punished once, for whom it was needful a second time. It is also very seldom that a boy deserves both a log and shackle at the same time. Most boys are wise enough, when under one punishment, not to transgress again immediately, lest it should be doubled. They are mostly prudent enough to behave quiet and well, in hopes of being set at liberty from the ne they already suffer.

ORDER.

It is unavoidable, on a large scale of education, to do without giving many commands, and some of a very trivial nature. On my plan, many of the commands, which would be given by the master, are given by the monitors. As it is not proper that commands without number, and perhaps of a nature opposite to each other, should be given at random by the monitors, it becomes needful to limit the number that are to be given, as much as may be. It is an important object to secure implicit obedience to those commands, on the part of the scholars; and, for the monitors to acquire as prompt a manner in giving them, as will secure the attention of the scholars, and lead them to a ready compliance. The first of these objects is easily attained. It is only to write down on paper the commands most necessary to be given by the monitor to his whole class; and, it is essentially needful, that he should not vary from the rule once laid down.

The practice of giving short commands aloud, and seeing them instantly obeyed by the whole class, will effectually train the monitor in the habit of giving them with dignity and propriety. It is not a desirable thing to raise the love of war and false glory in the youthful mind. The reasonable part of mankind have already seen enough of its dreadful and desolating effects, to deter them from encouraging such a spirit. It is on this ground I am careful to avoid all commands which are strictly military. Even when the monitor has occasion to order the class to go to the right or the left, it is done by a sign, in order to avoid the command, To the right,' -Go on,' instead of March,'-and, Stop,' in lieu of 'Halt.' The classes are permitted occasionally to measure their steps, when going round