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'«
TO
TBS REV. A. 97. BETBinffE,
RECTOR OF COBOURG,
ON THE
MANAGEMENT OF GRAMMAR SCHOOLS,
BY
JOHN STRACHAN, D. D. L. L. D.
ARCHDEACON OF YORK.
llr'\
li
PniNTED BY R. STANTON.
1829.
:>
]
'%
V*
X
■I
York, Upper Canada,
Gth October, 1829.
Dear Sir,
JL
You have frequently requested me to give you
ray thoughts on the management of Grammar Schools,
and in doing so to have particular reference to those
which are already established in the Province. As
several other of my friends, who, as well as you, are
Trustees of District Schools, have at different times
made the same request, I have felt it my duty to take
the matter into serious consideration, and in the hope
that my practical experience may be of some use, I
send you the following detail. —
To excite among the Inhabitants of the Province a
warmer interest in the District Schools than at present
exists, the standard of education should be made more
respectable than it has hetherto been in many of them,
and they should be more particularly directed to the
intention of their first esablishmcnt, namely, the pre-
paring Youth for the University. At the same time
the system of instruction should be such as to qualify
young men for the different professions who might not
find it convenient, or not be disposed to pursue their
studies at a higher Seminary.
These things would, I think, be fully answered by
following the course of study subjoined, as it might
be accomplished by young men of ordinary talents
giving regular attendance, by the time they ought to
33^-316
leave school, and would fit them cither for commen-
cing with profit the study of the dift'ereiit professions,
or for distinguishing themselves ul the University.
In adopting a general outline of study for the Dis-
trict Schools, the following important advantages are
secured : —
First. — A known and uniform system among all the
Grammar Schools of the Province.
Second. — The same mode of preparation for the
University, at which Students will therefore meet
from the ditTerent Districts upon equal terms.
Third. — Zeal and emulation among the Teachers
to furnish the best Scholars.
Fourth. — A course pointed out by which the Trus-
tees of the District Schools will be enabled to dis-
charge their duties with more satisfaction to them-
selves and advantage to the public.
Fifth. — Young men thus Educated will find them-
selves not inferior to those taught at public schools in
England, should they have occasion to visit that
Country — an important advantage to any who may
desire to finish their education at an English Univer-
sity.
EDUCATION.
Course of Study suitable for the District Schools
throughout the Province.
rirstYear — Boys from 7 to 9.
1st. Latin.— Eton Grammar— Vocabulary— Corde-
rius — Selectee e Profaiiis.
2iid. English. — Mavors Spelling Book— Enfields
Lessons— Walkers Lessons— Murrays Lessons ;
' Blairs Class Book— English Grammar- Writing,
and Arithmetic chiefly mental.
Second Year.— Boys from 9 to 11.
1st. Latin. — Grammar — Valpys Delectus— New
Testament- Baileys Exercises— Exampla Mino-
• ra—Eutropius—Pha)drus— Cornelius Nepos.
2nd. English.- Grammar and Reading as before-
Writing and Arithmetic Mental and mixed— Ge-
ography— Civil and Natural History and Elocu-
tion.
3rd. To c trmence French.
Third Year— Boys from 11 to 13.
1st. Latin.— Grammar— Baileys Exercises— Corne-
lius Nepos — Ca3sar — Ovids Metamorposes —
Nonsense verses— Psalms into Latin verse— Ex-
ampla Moralia— Versions, or rendering English
into Latin.
2nd. Greek.— To commence about the middle of the
third year.— Eton Grammar, or Nelsons Edition
of Moorcs Grammar— Greek Vocabulary— New
Testament— Greek Exercises.
6
ortl. English. — Grammar — Writing — Elocution —
Civil and Natural History — Geography, ancient
and modern — English Composition.
4th. Arithmetic — And to commence Algebra.
5th. French.
Fourth Year — Boys from 12 to 14.
1st. Latin. — Grammar — Terence — Virgil — Horace
— Sallust — Cicero — Livy — Latin Composition,
verse and prose — Grotius de veritate — Exampla
Moralia.
2nd. Greek. — Eton Grammar — Groeca Minora —
Greek and Latin Testament — Xenophon — Ho-
mer.
3rd. English. — Grammar and Composition — Civil
and Natural History — Geography, ancient and
modern, — Use of the Globes — Construction of
Maps.
4th. Matiie3IAtics. — Arithmetic — Book Keeping —
Algebra — Euclid.
5th. French.
Fifth Year.— Boys from 14 to IG.
1st. Latin. — Virgil — Horace — Livy — Juvenal — Ta-
citus — Composition, in Prose and Verse.
2nd. Greek — Grseca Majora — Homer — Thucidides ;
Composition, in Prose and Verse.
3rd. English. — Grammar and Composition — Elocu-
tion — Civil and Natural History — Geography —
ancient and modern — Use of Globes — Construc-
tion of Maps.
4th. Mathematics. — Algebra — Euclid — Trigono-
metry — Application to heights and distances —
Surveying — Navigation — Dialling — Elenients of
Astronomy, &c.
5th. French.
o
REMARKS.
It will be seen by inspecting this course of study,
that the Boys during the first years are carefully ex-
ercised in reading their own language, and they con-
tinue so to be exercised till they arc fit to be removed
into the Elocution Class. It is desirable to practise
them in Writing every day, or at all events three or
four times a week. For Arithmetic, it has been found
from experience, that two hours in the week, if rigid-
ly spent in examining tasks previously given out and
prepared chiefly at home, is quite sufficient to carry a
boy through the whole science in a reasonable time :
and that for English Grammar, Civil History, Natural
History, Geography and Elocution, respectively, half
that time employed in the like examination of lessons,
previously asssigned and prepared, will completely
answer. In mixed Schools, such as our District
Schools must necessarily be, boys may be arranged in
classes of English Reading, Writing, Arithmetic, Ge-
ography, ♦fee. who are very different in their classical
progress. — For example, it will frequently happen that
some who are in their first, second, or even third year
{IS Latin scholars, will form the same class in Arith-
metic, English Grammar, Geography, Book Keeping,
&c.
The classes in History, Geography, Englisli Gram-
mar and Composition, Sic, embracing a long period
of five or six years cannot fail of producing great in-
tellectual improvement. Besides the number of bran-
ches of knowledge recommended in addition to clas-
sical literature, is not only suitable to the present age,
but aftords almost a certainty that every pupil will find
some one at least adapted to his taste and capacity,
and in which he may excel, while the whole course
may be finished by boys of moderate ability under
vigilant Teachers before completing their sixteenth
year.
The variety of matters to be taught, renders it de-
sirable to enter somewhat more into detail, that you
may see it as it were in actual operation. This is
the more necessary because it must frequently happen
that Teachers will become from time to time Masters
of the District Schools, who though sufiiciently capa-
ble in point of ability, have acquired little or no ex-
perience in the art of teaching, and to such a know-
ledge of the arrangements required for so complica-
ted a system of instruction, and for an approved mode
of discipline must be of the greatest value.
In thus presenting what I consider an excellent
outline of study for the Grammar Schools of the Pro-
viuce, I beg leave to state that it is not my intention
to inquire whether all the Masters of the District
Schools are able to carry it into successful execution;
but it may not be thought too much to suggest, that
as vacancies happen, the Trustees will do well to
advertise for a proper Teacher, and to require the
)
Candidates to send in their recommendations before
the day fixed for their examination, at which it will
be the duty of the President of the General Board,
should they re(iuest him, to attend.
Such tt proceeding would insure Teachers well
qualified, and remind the Trustees tliat they are not
to consider their Office a Sinecure, but as calling
upon them to give vigilant superintendance to seo
that tiio master attends regularly, and not only at-
tends, but that he spares no pains to bring forward
his pupils.
At the same time there should be no trifling or un-
necessary interference with Teachers, as much must,
and ought to depend upon their discretion. Even ill
the system here proposed as well as in the selection
of books, I am aware that modifications may be found
in practice convenient and adviscable by the judicious
toacher, and that although it recommends no branch
of knowledge that can be safely omitted, something
useful may still be added.
II
DETAILED ACCOUNT OF THE SYSTEM.
In presenting a detailed account of the mode of
carrying this course of study into effect, I shall not
indulge in any imaginary process, but give you the
actual practice of a School which flourished twenty-
five years in this Province ; premising that many ex-
periments were made, and many plans rejected before
it arrived at the state of maturity here described. —
This School consisted of from 50 to 65 Scholars.
B
jii-
10
GOVERNMENT OF THE SCHOOL.
The management of every well regulated School,
resolves iL-elf into the two great departments of Go-
vernment and Instruction.
The government was. lodged in the Teacher and
Censors. — The latter consisted of from twelve to six-
teen of the oldest and most advanced boys. Tlir)'^
were especially interested in the reputation of the
School, and from their office perpetual conservators
of the peace.
Out of the whole body, two Censors were appoint-
ed in rotation for each week, who had various and
important duties to perform. It was their business to
keep the daily and weekly Registers — to take charge
of tho property of the School — to mend the pens, and
prepare tlie Writing-Books — to act as Monitors or
Teachers, and to report absentees and delinquents.
The daily Register contained a minute detail of all
the transactions of the day — the various lessons that
were examined — the names of the boys at, and next
the head, and of those at the foot of every class — the
oflences that were inquired into, and in fine every
thing worth notice.
The weekly Register was an abstract from the
daily. There was likewise a monthly Register, which
was also called the Book of Merit, kept by the Mas-
ter. Into it were transcribed the names of the boys
oftenest at and next the head of their respective class-
es ; the names of such as had distinguished them-
selves in any extraordinary manner— such as per-
11
formed voluntary tasks, which, if well done, were
inserted, and the names of those whose good beha-
viour reflected credit on the School.
The rewards consisted of a few prizes at the end
of the year, and one great advantage of the Register
consisted in furnishing infallible evidence of those
who best deserved them. About a month before the
vacation, a Committee of boys was chosen by the
whole School to inspect the Registers and to report
the names of those who had excelled in the different
departments throughout the year. This list, when
completed, was hung up in the School, and any boy
had a right to appeal and to have another Committee
and a new inspection if he thought himself aggrieved.
This right was only exercised in two or three instan-
ces, and resulted in confirming the Report of the first
Committee, for as the Register of the transactions of
the preceding day was publicly read every morning
and was open to all — inaccuracies, if any occurred,
were immediately corrected, so that few or no errors
entered into the Weekly Register far less reached the
Book of Merit. The rewards, therefore, were not for
excelling durii)g a few days or a few months but
through the whole year. A boy must have been the
best Latin or Greek Scholar in his class — the best
Arithmetician-— the best Civil Historian —the best
Geographer — the best behaved, &c. for the season
before he could be enlilled to a prize for excelling in
any of these respects, and all this must be proved
by records regularly kept during the whole period.
This plan not only kept up a great degree of harmless
!| I
' ^1
12
emulation, but effectually prevented any heart-burning
or suspicion as to the justice of the reward, and alto-
gether relieved the Master from the personal respon-
sibility.
The punishments in a day school cannot be so
completely modified as where all the pupils are under
the immediate superintendance of the Master, and at
a distance from their Parents, » •
In the latter case, corporal punishments may with
good management be entirely dispensed with; but
this can scarcely be effected when the scholars are
much at home, and neglected or indulged by their
Parents. It is, nevertheless, certain, that by making
a boy's rank depend on his behaviour and acquire-
ments and keeping up a constant exertion and watch-
fulness it may be nearly accomplished. The punish-
ments most in use were to commit lines to memory-
double tasks — confinement, (but not in the dark) when
it could be enforced. — For great perverseness — ha-
bitual negligence of school business or immoral acts
— swearing, lying or pilfering, corporal punishment
was sometimes inflicted. — This being the most pain-
ful duty of the Teacher, and it having been long his
opinion that under favourable circumstances such
punishments might be laid reside, every precaution
was taken to avoid them or les m their number. The
most effectual remedy was found in the institution of
regular trials.
When a boy was accused of any offence not appa-
rent to the Master, a minute investigation took place
in the face of the whole School — a Jury was some-
'
times formed, and no punishment followed till after
the clearest conviction. — To punish arbitrarily is not
only frequently unjust on the part of the Master, but
is attended with the most pernicious effects on the
pupil.
Sometimes security for good behaviour was exac-
ted, and if a boy happened to be very much addicted
to the fault of which he had been convicted, he found
great difficulty in procuring sureties, because his sub-
sequent default would bring upon them a punishment
of tasks, lines, ^c, and frequently none of his school-
fellows would risk themselves in his favour. — This
commonly produced a most salutary effect. Boys
were seen going round the School begging their
School-fellows to become security for their good be-
haviour, and when refused, pleading for this onco
and promising never again to be guilty. — Such a pro-
cess could not fail of being useful, and had far more
influence than any thing the master could say, as
they heard from their fellows in the plainest language
the opinion entertained of tlicm by the whole School.
In extraordinary cases, but of rare occurrence, and
when the fault was aggravated, the guilty boy was
put in Coventry for a few days — never longer than a
week. — During this time, no boy was to speak to, or
play with him, or have any communication with him
during the play ho'irs. This punishment never failed
of having the desired effect.
By having recourse in this manner to the boys
themselves in the regulation and government of the
School, the Master was relieved from much painful
14
responsibility — the patient investigation of facts in-
terested all the boys and brought them to the same
conclusion — the culprit was satisfied by the fairness
of his trial, of the justice of his sentence, and the
pain which he experienced during the inquiry was
very often considered a sufficient punishment.
To punish a boy without hearing him and examin-
ing carefully into the matter ought never to be ad-
mitted ; and a little experience will satisfy every
Teacher that by associating his pupils as much as
possible with him in the discipline of the School, hia
praise or censure will be confirmed by the public
voice, because there can exist no suspicion of parti-
ality. — The punishment awarded is likewise rendered
much more impressive, and the boys acquire some
idea of jurisprudence, and a knowledge of the prin-
ciples of justice.
Proceedings of a day. — The scholars were ar-
ranged in classes for each branch of study according
to their proficiency. Thus the boy who stood at the
head of a Latin Class might be third or fourth among
Arithmeticians, and a boy at the foot of Virgil might
appear very respectable in the classes of Civil and
Natural History, &c.
Although it be not of much importance in giving
the proceedings of a day which we take, yet it may
be proper to remark that some things were not called
up daily, but only once or twice a week — thus : — On
Mondav, the class in Elocution was examined — On
Tuesday, Civil History in the forenoon, and in the
afternoon, Arithmetic — Wednesday, Natural History ;
m
Thursday, Geography — Friday, English Grammar —
Saturday, Religion and Composition. Premising
those things, the ordinary routine was as follows : —
At nine o'clock the School convened ; — Prayers. —
The Register of the preceding day was read by the
Censor — the highest class, consisting of the most ad-
vanced boys in the School who no longer belonged to
the common classes, read in turn a portion of History,
cither ancient or modern as it happened, the Grecian,
Roman and modern Histories, being read in regular
order — Remarks were made upon the passage by the
head Master — Questions asked of the boys, to ascer-
tain whether they had been attentive — references were
made to the Geography and antiquities, &c. and the
boy who could best answer took the head.
During this time the second Master and Monitors
heard tlie different English Reading classes. At
half past nine tlic exercises given out the preceding
evening were called up. These consisted of transla-
tions from English into Latin, and Latin into English ;
Sense and Nonsense verses ; Problems in the Mathe-
matics, &c.
At ten o'clock the Latin classes formed to go
through their lessons which had been given out the af-
ternoon before. Those lessons were commonly short,
but examined with patient minuteness. Reference
was made in the higher classes to the manners, habits,
customs and laws — to the antiquities and Geography
of the nation, and to the Biography of the persons
mentioned — the beauties of the passage w^ere pointed
out, whether of sentiment, description, expression, &c.
16
The Greek classes were exercised in the same
manner.
At half-past eleven the classes formed for writing —
exactly at twelve, the word " compare" was pro-
nounced, and the boys of each class arranged them-
selves in the order in which they had been placed the
previous day. — The Master examined and arranged
them anew, corresponding to the excellence of the
entire performance. r . i,
At twelve, one of the weekly classes exercised for
an hour in a way to be mentioned hereafter. — At one,
the School was dismissed for an hour. ; i
Here it may be observed that the boys were not
confined daily all this period from nine to one. The
younger boys were allowed certain intervals for recre-
ation, and the elder boys one such interval.
At two o'clock, the Mathematical classes were ex-
amined. These comprised Algebra, Euclid, Trigo-
nometry, &c. During their examination the lower
classes of English Reading were again exercised.
At three, the Classics, as in the morning — at four,
Prayers, after which tlic School was dismissed.
On teaching the Classics. — In preparing tlioir
lessons, the boys were taught to pay tlic utmost at-
tention to the acquisition of a correct knowledge of
the Grammc.r, and this attention was continued du-
ring the whole time that they remained at School. —
So soon as a new class got through the declensions,
a few words were given from the vocabulary to be
committed to memory in the evening, and next mor-
f?
ning these words were repeated, and afterwards de-
clined. This was done backwards and forwards and
by asking different cases, and the rules were care>
fully applied at the proper places — thus — suppose
Dominus, a Lord : — Decline it backwards 1 The boy
begins — Ablative plural, Dominis — Vocative plural,
Domini — Accusative plural, Dominos, &c.
Another boy is asked — what is the Vocative Sin-
gular I Domine — O A Lord. Why Domine t The
Nominative in us of the Second Declension makes
the Vocative in e. What is the Latin for a Stone 1
Lapis. What Declension I The third. How is the
third Declension known 1 By the Genitive Singular
in is, and the Dative in i. Decline iti Nom. Sin-
gular, Lapis, a Stone— Genitive Singular, Lapidis,
of a Stone — &c. Another boy may be asked to de-
cline it backwards, or cases at random, with Stones ;
of Stones &c. Decline Opus I Why opus in the
Accusative Singular I Neuter nouns of the second
and third declensions have the Nominative, Accusa-
tive and Vocative alike in both numbers. In the same
way all the words were declined, and such a quickness
attained that the question was scarcely pronounced,
when it was answered.
The same minuteness was observed with Adjectives.
They were shown to be like two or three substantives
of different declensions joined together : they were
declined backwards and forwards, and with and with-
out the article : cases were asked at random and the
rules applied, and the boys were exercised in every
C
18
possible way, till they answered with the utmost ra-
pidity and correctness.
The examination of the Verbs was equally minute.
After becoming familiar with declining them regular-
ly in the order of their moods and tenses, questions
were promiscuously asked : Repeat the participles I
Decline the F'uture of thelndic ative backwards I Sup-
pose, Amo : The boy begins. Third person plural,
i!li amabunt, they shall or will love &c. Give mc
the second persons singular of the whole Verb 1 the
boy commences, second person singular, tu A mas, thou
lovest or dost love, tu amabas &c.— tu amavisli Sec.
&o. : and so giving the second persons through the
whole verb. What is the Latin for h>vc thou, or do
thou love 1 To love or to be loved ! How many
parts of the Verb signify to I^ove. A few words
from the Latin Vocabulary to be declined in this man-
ner constituted the lessons to be prepared in the even-
ing, for a part of the first year, and by tliis means
the boys acquired a considerable number of Latin vo-
cables. The same minuteness of examination was
continued as long as they remained at School.
In Corderius or Selectae e Profanis, two lines were
for a time thought a sufficient task, and the prepara-
tion was divided into three distinct lessons. First : the
words were declined one by one as already describ-
ed : their derivations ascertained, and as minutely
examined as those formerly taken from the vocabu-
lary : this was called Analysing or Parsing the les-
son. Second : the translation into English was the
second lesson, and here also reference was made to
m
cases and tenses, declensions and conjugations. —
Thirdly : the application of the Rules of Syntax was
made a third lesson.
This was the mode of examination throughout the
whole course. — In the third year the translation and
application of the Rules of Syntax were commonly
united, but it was not before the end of that year, or
beginning of the Fourth, that the Parsing, the trans-
lation and application of the Rules of Syntax were
joined in one lesson. The length of the tasks was
gradually increased, to four or five lines of Corderius
— a short Chapter of Eutropius or Cornelius Nepos
— twenty or thirty lines in Virgil or Horace, but till
the last year the lessons were short. The great ad-
vantage of their shortness consisted in this, — that to
hear them minutely, and make the pupils understand
them thoroughly did not require more time than the
various business of the day allowed ; and although
two or ihrue lives in Cornelius Nepos — two Books of
Cajsar, &-c. were commonly as much as were refid in
each author, yet many in each class became so fa-
miliar with the style and manner of the writer as to
be able to translate ad aperturam libri, before another
book was introduced.
When Parsing, sentences on the subject of the
lesson to be turned into Latin, on the instant, were
asked. — Thus — suppose a class was reading the life
of Hannibal, and the Battle of Canna) the subject —
after examining a boy on a particular word, the mas-
ter would ask him to turn into Latin — " It is reported
" that Hannibal after obtaining tlie victory at Canna),
■i: ;.
" was in great perplexity, whether he should march
" directly to Rome, or return to Capua." — He would
ask another. — " The Romans were not discourajged
" at this memorable defeat, and were so far from suing
" for peace, that they prepared for a more vigorous
"prosecution of the war," &.c. — This method of
asking sentences was begun early, and th3y were
made more and more difficult according to the ad-
vancement of the class.
About the middle of the third year, short pieces of
ancient History were dictated to the boys to be turned
into Latin. These pieces consisted of some curious
anecdote, or memorable event. For this exercise,
which was done in School on Tuesday, and sometimes
also on Thursday morning, under the Masters eye,
a limited portion of time was given. At other times
passages of the authors which the classes were read-
ing were ordered to be translated into good English,
neatly written ; this was commonly an evening exer-
cise. Printed translations were never admitted, for
although they may save some trouble and labour to
the teacher, he will seldom be gratified by the solid
improvement of his pupils, nor will they attain by such
delusive assistance a substantial knowledge of the
language. j ' .
It was not expected, however, that boys could over-
come every difficulty themselves, and therefore a
middle course was observed. They were encouraged
to ask every thing not to be found in the Grammar or
Dictionary while preparing their lessons ; if not to be
found it was carefully explained. For a time the
Master, after examining the parsing, read the lesson
sentence by sentence, then put the words in their or-
der, and gave a literal translation. In the higher
classes, only passages of difliculty were explained,
ond at length no interpretation was given of any part
except wh<!n solicited.
The good cHectof this continued minuteness has been
strikingly proved from the fact that few of the pupils
thus taught have forgotten their Latin, and continue
as perfect in their knowledge of the Grammar as when
they left School.
In respect to scanning, more attention was paid to
reading than to rules ; a very few only were commit-
ted to memory, nor was much reference made to this
part of Grammar, till the boys had become, in a great
degree, familiar with Latin verse. Accustomed to
make first non-scnso, and then sense versos, from the
time they commenced Ovid, the subject of scanning
became imperceptibly easy to the dullest capacity.
On TEAciiLNti MATHir.iA'J ics. — Tlie eilect of point-
inff out the uses of the diHbront briUiclies of JMathe-
matical science, from Aritlimciio upward;?, ^vas very
pleasant.
Thus, when the boys were learning the application
of Trigonometry to htighls uJiti di^jtaiices they were
required to make their own Scales and Cluadrants —
all the lines on Guntora Scale — ihcir uses, and the
method of constructing them were e;;piained, and
when each boy had iiiiishcd hits Scale and Quadrant,
we proceeded with them to measure the height of
Trees and Steeples, arid tlic breadth of Bays and Hi-
CK>
vcr?, a?j(l nothing could exceed the pleasur") wh'ch
they felt on finding the result nearly ns correct as
when done by instrunnents constructed by the most
ctiiincnt Artists. For Surveying they mude circles,
and scmi-circlefl, adjusted levels, and made chains of
cords; then they took the necessary angles, measured
the diilorent lines, and with their poles and squares
measured the oflsets and brought out answers as cor-
rect as those who used the Theodolite and Chain,
the construction of which was sufficiently explained
to them by the pains tliey were obliged to take in
makincr tlicir own instruments.
Tn Dialling, they made Dials of all descriptions,
and wliilc thus employed occasion was taken to point
out to tliem the use of Chronology, and how neces-
sary it is to the right arrangement and understanding
of History.
Book-Keeping, when tanght in classes was soon
rendered easy and familiar to common understandings.
One boy was merchant, his class-fellows were pur-
chasers, and in this way a nc\v sot of books was got
up with every new class.
Notwithstanding the variety of the branches tanght,
the Masters labour, exclusive of unremitting attention,
was not so great as may at first be supposed, and he
seldom had occasion for more than one assistant. —
In all well regulated J^chools there very soon arises
a sort of traditionary knowledge, which is continually
accumulating. Besides when a new class is formed
there are commonly some boys remaining who were
in the former and who join agjiin, either because they
<l
have not acquired so perfect a knowlctlgcofilicaiibjcct
as was desirable, or because they were so younff
when first introduced, that a repetition is conwiJered
advantageous. In either case they become very use-
ful auxibaries to the Teaclicr, by explaining to their
companions the general method of proceeding, and
many little matters which the Master might overlook,
or find tedious and irksome to dwell upon with the
necessary minuteness.
It is farther to be observed, that in such Schools,
the younger boys by witnessing daily the higher
classes proceeding in their studies, accpiire imp<'r-
ceptibly a number of preliminary ideas and concep-
tions, which greatly facilitate their future progress
when they come to the same branches of knowledge.
It is in this that the advantage of a public over a
private education is most easily and strikingly illus-
trated. A boy in a large School becomes familiar
with numbers — with angles — triangles — squires — cii -
cles — rectangles, &.c. long before he i.^ admitted into
the classes wliere llioy become an object of study :
while a boy of ccpial capacity, taught privatoly, having
neither seen nor heard any thing about them till he
is called upon to stuJy them, has many prclimitjary
difficulties to overcome, which in the case of the other
have been already removed. In the one case the
Teacher is relieved from much tedious detail, and in
the other the boy may take a disslike at a science on
the outset, which under more favorable clrcuiii.3tances
he would have liked and excelled in.
24
I have said timt each day had one clasa peculiar to
itself which required a particular description.
Monday — Elocution.— This class consisted of such
boys as were no longer attached to any of the English
reading classes, and were already tolerable readers.
Two of these in rotation challenged each two boys to
read a passage either in prose or verse. The challenge
was given one Monday to be answered the next, and
could not be refused. The challengers selected diffe-
rent pieces from AValker, Murray or Enfield, «fec. Thus
six boys out of the class read every Monday, and the
best readers were marked in the Register. It was
considered disgraceful in the challengers not to gain,
and if negligence appeared either in the challengers
or challenged, they were obliged to commit tlie pas-
sage to memory. This class never failed to keep
up a great degree of excitement.
In addition to this method, debates were formed
out of the Elocution class, as follows : — four of the
principal boys were selected — two ministerial and
two opposition, who were called Chiefs, and had the
principal speeches. To fill up the debate which con-
sisted perhaps of seven or eight on each side, the
ministerial chiefs were allowed the first choice out of
the elocution class — the opposition chiefs had the se-
cond choice — the ministerial the third, and so on till
each had the number required. Sometimes they re-
quested leave to choose a boy who did not belong to
the Elocution class, and thus assisted the Master by
their discernment in advancing boys from the com-
mon reading classes, who might for a time have been
<»
■
25
overlooked. Great judgment was frequently shown
by the Chiefs in appropriating the parts among their
followers— sometimes they requested the Masters as-
sistance. When the School happened to be full, two
debates were at times got up, but whether one or two,
the mode of proceeding was exactly the same.
In this exercise the responsibility was spread over
a number of boys, and the diligence and zeal exerted
hy the different chiefs and their companions to gain
the victory was in most cases very great.
At the end of one or two weeks a trial was made,
and if any boy appeared careless or negligent he was
reported. Sometimes he was directed by the Master
to repeat his part to him next morning ; sometimes,
but rarely he was turned out of the Debate and ano-
ther chosen in his room. This was considered a
most severe punishment, and the more distressing as
it was in consequence of the representations of their
fellows.
After one or two trials the day of decision was ap-
pointed, and the debate or debates were heard in the
presence of the whole School. It is not easy to de-
scribe the excitement which generally appeared on
such occasions. — The greatest attention was paid to
the dift'orent speakers. — The Master commonly em-
ployed a Committee to mark the smallest error, and
he was himself careful to note every impropriety in
tone, or sense, or accuracy. When the debate was
ended, he compared his remarks with those of the
Committee, and after weighing carefully both sides
D
26
ho pronounced his decision. So perfect were the
debates often said that it was extremely difficult to
determine in favor of either side ; but in no instance
tha the remembers was the decision appealed from, for
not only were the grounds on which it rr^sted stated,
but the Chiefs were encouraged to speak if they had
any thing to mention in behalf of their respective
sides. Perhaps the warm interest taken by the Mas-
ter in these exercises gave them more importance
with the boys, for in a long series of years they never
ceased to be exceedingly popular, although they were
attended with much labour, for no part of the usual
business of the School was omitted or suspended on
their account.
Tuesday — Civil History Class. — This class
commonly consisted of between twenty and thirty
boys ; the mode of proceeding was peculiar.
The portion of History on which the examination
was to take place, had been given out on the pr^
vious Tuesday. •
1st. Each boy was obliged to produce twenty ques-
tions relating to tlie period, with their answers neat-
ly written on a clean slip of paper. If any presumed
to copy from another he lost his privilege or standing
in the class for that day ; but copying, as it was con-
sidered mean, seldom happened.
2nd. Besides the twenty questions prepared for
the inspection of the Master, each boy was expected
to collect a great number of questions, which he pre-
served on another slip of paper or treasured up in his
memory for the purpose of getting up in the class.
!
II.
27
The examination of the class began with the boy
at the foot, asking a question of the one immediately
above him — if answered, then the second boy from
the foot asked the third, and so on through the class.
If it happened, as it frequently did, that the boy ask-
ed could not answer, the questioner answered for
him and took his place. The loser was again asked
by the next boy below, and so on till he did answer,
or reached the foot of the class.
To comprehend this mode of examination it appears
necessary to be still more minute. — Suppose, that the
questions asked from the foot upwards are answered
till you come towards the middle of the class — for ex-
ample, the twelfth boy from the foot asks the thirteenth
a question, and receiving no answer, or a wrong one,
answers it himself and takes his place, becoming the
thirteenth boy. — Now instead of proceeding to ask
the fourteenth boy, he waits till the eleventh boy asks
the loser, now the twelfth boy, who again loses if he
cannot answer, and is questioned by the tenth boy,
and so on till he does answer or reaches those who
are also defaulters, or the foot of the class. Then
the thirteenth boy proceeds to ask the fourteenth, and
if he fail to answer, the thirteenth answers and takes
his place, and then again waits till the loser is settled
as before. By this process, which works easily and
rapidly, the boys are kept upon the alert, and many
questions are asked, and many changes take place in
the class, before the examination reaches the head.
After proceeding three times round the class in this
liich jieneri
way,
rally reqi
28
the boys were restricted from asking questions from
their papers, and could only ask from memory. —
The spirit kept up in this class was almost incredible
— one hour generally, and sometimes two hours have
been consumed in its examination, but to prevent too
long a time from being occupied, and yet preserve all
the advantages of the class, these rules were adopted :
A boy asking a question not within the period —
or one which he could not answer himself — or a ques-
tion which had been already asked, lost his privilege
of asking for the day, but was still obliged to answer
any boy below him who had not yet lost his privilege.
These rules were found to be effectual, for within
the hour (with the exception of two or three instances
in a season) the questions were exhausted.
This mode of examination enables boys by private
efibrts to obtain immediate elevation in their classes^
and of accumlating, in a way exceedingly agreeable
to themselves, a great deal of information.
Tuesday Afternoon. — Arithmetic. — The lower
classes were confined for a time to mental Aritmetic,
and before they were engaged in attending to Rules,
they had made a very considerable progress in the
science. Arithmetic is always a favorite study with
boys, if properly taught, and is well adapted to exer-
cise their reasoning faculties ; but it will be found ad-
vantageous to avoid technical forms and expressions
as much as possible, until the detailed plans for which
they are substituted, are thoroughly understood.
The utility of Arithmetic in discipling the mind, and
and in transacting the various business of life, is only
• I
•29
part of its commendation, for it is also the foundation,
or rathur perhaps the instrument or key, without which
we cannot proceed to the higher branches of abstract
science. Much, therefore, depends upon its early ac-
quisition, for it is as essential to the Scholar as to the
man of business.
In mental Arithmetic, the most simple and easy
questions were at first proposed, without the aid of
signs, and the answers were either given orally or
written upon Slates.
Examples. — How many Fingers have you 1
John gave six Apples to George, nine to Alexan-
der, and five to Philip — how many did he give away 1
A man purchased a barrel of Cider containing thirty
gallons, but it ieaked out seventeen in carrying it
home — how many gallons had he left \
If a Horse can run seven miles in one hour — liow
many miles will be run in eight hours '?
What is the third of six ?
If you have thirty six shillings — how many yards of
linen can you buy at four shillings per yard 1
Bought nine bushels of apples at three shillings per
bushel — how much did they come to 1
Charles had twenty marbles and gave one fourth to
John — how many did he give him I
In this manner the pupil may be gradually conduc-
ted through the whole of Arithmetic, rather as a plea-
sure than a task.
The combinations being taught by numbers, at
first small and familiar, the mind opens by degrees
to those that are more extensive and complex, till
30
i );
! 1
questions in interest and discount, and the value of
articles o( various numbers and prices beconne easy.
In this way fractions are illustrated without much
difficulty — Even questions in Chronology — wht-ther a
certain year is Bissextile or not ; the age of the Moon ;
squares of large numbers ; extracting roots of num-
bers, &c. It is indeed almost incredible to conceive
the perfection which boys, by long practice, may at-
tain in mental Arithmetic, and the quickness with
which they will solve the most difficult problems. —
But it was not considered profitable to push this branch
beyond a certain point, as the time it would have re-
(juircd was necessary for more important acquisitions.
Arithmetic. — After some progress, mentally, the
pupils were carefully taught the application of every
rule on which they were entering, and the reasons
why certain teciinical processes are adopted.
Each separate class produced one or more sums,
which had been given them on the previous Arithme-
tic day, neatly calculated upon their slates. The
work was carefully examined, after which every figure
was blotted out and the operation performed under
the Master's eye. A boy was pitched upon as leader,
who gave, with an audible voice, the rules and rea-
sons for every step, and as he proceeded the rest si-
lently worked along with hiij. writing down figure for
figure, but ready to correct him, should he commit
any blunder. When the leader had finished, the work
on each boys slate was inspected by the Teacher, and
tiie errors, if any, pointed out. This being done the
work was again blotted out and another boy called
31
upon to go through the process as before, the class
working with liim ; the operation on each boys slute
was examined a third time and then blotted out, and
so on till each boy, if it was judged necessary, liad
gone through the work as leader. Sometimes the
leaders made use of a large black board and perform-
ed the operation with chalk.
By this method the principles were gradually fixed
in the mind, and he must have been a very dull boy
indeed who did not understand every question tho-
roughly before he left it.
There was also this further advantage in this me-
thod, that it was pursued without interrupting the pu-
pils progress in any other useful study. The same
method was adopted in teaching the elements of Al-
gebra, and with equal benefit. It is indeed laborious
with very new classes, but were it to continue laborious,
it ought to be adopted, if found advantageous, for
he that is anxious to spare labour ought not to be a
public teacher. The knowledge of Arithmetic was
much facilitated by rejecting all those rules which are
merely artificial, as Reduction and the Rule of Thre^i
Direct, and inverse, and those that are formed for
particular applications of the same principle — as Bar-
ter, Loss and Gain, Fellowship, Equation of pay-
ments, &c.
Wednesday. — Natural History. — Tho method
adopted in this class was almost the same with that
used in Civil History. A portion of the subject was
given out — the Atmosphere for example — the figure
32
of the Earth — Volcanoes — Earthquakes — the Winds,
or the use of Mountains, &c.
On the portion given every boy produced twenty
questions with their answers neatly written, after
which they proceeded to ask questions of one another
as already described in Civil History. When the
class came to Animated Nature several animals were
given for one lesson. Nearly the same excitement
was kept up here as in Civil History, and as keen con-
tentions for the first place.
English Grammar. — In teaching English Gram-
mar very little use was made of the Grammar Book.
By continual Parsing — turning poetry into prose —
avoiding technicalities and appealing to the common
sense of the boys, the progress was rapid and cor-
rect. A sentence in poetry or prose, according to
the advancement of the class, was given out, and the
Parsing of one or two lines of it was required to be
carefully written, — the remainder of the lesson was
examined orally. — In this way English Grammar was
acquired in a very easy manner, and never seemed
to give dull boys any great trouble. The superior
classes read portions of Murray's larger Grammar,
which were explained to them, but they were not re-
quired to commit them to memory.
Geography. — This study is always a great fa-
vourite with boys. I began with teaching the mean-
ing of the ordinary geographical terms. After which
I proceeded in nearly the same manner as in Civil
and Natural History. — Sweden, for example, was
given, — Twenty questions respecting its Geography
♦
33
LS
y
were produced neatly written by each boy. — Then
they proceeded to ask questions of one another, taking
care not to wander from the subject. In this way the
Geography of the country under examination was
completely exhausted. The higher boys were exer-
cised in the use of the Globes — drawing Maps — tra-
cing Voyages, particularly those round the world by
eminent Navigators, &c.
English Composition. — On Saturday a short lec-
ture was delivered to the School, and care was taken
to make it interesting. — Sometimes the lecture was on
a moral subject, and sometimes on History or the form
of human body, &c. so as to produce variety. The
principal boys formed into a class were directed to
bring on Monday morning written notes of the lecture.
These were carefully examined and corrected — inele-
gant and ungrammatical expressions were pointed
out, and Rhetorical figures explained as they occurred,
&c. By this means the boys became imperceptibly
acquainted with the rules of Composition — learned to
clothe their ideas in words and to pursue trains of
thought.
From these notes, thus corrected, a general view
of the lecture was directed to be prepared by the class
to be shewn on Thursday. This was frequently so
well executed as to equal, and sometimes surpass
the original lecture delivered. To vary the exercise,
a subject was sometimes given and books pointed
out which might supply materials ; but there was a
strict rule against using the words or expressions. —
E
34
This luclhod ol' teaching composition was found ex-
ceedingly sticccssful, many hoys being able to write
tlicir thoughts upon any subject required without be-
ing aware that thoy had been tuuglit composition.
In regard to Religion, the Church Catechism was
taught the children of those wi>o belonged to the Es-
tablished Church only. To all who chose to attend,
the Scriptures were read and explained, and a gene-
ral course of religious instruction given : but the Mas-
ter never forgetting tl»at the School was a public one
and open to all christian persuasions, conducted this
delicate part of his duty with so much prudence that
no complaint was ever made during the period of
twenty-five years by any denomination. The Roman
Cathulic ch'l'lren had liberty to uithdiaw or to em-
ploy themselves in other matters ; but this was a li-
berty of which they seldom availed themselves, for
their Parents, as well as those of other denomina-
tions, on being made accpjainted wilh the system
pursued, were anxious, a very few excepted, that their
ehildreu should attend.
GENERAL REMARKS.
An advantage of no small importance was found to
result from the variety of the things taught in the School,
namely, that there was hardly any boy that did not ap-
pear with credit in some one class. At an early period
4>f the School a boy was sent whose parents were poor
but whose uncle had sufficient interest to place him at
Woolwich if he could be prepared before sixteen to
stand the necessary examination. lie had been w ith
•^iflbrnnt toncbcr?, and v.as pronounced too stupid to
Icarn any thing nnd was alrra*!) lourli c n. — On twanii-
nation, he was found cxccriliii;^ly dcfiricnt — he could
neither read nor write witlj any propriety — yet as his
all depended upon his progress, and as he had hard-
ly two years to prepare himself tlic master was ex-
ceedingly anxious to do something for him. After
several attempts he hegan under the system adopted
to comprehend Arithmetic, and although it had been
declared that he never could he made; to understand
Addition, he ycry soon grasped the whole ►^eiencc. —
lie was tried with I'^iclid, and succeeded. — The Ele-
ments of Algebra were attempt<Ml, and with profit,
and though naturally sluggish, it was found that he
had some turn for TMathematics. Encouraged by the
progress which he made in these branches, he began
to grow ashamed of his writing and English reading,
in which he had hitherto made no improvement, and
soon made fair progress in both ; and although he was
still very slow in acquiring a knowledge of Latin, he
attained a consitlerable accuracy in the Grammar be-
fore he left School and could read a little in Cicsar.
The consequence was, that he passed the Malhemn-
tical part of his introductory examination at Woolwich
with great commendation ; and the Latin part, which
is I believe easy, without censure, and in a period un-
usually short received a Commission in the Artillery.
Another boy had been at School upwards of two
years and jriven indication of no disposition to leT.rn.
His progress was hardly perceptible— youngor boys
w^cre daily leaving him behind— he was tried in va-
rious classes without success, and the Master almost
3(j
despaired. Though by no means quahlicd for the
Civil History class, he was plarod in it as a last re-
sort — he got interested — he brought his questions
better written than ever he had done any thing else —
ho gained two or three places — he was roused as
from a lethargy and soon reached half way up the
class. The Master relieved from the pain which his
former backwardness had given him, spoke to him
privately, encouraging him to try in his other classes
— he next began to excel in Arithmetic — then in Geo-
graphy, and at length he left the foot of his Latin
classes, where he had remained almost immoveable
for years, and although never a first rate Scholar, he
left School with considerable attainments.
Many similar examples might be given of boys re-
maining for a time exceedingly dull, and beginning
first to move in some of those branches which are not
usually taught at Schools, or in a way very different
from that described.
It will be seen that in the system pursued the boys
in a great degree taught themselves, the teacher act-
ing in many instances merely as a director. This
circumstance has induced a minuteness of detail
which may appear trifling to those who are not in the
habit of appreciating the magnitude of the interest
confided by Parents to Teachers, as well as to such
(and the number is very great) who consider them-
selves adepts in the science of education, and who
commonly declare that their only reason for sending
their children to School is the want of time to instruct
them at home. But we who are still wedded to the
'
37
opinion tliut it in one thing- to bo uhlc to Ictini unci
another to be able to teueh, think that nrtuch yet re-
muins to be clone to facilitate the cominunicution of
knowledge ; and if it appear that something in tliis
way ha8 been accomplished in the foregoing detail,
it will not be deemed of small importance by those
who believe that it is very possible to possess vast
stores of knowledge without being able to impart them
even to the willing and anxious pupil ; and that to fix
the volatile, stimulate the sluggish, and overcome the
obstinate, demands an acquaintance with the human
mind not fpiitc innate, nor likely to be gained without
some eynorience.
One feature wliich it was the anxious wish of the
Teacher to impress upon the system was to relieve
the Master as much as possible from acting as an ar-
bitrary judge whether in deciding upon ordinary les-
sons or awarding prizes and punishments. — It Mill
be seen that in most cases the boys tiiemselves weie
called upon to examine and decide upon the conduct
of their fellows. By this plan, invesligation was con-
ducted by the leading boys, and thus a barrier placed
against frivolous accusation. Examinations of cul-
prits were so complete as almost to preclud(! the pos-
sibility of injustice — nor in many years was an exam-
ple known of a boy sullering a punishment that was
not deserved and whicli he might have escaped had
a few moments of explanation been allowed him. —
No punishment was awarded without full proof — the
accused was candidly heard as well as the accuser —
witnesses on both sides vrero carefully examined, and
riiii
li
38
the verdict for the most part given by their fellows ;
and thus the Master exercised his prerogative in a
way so interesting and iufluencial as to check those
little disorders which will be constantly arising in
every School while human naturs shall retain its pre-
sent qualities.
Another advantage of great importance to the well
being of the School resulted from the manner of ap-
pointing Censors. It was the duty of them all to
promote the peace and tranquility, and to preserve
and extend the reputation of the seminary, and ac-
cordingly they could report delinquents without in-
curring the imputation of tale bearers, a character of
all others the most obnoxious in Schools. This not
only prevented many acts of oppression from being
committed, which vd other Schools remain unredres-
sed, because the sufferers dare not become informers
but protected most effectually the weak and timid
from the tyranny which the elder boys are so apt to
exert over them. It was not necessary for them to
complain in person, as it was the acknowledged duty
of the Censor to report all improper conduct. More-
over by this means querulousness and trifling com-
plaints were repressed, the Censors acting often as
mediators in matters of minor importance and re-
storing tranquility without referring to the master.
Silence was strictly enforced, for no fixed medium
can ever be found between that degree of silence
which may be sufficient for all useful purposes and
noise and disorder. No boy was therefore allowed
to speak except on the business of the class, nor to
39
f
move from hia seat except at the pleasure of the
Teacher.
In hearing the classes care was taken to make the
business as interesting as possible. — For this purpose
the lessons were always short and minutely examined,
and never passed till thoroughly understood. During
the preparation of the lesson, or before it was called
up, the boys were encouraged to ask explanations
of difficult passages, and to put questions about mat-
ters which they did not fully comprehend, all of which
were listened to with patience and answered with
candour, even when they were not very pertinent. —
From the regular routine of lessons it is evident that
much depends upon punctual attendance. So much
inconvenience was felt even from the interference of
the usual Holidays that they were given up except
now £%nd then that an afternoon was granted for a good
copy of verses. But if a single play day was felt in-
jurious how much more the irregular attendance of
individuals. Besides the loss of time to the absentees
themselves, the greatest inconvenience is incurred by
the classes to which they belong. Their progress is
impeded ; the equality between them and their fel-
lows is rendered less complete, and much trouble be-
comes frequently necessary to investigate the cause
of absence. Indeed the boy's taste for learning may
be deeply injured in a very little time when they find
on their return that they have lost ground ; and in
a large School where every one is advancing a
very short absence may leave them irrecoverably be-
hind. — So deeply convinced am I of the great impor-
40
^ance of boys attending witli punctuality and good
will, that notice has frequently been given to those
Parents who were apt to indulge their children in holi-
days, that the Master would not be responsible for
their progress and would much prefer the withdraw-
ing them from the School than any longer permit ir-
regular attendance. Indeed such parents have much
to answer for, as we have known instances where this
injudicious indulgence has altered the character of
their children and their usefulness and happiness for
life.
In the lower English Reading and Arithmetic class-
es boy-teachers or monitors were frequently employed.
And in the Latin and Greek classes the superior boys
were often directed to assist the duller ones in their
preparation. It exersised their discretion and was
most useful to them as a means of improvement, and
at the same time the business of the School was faci-
litated when the lessons came to be repeated under
the superintendance of the Teacher.
There were frequent repetitions aud general re-
views. In Latin and Greek, for example, the class
was called upon to give an account of what had been
read during the last fortnight or month ; and to con-
strue any passage pointed out by the Teacher. Also,
leave was given them to ask questions of one another
and the explanation of difficulties, by which means the
whole matter was again brought before them and their
memories completely refreshed.
General reviews consisted of forming the diflfercnt
classes in Arithmetic, in English Grammar, or in Geo-
.).
;
41
graphy into one class, and asking questions promis-
cuously, taking care not to require of the younger boys
any tiling beyond what they had learned. In this way
the elements and their whole progress were kept fresh
in the minds of the higher boys, or they suffered the
mortification of being corrected by those not half their
age, and who had only as it were entered upon the
subject.
These examinations were not taken up at exact in-
tervals, nor with much previous notice, but they were
certain, and while they produced many excellent
effects, were so conducted as to be considered a
recreation.
They who take the trouble to glance over their
years at school, will call to mind the difficulty which
they found in discovering the practical use of many
things which they were obliged to learn. The busi-
ness of the School seemed to be totally different from
any thing out of doors, and to have no connection
with the business of common life. To remove this
as early as possible was one of the advantages aimed
at in this system. Mental Arithmetic was applied to
objects around us and in our hands. Geography to the
local knowledge of the learners ; figures were made of
the School premisesand the play ground ; these were
so extended as to take in the town, the roads leading
to it, the Lake, <fec. Geometry commenced by fa-
miliarizing them to the figures formed by the walls,
flooring and ceiling of the rooms, or furniture, and
the comparing them with diagrams, and the defini-
42
tions. This method is capable of being carried a
great length, and of rendering the use of almost every
branch sufficiently plain to be comprehended by very
young boys : for all the sciences have been discovered
by practical men, and were iirst studied for their im-
mediate use in the business of life ; thus Botany, for
the medical value of plants ; Astronomy, for the use
of Husbandry, Navigation, &c.
We mentioned the Book of Merit, in which volun-
tary tasks were inserted if well done. These consis-
ted of translations from Latin and Greek into English,
prose and verse ; original essays ; reports of lectures
and mathematical demonstrations, &-c. The little
boys produced spontaneous tasks or exercises accor-
ding to their advancement, snch as a good letter ; a
solution of a question in arithmetic, (fee. Very supe-
rior exercises were frequently offered, and the opening
of the book was hailed by the whole School as a sort
of jubilee.
The arrangements detailed do not seem to provide
for what is called a mere English or Commercial edu-
cation, but experience hath taught us, that with boys
of ordinary capacities, all the branches pointed out for
the different periods may be carried on together, and
that by lessening their numb;;r we expose the pupil
to idleness, without obtaining any countervailing ad-
vantage. Boys advance faster in any one study by
having several occupations than by confining their at-
tention to that alone, and 1 feel convinced that a boy
by the time he is sixteen may acquire as much classi-
cal knowledge, together with all the branches recom-
f
43
mended, as if he had been entirely confined to Greek
and Latin, and vice versa. And I know from facts,
that the boys who remained the usual time at School,
and took the full benefit of every thing taught, instead
of being inferior to those declining to study the clas-
sics and who confined themselves to what is called a
business education, were far superior in their know-
ledge of Arithmetic and keeping accounts, &c.
CONCLUSION.
We had only ons annual exhibition when the friends
of the pupils were invited. The first day was em-
ployed in examining the boys in their Classical and
Scientific acquirements. The Latin and Greek Clas-
sics were examined by the Master, in exactly the same
manner as they daily were in School, after which the
visitors were requested to ask them any questions that
they thought proper. After this the Mathematical
classes presented themselves. One was prepared to
demonstrate any proposition within certain books of
Euclids Elements ; or to solve equations in Algebra,
withn a certain scope. Anothe** performed trigono-
metrical operations ; and the younger boys were ex-
ercised in mental and mixed Arithmetic, the specta-
tors being invited to propose questions.
The second day was taken up with debates, a variety
of recitations, and exhibiting the mode of examining
the classes in Civil and Natural History, Geography,
&c. It was also usual on this day to recite one of
Milman's, or Miss Moore's Sacred Dramas, in which
the boys acquitted themselves, on most occasions,
44
with ^I'cat success, and much to the delight of the
audience. But the most interesting business of tho
day was th^ opening of the Book of Merit, and tho
distribution of the prizes. This was done by the com-
mittee which had been appointed by the boys them-
selves to inspect the Registors and make out a list of
the successful competitors. The names were read
one by one by a mend)er of tlie committee, on wiiich
they came severally forward and received the prizes,
the Master mentioning that it was for their excelling
in such a class ; for (extraordinary tasks, or (or good
behaviour. What was peculiarly delightful, their suc-
cess, so far from producing envy, was acconii)anied
w ith universal satisfaction. Their fellows looked upon
them as an honour to the School, and secretly che-
rished the hope of being next year among the happy
number.
Long as this detail may seem, many useful obser-
vations have been necessarily omitted, it being thought
sufficient to touch only upon the leading and most im-
portant points. The great object of the whole system
was to make the Scholars good as well as wise ; to
lead thorn to the habitual exercise of that practical
virtue which is founded upon the Divine principles of
Christianity. To this all other atlianmcnts ought to
be subordinate, and the Teacher should never forget
tluit his instruction should not be merely for time, but
also for Ktornily. Much patience, and much perse-
verance, will be required in the fulfdment of his du-
ties towards his scholars, and he will succeed, not so
much by the vehemence, as the constancy and regu-
.-.i
I!
1
45
larily of his rxcrtions. He must not expect ahvaye
to witness llie immediate fruit of liis luboins. Few,
except those who have had long experi<jnce in teach-
ing, woukl nelieve in the sh)wne8s witli wliich some
minds receive knowledge, and yet though long most
un[)romising, instances are found of their afterwards
attaining to great intellectual eminence. The Tea-
cher, therefore, ought never to despair, but palierilly
repeat his instruction and vary his subject till he disco-
vers the key which fits the door of the understanding,
and if he can introduce only one ray of light, a total
and hnppy change may soon take place through all
the mental Hiculties. The husbandman scatters his
seed and hath long patience for it, and we are com-
manded, " in the morning to sow the seed, and in the
evening to witliold not our hands, for we know not
whelh(;r sh;dl prosper either this or that, or whether
they botii shall be alik(; good." "Of all the men we
meet with, (says I-.ocke,) nine jjarts out of ten are
what they are, good or evil, useful or not, by their
education."
I re sua in,
Dear Sir,
Your most Obedient Serv^t.
JOHN STKACIIAiS.