distinction, if his own conduct does not disgrace it. It is morally impossible, that the splendour of actions which are of real benefit to society, or of another class of actions, which are of no real good to, but only dazzle mankind, should not shed a kind of true or false lustre over the descendants of such dis

tinguished men. I believe this is the original principle of true and of hereditary nobility. Hereditary nobility cannot possibly exist in schools, but it may in the first instance. In every case the distinctions of nobility that exist in society at large, are only civil distinctions, that imply the possessors have rendered a real service to the state. Nobility may pos sibly be abused, as other institutions are; but I think it in itself one of the most beneficial distinctions that ever existed in society at large. A distinction that has existed, and will exist in all societies, because it is natural. The distinctions and titles which are attached to nobility, are only a civil description and definition of what existed before. Those distinctions may be proper or improper, as they are connected with truth or flattery; but the foundation of nobility still continues pure, uncontaminated, and beneficial to society. In the community at large it is more distinguished, because the cause of it is more beneficial and extensive. In small and select societies, of any description, the advantage of civil distinctions for those who are privileged by them, is, that they are known, in a good degree, at first sight, to strangers and foreigners. They do not stand in the back ground, as they would if their merit was unknown and undistinguished. Every boy of merit in my school, who has a silver medal, is distinguished at first sight, by those benevolent characters who often visit it. No question is more common from a stranger, than, Why does that boy wear a medal; and for what?' Every individual so honoured, is conscious that he stands in a conspicuous situation; and,

that his medal proclaims his merit to all who see him. He also knows, that it was only obtained in consequence of his diligence, either in teaching others, or improving in his own learning; and, that no indifferent or bad boy can obtain this rewardalso, that if he becomes such, he will forfeit his distinctions. This makes him anxious, by a perseverance in good conduct, to merit the continuance of distinction. This is a stimulus to order and improvement, which children, taught only under the influence of the cane and the rod, never can enjoy. Those medals are not often given away, but remain in the school, and are distributed, to those who are privileged to wear them, morning and afternoon; and are returned, before the boys leave school, to the monitor who is appointed to take care of them. No instance has occurred of losing a medal by theft a singular thing among so many hundred children.

Another method of rewards is for those boys who are first in their classes: these have not only a badge of merit, of leather gilt and lettered, but a similar badge lettered Prize Book,' Prize Cup and Ball,' 'Prize Kite,' &c. The boy who continues first in his class, for three or four successive times, is entitled to the prize lettered on the ticket he has worn. If any boy excels him, he forfeits his ticket and place in the division, to that boy. The boy who obtains the ticket once, must retain it three or four times successively-if he once forfeits his place and ticket, he forfeits his chance of the prize, although he may have obtained it three times out of four. These prizes are very much limited to the arithmetical classes.

There is also a similar method of encouraging the monitors to diligence. The object for them to pursue is to improve their classes as much as possible. Each monitor of a class or division, is to

teach that class a specific object or lesson. When the boys have individually acquired the object of their studies, it will be perceived, by the system of inspection before described, that they are removed to another class. The monitors who improve their boys, so as to get them to another class, are permitted to wear a ticket, Commendable Monitor;' and, whoever gets this six times in succession, is entitled to any prize, which may have been previ ously promised by the master, according to his discretion. This applies chiefly to the monitors of reading and arithmetic.

It frequently happens, that boys distinguish themselves much in their learning at school; and occasional letters, sent by the master to their parents, to inform them of this, is encouragement for the child to continue a regular attendance at school.

It is a common practice for one class to try to excel another. The highest class, as to proficiency in learning, occupies the most honourable place in the school: a place no otherwise distinguished from the rest, than that it is the customary seat of that class. When an inferior excels a superior class, the superior class quits its station, and goes down to the seats of the inferior. When this happens, the superior class finding itself excelled, and not liking the disgrace, usually works very hard to regain its former seats. These contests are decided by writing on the slate, or in a book.-The performance of every boy in an inferior class, is compared impartially with that of a boy in the superior. The umpire decides which is the best of the two.

On

which side the decision is given, a number 1, is minuted down on a slate, in favour of that class; then the umpire, or monitor appointed to decide, proceeds making comparisons between two boys of each class, till both classes are entirely examined. When the examination, which may be compared

with polling at elections, is finished, the number of ones in favour of each class is cast up, and decided in favour of that which has the majority. The industry and exertion this creates is surprising; and the exultation which takes place among the boys, when they find the majority in favour of their own class, and the manner in which the monitors spur on their classes, by reproaches, when boys are remiss; and by commendations, when they strive to excel, affords much pleasure. When a contest of this kind occurs, which frequently happens, the whole school, and, above all, the monitors of the classes, are so interested, that, if permitted, they would attend to no other business while the decision is carrying on. The contest is speedily terminated, mostly in less than ten minutes. A striking advantage accrues from this emulation: each monitor and scholar is interested in such a degree, in the contest, that he exerts his utmost abilities-and, having once discovered what they are able to do, the master knows what to require of them to do in future, according to the specimen they have shown of their abilities. It is a contest much in the nature and spirit common in elections; but controlled and directed, without excess, in a peaceful way, to a very useful purpose.

OFFENCES AND PUNISHMENTS.

THE chief offences committed by youth at school, arise from the liveliness of their active dispositions. Few youth do wrong for the sake of doing so. If precedence and pleasure be united with learning, they will soon find a delight in attending at school. Youth naturally seek whatever is pleasant to them, with avidity; and, from ample experience have I found, that they do so with learning, when innocent pleasure is associated therewith. If any misconduct should be punished by severity, vice and immorality are the chief subjects; and, I am convinced that it is not always indispensable in those cases, having known many a sensible boy reformed without, and that, from practices as bad as almost any that usually occur in schools.

That children should idle away their time, or talk in school, is very improper-they cannot talk and learn at the same time. In my school talking is considered as an offence; and yet it occurs very seldom, in proportion to the number of children: whenever this happens to be the case, an appropriate punishment succeeds.

Each monitor of a class is responsible for the cleanliness, order, and quietness of those under him. He is also a lad of unimpeachable veracity-a qualification on which much depends. He should have a continual eye over every one in the class under his care, and notice when a boy is loitering away his time in talking or idleness. Having thus seen, he is bound in duty to lodge an accusation against him for misdemeanor. In order to do this silently, he has a number of cards, written on differently: as, • I have seen this boy idle,'-' I have seen this boy talking,' &c. &c. This rule applies to every class, and each card has the name of the particular class I