e 218 inclusively (_i. e._ to the end)--comprehending
four chapters--may be considered as a second or miscellaneous part,
treating of some general topics in the business of education, but with
a continual reference to the principles laid down in the first part.
An appendix, of twenty pages, contains a body of illustrative
documents. The first of the three chapters, composing what we have
called the first part, is entitled _Outline of the System_: and, as it
is very brief, we shall extract it nearly entire.

'A schoolmaster being a governor as well as a teacher, we
must consider the boys both as a community and as a body of
pupils. The principle of our government is to leave, as much
as possible, all power in the hands of the boys themselves:
To this end we permit them to elect a committee, which
enacts the laws of the school, subject however to the _veto_
of the head master. We have also courts of justice for the
trial of both civil and criminal causes, and a vigorous
police for the preservation of order. Our rewards consist of
a few prizes given at the end of each half year to those
whose exertions have obtained for them the highest rank in
the school; and certain marks which are gained from time to
time by exertions of talent and industry. These marks are of
two kinds: the most valuable, called premial[36] marks, will
purchase a holiday; the others are received in liquidation
of forfeits. Our punishments[37] are fine and imprisonment.
Impositions, public disgrace, and corporeal pain, have been
for some years discarded among us. To obtain rank is an
object of great ambition among the boys; with us it is
entirely dependent on the state of their acquirements; and
our arrangements according to excellence are so
frequent--that no one is safe, without constant exertion,
from losing his place. The boys learn almost every branch of
study in classes, that the master may have time for copious
explanations; it being an object of great anxiety with us,
that the pupil should be led to reason upon all his
operations. Economy of time is a matter of importance with
us: we look upon all restraint as an evil, and to young
persons as a very serious evil: we are therefore constantly
in search of means for ensuring the effective employment of
every minute which is spent in the school-