of the scholar accurately defined, and where the boys are called
upon to examine and decide upon the conduct of their fellows, we have
provided a course of instruction in the great code of morality which is
likely to produce far more powerful and lasting effects than any
quantity of mere precept.'

We now pass to the other characteristics of the new system, which seem
to lie chiefly in what relates to _economy of time_, _rewards and
punishments_, the _motives to exertion_, and _voluntary labour_. For,
as to the _musical performances_ (which occur more than twenty times a
day), we see no practical use in them except that they regulate the
marching; and the marching it is said teaches to measure time: and
measuring time accurately contributes 'to the order and celerity with
which the various evolutions of the school are performed,' and also
the conquest of 'serious impediments of speech.' But the latter case
not occurring (we presume) very frequently, and marching accurately
not being wholly dependant on music,--it appears to us that a
practice, which tends to throw an air of fanciful trifling over the
excellent good sense of the system in other respects, would be better
omitted. _Division into classes_ again, though insisted on by the
Experimentalist (see pp. 290, 291) in a way which would lead us to
suppose it a novelty in his own neighbourhood, is next to universal in
England; and in all the great grammar schools has been established for
ages. All that distinguishes this arrangement in his use of it--is
this, that the classes are variable: that is, the school forms by
different combinations according to the subject of study; the boys,
who study Greek together, are not the same who study arithmetic
together. Dismissing therefore these two arrangements as either not
characteristic or not laudably characteristic, we shall make a brief
exposition of the others. 1. _Economy of Time_:--'We have been
startled at the reflection' (says the Experimentalist)--'that if, by a
faulty arrangement, one minute be lost to sixty of our boys, the
injury sustained would be equal to the waste of an hour by a single
individual.' Hence, as the Experimentalist justly argues, the use of
classes; by means of which ten minutes spent by the tutor in
explaining a difficult point to a class of ten boys become equal to
100 minutes distributed amongst them severally. Great improvement in
the economising of time was on this system derived from exactin