rs.
From the part they take in teaching and superintending others, it
seems due to them,--for the labourer is worthy of his hire. If we are
to make use of monitors at all, I am now convinced that they _must_ be
rewarded; parents do not like their children to work for nothing,
and when they become useful, they are taken away entirely, unless
rewarded. The training system uses monitors only in that which is
purely mechanical; or, to infuse into the external memory that which
is to be learned by rote, singly or simultaneously, by the pupils,
such as chapters out of the Scriptures, catechisms, creeds, poetry,
psalms, hymns, prayers, and commandments, and whatever is (as it is
called) to be learned by heart, but to develope the faculties of the
pupils--to really teach religion, morals, intellectuals, or anything
which applies to the interior of the pupils, they are useless.

A most important means of discipline appears in what we term "trial
by jury," which is composed of all the children in the school. It has
been already stated that the play-ground is the scene for the
full development of character, and, consequently, the spot where
circumstances occur which demand this peculiar treatment. It should
also be particularly observed, that it is next to prayer in solemnity,
and should only be adopted on extraordinary occasions. Any levity
manifested either by the teacher or the pupils will be fatal to the
effect. But to illustrate it, I will state a fact. In the play-ground
of an Infant School there was an early dwarf cherry-tree, which, from
its situation, had fruit, while other trees had only flowers. It
became, therefore, an object of general attention, and ordinarily
called forth a variety of important observations. Now it happened that
two children, one five years of age, and the other not quite three,
entered the school in the autumn, and on the return of spring, they,
having had only a winter's training, were charmed by this object, and
in consequence fell into temptation. Accustomed to watch new scholars
narrowly, I particularly observed them; when I marked the elder one
anxiously, intently, and wishfully gazing on the fruit, and especially
on one amazingly large cherry pendent from a single shoot. While thus
absorbed, the younger child was attracted to the spot, and imitated
his example. The former then asked if he did not think it a large one,
and the reply was of course, in the affirmative. Having thus addressed
the