Government of Boys, &c.” 165 
“The boys learn almost every branch of study in classes, 
that the Master may have time for copious explanations ; it 
being an object of greatanxiety 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, a 
very serious evil; we are, therefore, constantly in search of 
means for ensuring the effective employment of every min- 
ute’ which is spent in the school room, that the boys may 
have ample time for exercise in the open air. The middle 
state between work and play is extremely unfavourable to 
the habits of the pupil. We have succeeded by great atten- 
tion to order and regularity, in reducing it almost to nothing. 
e outline which we have here given is followed by a 
minute detail of the means by which his principles are car- 
tied into operation. ue 
‘hapter 3d, is a review of the system examining and de- 
fending the principles of the work. We give the following 
€Xtract, because it furnishes additional reasons to those which 
we have enumerated fora popular form of government 
_ ‘We shall be disappointed if the reader has not already 
discovered, that by the establishment of a system of legis- 
lation and jurisprudence, wherein the power of the master 
is bounded by general rules, and the duties of the scholar 
accurately defined, and where the boys themselves are 
called upon to examine and decide upon the conduct of 
their fellows, we have provided acourse of instruction in the 
great code of morality, which is likely to produce far more 
Powerful and lasting effects than any quantity of mere i 
cept. If morality is a science as well as a practice, (and 
ho will deny the classification?) it must assuredly be a 
Science of the highest importance: but in every other 
ranch of scientific education, that mode of instruction 
wherein the pupil is merely passive, as in listening, has 
een gradually exchanged for others which dema his ac- 
tive eo-operation. Who would think of teaching arithme- 
tic by lectures, in which be should work all the proplea 
himself, while his pupil sat silent and inactive? or who 
