with a chance of real improvement. The students therefore who have been in training for a year and half will now be required to attend fewer lectures, and to read more than hitherto. Their reading will be directed and their progress perpetually tested, but the lectures will be subordinate to the books.

The industrial training of the students has been conducted under the guidance of the gardener. I have generally joined in their labors, in order that this essential part of the system might not be undervalued. The vegetables for the use of the school have been grown, and we have besides broken up a considerable portion (five acres) of our ground (about thirty-five acres in all,) and made it fit for the operations of a larger number of students. We have a horse and an increasing stock of pigs, and we propose shortly to purchase a cow. The students have care of these animals

and attend to them well.

There can be no question as to the beneficial effect of the manual labor; and even if the students were intended to take schools in which the children were not to be so employed, I should think it expedient to adopt the same system in their training.

The following regulations have been made for the maintenance of discipline:

GENERAL RULES.

The students are to rise when the gong sounds at six, and to be down to prayers at half-past six. The gong will sound a second time at twenty-five minutes past six. Students who are late for prayers will be sent to work all day in the field.

No student is to go into the bedrooms between half-past six in the morning and ten minutes before one.

No student is to leave the premises without permission.

No student is to go out of the house after dark.

No student is to go into the kitchen, housekeeper's room, or any part of the building northwards from these two rooms, for any purpose whatever.

Every student on coming in from work is to change his shoes before going up stairs.
Every student is required to be clean in his person.

Chapel.

The chapel hours on Sunday will be half past eight, eleven, and half-past four unless otherwise specially ordered.

The students who have passed their first examination for certificates will read the lessons in turn. Two will read the morning lessons, and two the afternoon.

The readers are always to look over the lessons before the time of service, and are to endeavor to read simply and reverently.

The two readers are to sit in the seat at the bottom of the chapel, facing the Communion Table.

Bedrooms.

Two captains are appointed over each bedroom.

The duties of the captains are

To prevent all indecorous noise or disturbance in the bedrooms.

To light the gas at the sound of the gong, at six in the morning, during winter.

To open two windows in each bedroom before coming down to prayers in the morning.
To put out the gas at the sound of the gong, at half past ten in the evening.

To keep lists of the students in their respective bedrooms, and mark against the name

of each whether he was present at morning prayers. These lists to be given to the Principal or Vice-Principal, on Saturday evening, after prayers.

To report to the Principal any thing in the bedrooms which appears to require attention, (broken windows, deficiency of water, &c.,)

Library and Lecture-rooms.

The library and lecture-rooms to be swept out every day immediately after dinner.

The students who are not captains are to do this in turn.

The captains are to see that this is done, and to be reponsible for it. If the Principal finds occasion to remark more than twice upon the state of any room, the captain who has charge of it will be sent to the field all day.

The library to be decently arranged again, and the books put away, at the sound of the sup

per gong.

No conversation allowed in the library, such as to interrupt those who are reading.

Hall.

The captains, in rotation, to be presidents of the lower tables in the hall. One of the captains and two of the other students to come to the upper table in rotation.

Two students to act as waiters at each table, and to remove the dishes, plates, &c., while the rest remain seated. All except the captains to take this duty in turn.

Essays and Analysis.

The weekly essays are to be collected by the captains, and placed in the Principal's study every Saturday morning immediately after breakfast.

All analysis, or abstracts, or other work done in the exercise books are to be collected by the captains immediately after tea, and brought to the Principal's study on the following days:

Mathematics and physics.
Divinity

Geography and history

Grammar and literature

....on Tuesdays.
.......on Wednesdays.

...on Thursdays.
..on Fridays.

Conclusion.

Every student is to make a copy of these rules.

The captains are charged with the duty of seeing that all these rules are observed, and are required to warn any student who disobeys them, and, if any persist after warning, to report to the Principal.

These rules, as will be obvious on perusal, were not made all at once, but as occasion arose. They will of course require many modifications, for the same

reason, hereafter.

But our reliance for the maintenance of discipline has been, and must be, much more on perpetual watchfulness, and personal intercourse with our pupils, than on a fixed routine. It has been our object, by living with the students, sharing their meals, joining in their out-of-door employments and recreations, to place ourselves on such a footing with them as to render the open exercise of authority almost unnecessary. They are not subjected to any system of espionage. We do not profess to be always with them. They are left a good deal to themselves, and always treated with confidence. No opportunity is ever taken to watch them, without their own knowledge. But care is taken that no artificial barrier shall grow up between us and them, and that the great temptation to disorder shall be taken away by their being made to feel that they are governed well.

The practicing school has been in operation since Lady-day. The children come from the neighboring village. The numbers are at present twenty-four. They come at nine and stay till one, being dismissed for about ten minutes at eleven. At a quarter past two they return, and are taken with the students to the field. The field-work leaves off at half-past four. They come back to school, in summer, at six and stay till seven.

The following is at present the order of lessons in the first class:

On Tuesdays, Wednesdays, and Thursdays, the evening hour is given by the whole school to singing.

On Mondays and Wednesdays the class goes into Mr. Tate's lecture-room, from twelve to one, where he gives them a lesson, or makes one of the students do so in his presence; in the latter case he overlooks the notes of the lesson before it is given, and criticises it after.

On Mondays from eleven to twelve, and on Fridays from ten to eleven, Mr. Tilleard has the class in the same way; and on Saturdays, from nine to ten, I take them myself.

The school is divided into three classes. The students being divided into three divisions; each division is charged with teaching one class. By this means there is a perpetual change of masters, no one having a class for more than two hours. On Mondays, from eleven to one, I take the third class myself; on Wednesdays, at the same time, the second; on Fridays, the first.

Minute-books are kept of the lessons done every day. When I take the class, I test its progress for the week, and give directions for the lessons of the next week.

Two of the students in rotation take charge of the children in the field; joining in their work and superintending it.

It will be obvious that these arrangements are preliminary and provisional-not final. But so far we succed as I could wish. The children are fond of their masters, work very heartily and merrily in the field, never seem tired of the lessons, and like coming to school. The students enter into the plans with spirit, improve visibly in the art of giving lessons, and superintend the field-work with firmness and method.

It would be absurd to hope that so small a school would give them an opportunity of learning the art of teaching and educating in perfection. A large school is in many respects a more powerful machine than a small one, and exhibits features distinetly which are hardly noticed in the other.

Nor again can such a school place before the students a complete specimen of their own future labors. In many ways the school in a workhouse differs from all others, and the schoolmaster's duties differ accordingly.

The school can be intended to teach them only one part (though a very important part) of what they will have to do, and for that purpose I have no doubt of its fitness. To make our system perfect, a pauper school of considerable size is indispensable.

Contemporaneously with the opening of the practicing school I commenced a course of lectures on methods of teaching. These lectures will of course take particular notice of the peculiarities in those schools for which our student are intended; they are given twice a week.

I will conclude with two remarks. One refers to the great difficulty with which we have to contend in the exaggerated estimate, in the minds of all the students, of knowledge as compared with mental cultivation. The wide extent of subjects covered by the examination for certificates of merit has had, I think, a tendency to encourage this mistake.

The other point, to which I wish to draw attention, is the great advantage that would be gained if the examination, especially in all the literary part of it, were confined to definite text-books.

These considerations bear more peculiarly on the case of Kneller Hall than on that of any other training school. It must be the aim of every such school, but an aim peculiarly required in us, to train masters who shall be able not merely to teach, but to educate; masters who will discriminate between information and mental discipline. The workhouse children are liable to one temptation beyond all others-a servile dependence of mind, which makes them willing to remain in a degraded position. They are cowed by the sense of having no friends or protectors; they know not how to right themselves when they are wronged-how to support themselves when distressed. To give them mere knowledge, to make them good arithmeticians, or good grammarians, will not give them what they need. They may learn, perhaps with readiness, when skillfully taught, whatever information they may be required to learn. But even a very intelligent knowledge is compatible with slight appreciation of the uses of that knowledge. What they require is the contact of a cultivated mind, of a mind superior, not so much in knowledge as in the degree in which that knowledge has refined and strengthened the character. This, next to religious temper and moral principal, is what is needed in a workhouse schoolmaster, and whatever bears on this demands our attention.