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 THE TRUSTEES AND INSTRUCTER 
 
 MONITORIAL SCHOOL, 
 
 BOSTON 
 
 Boston: 
 
 THOMAS B. WAIT AND SON, PRINTERS, 
 No. 90, Court-Street. 
 
 1826. 
 
BOSTON MONITORIAL SCHOOL. 
 
Digitized by the Internet Archive 
 in 2011 with funding from 
 The Library of Congress 
 
 http://www.archive.org/details/firstbiennialrep01moni 
 
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 THE TRUSTEES AND INSTRUCTER 
 
 "BdS^>t, MONITORIAL SCHOOL, 
 
 BOSTON 
 
 Boston : 
 
 THOMAS B. WAIT AND SON, PRINTERS, 
 
 No. 90, .Court-Street. 
 
 1826. 
 
 / 
 

 * 
 
BOSTON MONITORIAL SCHOOL. 
 
 TRUSTEES' REPORT. 
 
 The monitorial school was instituted not only to facilitate the 
 acquisition of knowledge, but to render that acquisition a source of 
 pleasure. The time we spend at school forms, on an average, no 
 inconsiderable portion of life; and if school can be made a scene 
 of enjoyment as well as of improvement, another object of no mean 
 importance is attained. That this object is too generally overlook- 
 ed, appears to be not the fault of the pupils, but of the cold and 
 irksome system usually pursued in the developement of young 
 minds: — a system in itself sufficiently odious, even in the earlier 
 stages of our country's progress, when little was required of scho- 
 lars beyond an imperfect knowledge of the elementary branches; 
 but now become oppressive and injurious, from the increased field of 
 knowledge, which is presented to the learner, by the discoveries and 
 acquisitions of the last half century. — We find, accordingly, that 
 children who are taught on the old plan, are kept constantly on the 
 stretch to obtain that degree of information which the state of soci- 
 ety demands. They are pressed, when in school, and when out of it, 
 with lessons which they do not understand, and of course cannot 
 relish. Learning accordingly becomes a toil; and the spring of 
 
life, which should be gay and active, is clouded by unnecessary 
 hardship, and worn by worse than fruitless cares; and, after all this 
 waste of comfort, the progress of the pupil, in a vast majority of 
 instances, is slow and superficial. It is one of the worst faults of 
 this system that children, particularly boys, are treated more like 
 felons, than like beings who err from immaturity of judgement; and, 
 one leading object of our establishment being to render our pupils 
 happy, as well as intelligent, we abolish all rewards and punishments, 
 which tend to excite bad passions; and we appeal only to reason and 
 the kinder affections. Corporeal punishment we deem fit only for 
 the savage, whose dread of present pain, is generally his strongest 
 motive; or for the slave, whose soul is debased by bondage: — it 
 should be banished from every family; and our experience justifies 
 our assertion, that it is totally unnecessary in school. 
 
 The common system throws the burden of teaching the simplest 
 subjects, as well as the most intricate, solely upon the instructer. 
 In a large school, he must possess ubiquity; otherwise a considera- 
 ble number of his classes must be idle, or worse than idle, most of 
 their time ; his attention must be frequently distracted from the class 
 in exercise; and he must use great personal exertions to produce a 
 small effect. The monitorial system, on the other hand, while it 
 gives the school the same portion of time and attention from the 
 instructer, by furnishing him with numerous assistants, enables him 
 to exercise a more close inspection over the whole, and to explain 
 and enforce his lessons, with perspicuity and method. On the plan 
 pursued in other schools, every pupil must have much time unoccu- 
 pied, and of course prove a hindrance to others. By the monitorial 
 arrangement every moment is so fully and pleasantly employed, that 
 even the mischief of a bad scholar is confined to the little class of 
 four or five about him. All skill, manual and mental, depends on 
 practice, and this the monitorial system gives to the greatest possi- 
 ble extent. It affords to each pupil in a school of one hundred, 
 
more actual practice than he would obtain on the common plan in a 
 school of ten. Hence the superiority of the former. By system- 
 atic movements it fills up every moment, and thus avoids that ennui, 
 which always attends children, when idle. It gives a succession of 
 studies which prevents satiety and disgust. Its minute classification 
 affords each scholar the chance of advancement: and, if there be 
 superior intellect, it must develope itself in such a seminary, and 
 take its appropriate rank, unannoyed by envy, and unshackled by 
 pride. 
 
 The common practice is, to load the memory of pupils with a 
 mass of undigested knowledge; and, provided they can recite a cer- 
 tain number of pages, they are esteemed well taught: but this sys- 
 tem is very laborious to the learner, and tends to surcharge and 
 weaken the mind. To avoid these bad effects, the lessons given in 
 the monitorial school are fully explained. The scholars are push- 
 ed on no faster than they comprehend their subject; and sensible 
 objects are employed for the purposes of illustration, as on the plan 
 of Pestalozzi. To give correct ideas, these objects are varied ac- 
 cording to the age and standing of the pupil, from the Guinea bean, 
 used in teaching the youngest to count, add, and subtract, to the 
 most finished philosophical apparatus, which the elder pupils use 
 in making experiments, and obtaining actual demonstrations in those 
 higher sciences, which even mature minds can but faintly compre- 
 hend from verbal description. 
 
 More than two years have elapsed since the establishment of this 
 school; and its success has equalled the most sanguine expecta- 
 tions. Much is due to the able and indefatigable labors of Mr. W. 
 B. Fowle the instructer, who has been obliged not only to pursue 
 an untried path, but to do so with little aid from the experience or 
 labors of others. The result of the experiment is a full conviction 
 that the system is perfectly adapted to general use; and the hope is 
 
6 
 
 entertained that it will soon be extensively adopted. To furnish 
 the parents who are interested, with more means of judging on this 
 subject, the annexed report of the instructer, with explanatory notes, 
 is submitted by 
 
 Boston, Jan. 1st., 1826. 
 
 J. Savage, 
 Jonathan Phillips, 
 Francis J. Oliver, 
 John S. Foster, 
 
 Trustees. 
 
INSTRTJCTER'S REPORT. 
 
 TO THE TRUSTEES OF THE MONITORIAL SCHOOL. 
 GENTLEMEN, 
 
 In compliance with your request, I shall endeavor to present 
 a detailed account of the mode of instruction which has been pur- 
 sued in our school. But while I feel the difficulty of doing this 
 satisfactorily, I am encouraged to make the attempt from a con- 
 viction that many, even of our proprietors, have very indistinct 
 ideas of the course of instruction pursued, and therefore cannot 
 effectually co-operate with me in the important work of educating 
 their children. It was a general opinion, when this school was es- 
 tablished, that every thing was prepared, the system perfected, and 
 the instructer only required to teach by the rules prescribed. You 
 are aware that nothing was prepared, that no system was formed, 
 and that the mere act of teaching was the least part of the labor 
 required of the instructer. It had only been determined that the 
 school should be conducted on the united plans of Lancaster and 
 Pestalozzi; that is, on the Monitorial and Inductive systems. But the 
 former had never been applied to the higher branches, in this coun- 
 try; and we knew little or nothing of the other. (Note 1.) I mention 
 this fact, because, in an estimate of our success, it should be con- 
 sidered, that, besides teaching all the branches usually taught in our 
 best private seminaries to about three times their average number of 
 pupils, we have actually been compelled to make books, (2.) prepare 
 lessons in manuscript, and create our system. This will account 
 to some parents for any delay or indecision which they may have 
 noticed in our movements, and for our non-compliance in some res- 
 
8 
 
 pects with their wishes — wishes, however, which were relinquished 
 with a cheerfulness and courtesy for which I am truly grateful. 
 
 To make a fair experiment of the new system, it should be tried 
 upon children who have never been instructed upon any other; 
 children, in fact, only three or four years old. But as this could 
 not be, the doors were thrown open to all ages; and the school was 
 composed of pupils from four to eighteen years of age. It was 
 impossible, therefore, to prepare lessons for only one branch first, 
 and then for the next, as the children advanced; for every pupil ex- 
 pected to advance from the point she was supposed to have reached 
 at other schools; and this expectation was in most cases gratified. 
 The united system, then, was to be applied to writing, reading, spel- 
 ling, grammar, geography, arithmetic, astronomy, French, Latin, 
 and natural philosophy, to say nothing of subsidiary exercises. 
 That this could not be done perfectly must be presumed; and the 
 instructer is not ashamed to confess, that experience has often ob- 
 liged him to alter or reject what he had temporarily adopted. 
 
 I have said that children four years old are received into our 
 school. For the sake of perspicuity and order, I will begin with 
 such a child, and conduct her through all the branches yet taught in 
 the school. Every child in school is furnished with a slate and 
 pencil, which are considered part of the furniture of the school. 
 The first object is to teach the alphabet. An A is made on the 
 child's slate by another competent child, called a monitor. The 
 child is told the name of the letter, and asked to imitate it. Few 
 do so without some persuasion; but after the monitor has held her 
 hand, and made a few letters for her, the child will never need such 
 assistance again. Her first rude attempts are praised, she feels 
 proud of her work, and ambitious to go on. After making perhaps 
 fifty As, she is shown a B, told its name, and encouraged to imitate 
 it. In this way, she will learn to make and name three or four let- 
 ters in two hours; but, lest she should be tired of this exercise, she 
 is shown a book, and asked to pick out As and Bs, or such letters 
 as she has been writing. In this way, the alphabet is easily taught 
 in one month; whereas, on the old plan, from four to six months are 
 consumed in learning the names of the letters, to say nothing of 
 being able to write them. The child then takes the spelling-book, 
 and writes words of two letters; pronouncing them frequently after 
 
9 
 
 her monitor. In this way she soon becomes acquainted with the 
 four pages of her spelling-book, which succeed the alphabet, and 
 which, in the book we use, contain all the combinations of letters, 
 and all the sounds which can properly be called English. After she 
 has written her few words a sufficient time, she is required to pro- 
 nounce and spell them to her monitor. But this is not her only 
 exercise; for, young as she is, she is capable of doing something in 
 arithmetic. "Fancy" beans are placed before her; and she is 
 taught to count them, then to add, subtract, and divide them. When 
 tired of this, she is taught to make the figures on her slate, as she 
 had done the letters before, and then, perhaps, to draw houses and 
 other objects, by way of reward. The child is never idle, and never 
 wishes to be so. 
 
 She is now required to write words from dictation. This is one 
 method of studying the spelling lesson, and is performed as follows. 
 Each row of desks, (and there are eight or ten,) is called a class; 
 and each of these classes writes a different word, because each 
 studies a different spelling lesson. Each class has had a spelling 
 lesson previously assigned; and all sit watching a monitor, called 
 the monitor of dictation, who selects a word from the lesson of tho 
 eighth, or highest class, and spells it very distinctly. The eighth 
 class immediately commence writing it on their slates. The moni- 
 tor then proceeds to the seventh class, and gives them a word from 
 their lesson in the same manner, which they write. She then goes 
 to the sixth, fifth, and so down to the first class, giving each a word 
 from their lesson. By this time the eighth class have written their 
 word, perhaps twice, she gives them another, and then does the 
 same to the seventh, and others, as before. While the slates are 
 filling in this way, a class of children, who are good spellers and 
 good writers, are stationed, one or two in each class, to inspect the 
 slates, and correct errors and badly formed letters. When the slates 
 are filled, they are all cleaned at once; and the dictation again com- 
 mences. In this way, the difficult words of the lesson, are all 
 written, and exhibited to the eye; and it is impossible for any 
 child to avoid going over her lesson at least once. The despatch 
 with which words are thus written, may be calculated from the fact 
 that the monitor of dictation never stops, but goes to each class, in 
 constant rotation, until the slates are filled. 
 
10 
 
 After the words have been written in this manner, the children 
 leave their seats at a given signal, and form classes of from four to 
 six, around scholars called spelling monitors. These are the best spel- 
 lers in the school, and are selected as follows. At the end of each 
 fortnight, all the spelling classes are formed in one line, and reviewed 
 by the master. They are required to spell every word in the lessons 
 of the preceding fortnight, and to take precedence as they spell well 
 or ill. After this exercise is ended, the highest in the line are taken 
 for monitors, the ensuing fortnight : the four or six next to them form 
 the highest class; the four next, the next in rank; and so on, to the 
 lowest. When the classes have formed around their spelling moni- 
 tors, the lesson is spelled in the following manner. The monitor 
 pronounces a word distinctly, the highest in the class pronounces it 
 after her, to show that she knows what it is, and then spells it. If 
 she mistakes, the next points out her error, then spells the whole word 
 and "goes up." Then the child who first missed is obliged to spell 
 the word as corrected, that she may be profited by losing her place. 
 As the number of children in a class is very small, each is obliged to 
 spell a great many words, and must necessarily pay close attention 
 to the words spelled by her classmates. 
 
 As soon as the child can write words of four or five letters, she 
 is required to read. The best readers are selected for monitors, by 
 an examination similar to that for spelling monitors; and these read- 
 ing monitors are taught by the master. The rest of the scholars 
 are divided into small classes of five or six; and, leaving their seats, 
 form a semi-circle around the monitor. The children are allowed 
 to correct the reader, and "go above her" for so doing; and the 
 monitor is required to read often to her class. The small number 
 in a class affords each child an opportunity of practising much; and 
 the habit of correcting each other makes them attentive and, some- 
 times, critically correct. The monitors are frequently changed, that 
 if any one has communicated an error to her class, her successor 
 may detect it. All the classes are reviewed also by the master; and 
 the best readers are promoted to be monitors, or to rank with high- 
 er classes. 
 
 Here I would make one remark which is equally applicable to 
 every other exercise. Such is the number of classes, that every 
 child can be accurately classed with her peers, and a fair competi- 
 tion allowed. In schools on the old plan, where the classes are 
 
11 
 
 sometimes very numerous, the lowest are necessarily very inferior 
 to the highest; and children, when brought into competition with 
 others, so greatly their superiors or inferiors, lose all desire to excel, 
 because success is hopeless; but when her competitors are her 
 equals, or nearly so, the child will seldom refuse to exert herself. 
 
 The next exercise is arithmetic. I have already said that even 
 the youngest is taught to count and perform simple operations with 
 beans, her fingers, and such aids. Soon a little mental arithmetic 
 is introduced; but, as the excellent little work of Colburn is too dif- 
 ficult for such small children, manuscript questions prepared by the 
 instructer are used. Next, Colburn 's First Lessons are studied; 
 and about the same time, written arithmetic is gradually introduced. 
 This, however, is for the present completely subordinate to the in- 
 tellectual. The monitors of arithmetic recite to the master, and 
 then disperse to their stations to act as monitors. Their classes 
 ferm around them; and the lesson which had previously been set, is 
 recited. If any explanations are necessary, the monitor who has 
 gone over the ground before, explains; but, if she is at a loss, she 
 applies directly to the master. In this way, the little classes get a 
 great deal of practice, and the monitor reviews her studies. For 
 the sake of variety, they then take slates and cipher. The monitor 
 dictates sums verbally, and the children are taught to write amounts 
 from dictation. They are never allowed to copy sums, and conse- 
 quently must acquire a knowledge of numeration, as useful as it is 
 uncommon. In addition, the highest adds the first column aloud, 
 and tells the rest what to set down and what to carry: the next takes 
 the second column, and does the same. Any one who corrects 
 another goes above her, as in spelling or reading; and, as all must 
 aid in doing the sum, the attention of all is secured. It is so with 
 subtraction, and all the other rules. The highest scholars cipher 
 in Colburn's Sequel, and record their operations in a manuscript. 
 
 In English grammar, the class of monitors recites or practises 
 with the master. The first object is to teach children the distinc- 
 tion that exists between words; and in aid of the grammar, which is 
 simple and practical, something like the following method is adopted. 
 The beginner is shown a heap of cards, on each of which is written 
 a word. She is required to assort or class the confused heap. 
 She finds it impossible. She is desired to pick out every word that 
 is the name of any thing. This she will do with ease and pleasure. 
 
12 
 
 The heap is greatly reduced. She is desired to pick out such as 
 imply doing something. She will do this, and so with all the other 
 classes of words. She may then perform the same exercise in a 
 book. She begins to study her grammar, but advances not a step 
 without putting in practice what she learns. It need not be said 
 that before children can parse, they can often speak and write cor- 
 rectly. The constant use of a slate and pencil naturally leads to 
 written communications with each other. Children six years old 
 write very good letters to their playmates; but, as these loose compo- 
 sitions afford no good opportunity for correction, I generally tell the 
 young class a short story, and require them to write it on paper in 
 the best manner they can. These I correct, and return to them 
 with suitable advice. This method relieves them from the intolera- 
 ble labor of writing, when they have nothing to write about. The 
 compositions of the upper classes are of a different order. 
 
 The process of teaching geography is explained quite fully in 
 the text book used by the scholars. This is to children a pleasing 
 study, and those who are but five or six years old may be usefully 
 engaged in it. A child that can imitate a letter, can imitate the out- 
 line of a country — roughly and badly, to be sure, at first — but suffi- 
 ciently well to fix in her mind the prominent features of it. Her lesson 
 requires her to find the important objects of the map she is drawing. 
 She finds them, marks them on her little map, feels acquainted with 
 them, and proud of the acquaintance. She begins to measure dis- 
 tances, to compare sizes, and in fact to draw. The improvement has 
 been astonishing in this branch; and, to some of the children, it is as 
 easy to draw an outline of any country from memory, as to make any 
 letter of the alphabet. Their geography is entirely practical; and the 
 first part, all that has yet been printed, is confined to topography, 
 and this is nearly all of modern geographies that the memory retains. 
 Beginners draw small maps from common school atlases. After 
 they have drawn each several times, they draw maps of various 
 countries on a large scale. There are but four children in the 
 school who do not study geography. 
 
 As soon as a child has learned to shape and join letters correctly 
 on the slate, she is required to write on paper. The monitors are 
 under the care of the master; and, after they have written a copy, 
 are dispersed to their various classes. Writers on paper are classed 
 according to their proficiency. The master, besides taking the 
 
13 
 
 oversight of all, has one or two classes under his particular care. 
 Monitors are placed over the rest; and, in most cases, two to each 
 class, — one to make and mend pens, and the other to set copies. 
 The monitors are, during the time of writing, behind their scholars, 
 looking over and instructing them. As it has been objected that 
 monitors sometimes set imperfect copies, it may be well to consider 
 the objection, for a moment. Setting aside the fact that engraved 
 slips are seldom suitable for beginners, being either of an improper 
 size, or lacking simplicity; and passing by the fact that many masters, 
 to say nothing of mistresses, who pretend to teach writing, cannot 
 equal our monitors, I will venture to deny the correctness or truth of 
 the objection; and for the following reasons: First, experience 
 shows that children seldom regard a loose slip after the first line; 
 and nothing disgusts them more than to write a second copy from 
 the same slip, as they must do, if only a limited number of engraved 
 slips is provided. Children prefer, in the second place, to write af- 
 ter written copies; and, if the master sets all of them, he cannot in- 
 spect the classes while writing. Besides, a monitor with only four 
 or five copies to write, will be more likely to write them well, trying, 
 as they always do, to excel, than the master will, hurried and busy 
 as he must be, and compelled, as he often is, to write with any pen 
 he can find. The question then is, are not monitors, who are, to say 
 the least, better writers than their pupils, and can be constantly 
 watching over them, a full equivalent for a master's copy, without 
 any inspection? Finally, I believe a child will be more likely and 
 more anxious, to exert herself, when there is some hope of equalling 
 her copy, than when she knows this to be impossible. This is not 
 hypothetical, but a principle of our nature, exerted on every other 
 occasion. We have said nothing of the immense utility of this exer- 
 cise to the monitors, but if what has been adduced is not sufficient 
 to remove the objection, we challenge a comparison of our writers 
 with those taught by any other mode. 
 
 These remarks will apply to reading also. Avery young monitor, 
 with a sense of her dignity, will be able to point out to her little 
 class as many errors in hearing them read fifty verses, as a mas- 
 ter would in hearing only one; for this is nearly the proportion of 
 practice between the two modes. Besides, the monitors read much 
 for the purpose of instructing their classes. The fact is, the whole 
 depends upon the master. If he correctly instructs the monitors, 
 
14 
 
 they will correctly transmit his instructions to their classes. An 
 examination of even the lowest class in our school, will satisfy any 
 one disposed to cavil; and upon this examination we may safely 
 rest the defence of the monitorial system. 
 
 Connected with writing on paper, is the making and mending of pens. 
 This is done entirely by the children or their monitors. Every class 
 that comes under the master's care, is instructed in penmaking; but 
 they seldom wait for this. Being allowed to help themselves, as 
 soon as they please, the making of pens, which enslaves masters 
 of common schools, and is a mystery to most adult females, is a 
 very simple operation in our school. It is never necessary for me 
 to mend one pen. A child who mends her own pen, does not write 
 so well for it, at first; but she soon recovers, and acquires an inde- 
 pendence of others, which those only can appreciate who cannot 
 make a good pen. 
 
 The teaching of Latin was early attempted; but the want of suit- 
 able books was a serious obstacle. One introductory book had been 
 published in France. This the instructer translated and used in 
 manuscript. Its object was to remove the disgust which usually 
 attends the study of the Latin grammar. The words of an easy 
 reading book, were classed under their appropriate heads of gram- 
 mar. Thus, all words ending and declined like penna, were placed 
 under penna, which was declined at length, as a model for the rest. 
 So with all the nouns of the other declensions, verbs, &c. &c. The 
 class were required to decline penna, and every day learn a number 
 of the words of that class, declining each, and giving its English 
 meaning. They also wrote every word on the slate, and on paper. 
 In two or three months, the class became familiarly acquainted with 
 the essentials of the grammar, and a vocabulary of about three 
 thousand Latin roots. The next step was to read the book whose 
 vocabulary had been thus previously studied. This was mere amuse- 
 ment for the pupils. But here our French guide failed; and I had 
 not time to prosecute the plan. I could only pursue the ordinary 
 mode, employing monitors, for a second class had already com- 
 menced. The first class has read to me the Historia Sacra, 
 Epitome of Grecian History, Cesar, and part of Virgil. The se- 
 cond class instead of Cesar have just commenced Jacob's Latin 
 Reader, a more suitable book; and both classes have turned into 
 Latin from thirty to eighty pages of the Latin Tutor. Almost every 
 
15 
 
 translation has been written as well as read, and corrected by the 
 master and monitors. This obliged every scholar to go over the 
 whole lesson, and was a good exercise in English composition also. 
 
 I need not here discuss the utility of teaching Latin to females. 
 I was requested to do so by the parents, and believing that it would 
 be a key to the language of every science they might study, a great 
 step towards the acquisition of French, and its other daughters of 
 the south of Europe, and an invaluable aid in the right understand- 
 ing of English, I opposed no objections, except where the children 
 were too young to begin the study, while the best mode of teaching 
 it is still so imperfectly understood. The useful, and not the mere- 
 ly critical part of Latin, is all I shall endeavor to teach, being per- 
 suaded that the time of females may be better employed, than in 
 acquiring a knowledge of niceties, to which even those who have 
 spent their lives in the pursuit, rarely attain. 
 
 In French, the want of suitable books, is sensibly felt. This has 
 prevented the introduction of many improvements. Yielding to 
 circumstances, the scholars were first made acquainted with the 
 leading principles of French pronunciation, by reading in a class 
 after the master. In the mean time they learned enough of the 
 grammar to acquire an idea of the structure of the language, particu- 
 larly the changes of the variable parts of speech; always comparing 
 them with those of their own language. They then began to trans- 
 late as well as read. This was done in various ways. Sometimes 
 by my pronouncing a word or sentence, and their pronouncing after 
 me, and giving the English; sometimes by reading in a class, each 
 contributing her stock of information, and only appealing to me in 
 difficult cases; and sometimes by writing translations. They then 
 began to turn English into French, as directed in Wanostrocht's 
 grammar. This was the course pursued with the first French class: 
 they became monitors of the second class, and pursued the same 
 plan; and these have commenced with a third. A fourth will com- 
 mence in a few weeks. Bearing in mind that those who have 
 studied French, have likewise studied all the other branches taught 
 in the school, in some cases not excepting Latin, some idea of their 
 industry may be formed from the fact that the first class have gone 
 through the grammar several times, have tvritten a translation of all 
 Chambaud's Fables and half of La Fontaine's, have written a large 
 part of the exercises in the grammar, have read Numa Pompilius 
 
16 
 
 twice, once as monitors and once to the master, a part of Gonzalve 
 de Cordoue, and eight or ten numbers, each about 140 pages octavo, 
 of the Annales des Voyages of the celebrated French Geographer 
 Malte Brun; — and all this exclusively of what has been read out of 
 school. The progress will be much more rapid and thorough, as 
 the greater number of classes affords more monitorial exercise. 
 
 No suitable book on astronomy being found, and it being impos- 
 sible for one person to do every thing, the instructer only painted 
 on cloth such diagrams as were necessary to illustrate the leading 
 principles of the science, explaining them to the scholars in familiar 
 lectures, and illustrating them in every possible way by orreries and 
 other apparatus. As a review, each scholar was required to copy 
 the diagrams upon paper, and explain them separately to the teach- 
 er. A few lessons were given on pleasant evenings, in the open 
 air; but the want of a convenient place for this purpose was severe- 
 ly felt. 
 
 From the first establishment of the school, an appropriation has 
 been made for the purchase of apparatus to illustrate the various 
 sciences taught, particularly that of natural philosophy. A com- 
 plete course of lectures has been given to the highest class; and, 
 in all cases, the pupils have performed experiments with their own 
 hands. Indeed, one has acted as monitor while the rest have part- 
 ly reviewed the instructor's lessons. From seven hundred to one 
 thousand dollars' worth of the best apparatus has already been pur- 
 chased, with the surplus income of the school. Until the estab- 
 lishment of our school, no private seminaries presumed to illustrate 
 their little text-books of natural philosophy with proper apparatus. 
 It is a pleasing circumstance that several have already felt the ne- 
 cessity of following our example; but the inferiority of individual 
 means to those of a corporation, and the flourishing state of our 
 income, will still secure to us precedence in this respect. (Note 3.) 
 
 A class in mineralogy has just commenced its operations, with 
 ample materials; for, in addition to our already valuable collection, 
 our cabinet has been unexpectedly enriched by a very valuable 
 donation of foreign minerals, from William M'Clure, Esq., late of 
 Paris, a gentleman distinguished for his indefatigable geological 
 researches, and his zeal in the cause of human improvement. The 
 minerals are spread before the class, examined, compared, and 
 analysed. Besides this, each child is furnished with a specimen 
 
17 
 
 of the mineral under consideration, to form the basis of a little 
 cabinet of her own. 
 
 I shall omit many exercises subsidiary to those already described, 
 such as reading, spelling, saying the multiplication and other tables 
 all together, an exercise which has a powerful influence upon their 
 habits of order and attention, and is a rapid and pleasing method of 
 reviewing many exercises; for, many pupils who are afraid to speak 
 alone, are emboldened by numbers; and it is no more difficult for the 
 master's ear to detect an error in the multitude of voices, than for 
 a musician to discover a discord in a choir. These exercises also 
 have a powerful effect in banishing that monotony and ennui which 
 so often reign in schools conducted on the common plan. 
 
 After this tedious enumeration of my labors, you will be surprised 
 to hear that not the least important branch remains to be mentioned, 
 I mean general instruction. It has been my incessant care on every 
 occasion, and on every subject within the scope of my own knowl- 
 edge, to inculcate useful information. To enable myself to lose no 
 opportunity of doing this, my intercourse with my pupils has been 
 as familiar as that of a parent. No magisterial dignity has prevent- 
 ed the approach of the most timid child; and a perfect knowledge 
 of all their little peculiarities has been the pleasing consequence. 
 I am aware that such a state of things is supposed to be incompati- 
 ble with the rigid discipline expected in large schools; but the expe- 
 rience of two years has satisfied me that it is as yet unnecessary to 
 assume the circumstance and terror which have been considered the 
 inseparable attributes of a good pedagogue. 
 
 After this particular description of the exercises, lest their variety 
 and number should leave upon the mind an idea of confusion and 
 disorder, some description of the general principles upon which the 
 exercises are conducted, may be necessary. In the first place, then, 
 no pupil is allowed to be idle; and it is the duty of the master so to 
 arrange the lessons, that a class shall be continually under his care; 
 and that class must not contain one of the monitors whose turn it is 
 to be on duty. To enable him to do this, there is a set time for 
 every recitation of every class. Monitors of arithmetic, for in- 
 stance, recite to the master, and then go to teach arithmetic clas- 
 ses. While they are doing this, the monitors of grammar recite to 
 the master, and are ready to teach classes, by the time the arithme- 
 3 
 
18 
 
 tic classes have finished their exercise. While the monitors of 
 grammar are teaching their classes, the monitors of geography are 
 reciting to the master, and are ready to teach their classes, as soon 
 as the classes are dismissed by their grammar monitors. In this 
 way, a constant succession of fresh monitors is provided ; and the 
 frequent change of exercises, prevents the children from being fa- 
 tigued. 
 
 There is a different classification in every branch of study; and, 
 in classing the pupils in one branch, no regard is paid to their rank 
 in another. Hence it not unfrequently happens that a monitor of 
 reading teaches her monitor of arithmetic, or a monitor of spel- 
 ling has in her class her own monitor in geography. In this way, 
 every child has a fair chance to rise, if her genius leads to excel- 
 lence in any thing. In common schools, a good arithmetician or 
 reader cannot be first in the class, unless she is superior in every 
 other branch studied by her class. 
 
 It may be worth our while here to compare the amount of 
 •practice obtained by each child in our school, with that of schools 
 on the common plan. Let it be premised that the master is, 
 during the whole time, as busily engaged as any master on the 
 other plan can be. Our school consists, say, of eighty pupils, who 
 attend five hours in the day, not including the afternoon school 
 taught by a female. Five hours, supposing the master never to be 
 interrupted in his labors, and the scholars allowed no recess, will, 
 on the old plan, give each the personal attention of the master, just 
 three minutes and three quarters. But, if the master be interrupted, 
 all the exercises must stop of course. On the monitorial plan, sup- 
 posing the classes to consist of six, each child will be actually prac- 
 tising fifty minutes ; and, if the master is interrupted, the exercises 
 of the school go on, as if nothing had happened. But even this 
 estimate falls far short of the truth ; for in some exercises, writing 
 on slate or paper, for instance, every child is engaged all the time. 
 To this should be added the extraordinary attention required in such 
 small classes, compared with that of large ones. If, in a school of 
 only eighty pupils, the advantage is so much in our favor, it will be 
 doubled in a school of one hundred and sixty, and so on. 
 
 We come now to the subject of discipline. It would be unneces- 
 sary to say that no corporeal punishment is inflicted in this female 
 
19 
 
 school, could we believe that it is never allowed in others. We 
 need no check upon absence; for the absence itself is a severe 
 punishment to the pupil. We check tardiness by rewarding punc- 
 tuality; but, i&this is not sufficient, we deduct the tardiness from the 
 time allowed for recess; and, as few children love to sit still while 
 their fellows are playing, such cases seldom occur. This is the 
 only penance we inflict. By a vote of the trustees, the sum of 
 twenty-five cents a scholar is appropriated every quarter, for re- 
 wards. This forms a fund, say twenty dollars, to be distributed 
 quarterly, amongst the scholars. Now, as the usual method of dis- 
 tributing prizes and medals, while it gratifies one or two pre-eminent 
 scholars, disappoints and disheartens a great many, fully as deserv- 
 ing, and affords no stimulus to the majority of the school, who nev- 
 er expect to gain the prize, we have adopted a more equitable and 
 satisfactory method, which relieves the master or trustees from the 
 painful task of selecting the best scholar, and affords even the least 
 eminent as much reward as she deserves. A nominal currency, 
 called merits, is introduced, and a certain number of merits fixed for 
 every exercise; so that each child knows how much she can earn, 
 and how many merits her classmates are entitled to receive. An 
 alphabetical list of names is written, against which as many merits 
 are marked in scores, as she is entitled to. If she can do more 
 than the exercise required, she receives extra merits. These mer- 
 its are marked, the moment the exercise is finished; but, as it would 
 take too long to call the roll of the whole school at the end of 
 every exercise, each monitor is required to keep a list of the chil- 
 dren in her class, say five or six, and, at a given signal, the marks 
 are in a minute recorded upon these lists, from which they are, 
 once a week, transferred to the general list kept by the master. 
 At the end of the quarter, the number of merits each child has 
 acquired is counted, and then the whole number awarded to all the 
 scholars, added up. By this gross amount the prize fund of twenty 
 dollars is divided, and the cash value of each merit is found. By 
 this method every child receives as much as she is entitled to by 
 her industry; and no murmur has ever been heard. Those who 
 have been able to understand this description will see that there is 
 no limitation to the number or value of merits, the latter depend- 
 ing upon the former; and whether there be one thousand or ten 
 
20 
 
 thousand merits distributed in the quarter, each child will receive 
 her proportion of the fund. But, as the share of some will be too 
 inconsiderable to purchase a valuable prize, the amount is credited, 
 if they request it, in a book kept for that purpose, and then added 
 to the amount of the next quarter. Some pupils have never taken 
 up a cent since they first entered the school, preferring to receive 
 their whole sum, when they withdraw. 
 
 But there is another class-list, kept for a very different purpose, 
 and called the dement list. Whenever a child offends against the 
 known regulations of the school, one or more demerits, according 
 to the nature of the offence, are marked against her name; and 
 these demerits are deducted from the amount of her merits, at the 
 end of the quarter; but should they outnumber her merits, they are 
 charged to her, in account, and deducted from the next quarter. 
 This is the only punishment, except the loss of recess, ever used in 
 the school, and it has been found sufficient to restrain the most 
 careless or ungovernable. Your instructer is of opinion that no 
 other punishment is necessary in any school. Corporeal punish- 
 ment is allowed in some monitorial schools; but the founder of the 
 system discountenanced it, as hardening vicious boys, and ruining 
 the temper of good ones. He proposed various modes of mortifi- 
 cation and penance; but it is believed that a few dollars, appropriated 
 and distributed as we propose, will be found more simple and effi- 
 cacious. The only school I ever taught, previous to this, was com- 
 posed of children mostly of the poorest class in our city, such as 
 cannot now be found in any other public school. One year, I pur- 
 sued the system of castigation, with no little rigor; but, becoming 
 convinced of its evil tendency, I tried my present system, the sec- 
 ond year, with perfect success. The children were more obedient, 
 more attentive, and more happy. 
 
 It may seem unnecessary to say a word in answer to object- 
 tions which have been made to the monitorial system; since its 
 success has refuted them, in the most effectual manner; but I 
 think they may be proved theoretically, as well as practically 
 groundless, and therefore beg your indulgence for a few moments 
 longer. 
 
 It is said that children, comparatively ignorant, are unqualified 
 to teach others. In answer to this, it might be sufficient to assert 
 
21 
 
 that we do not require children to teach any thing of which they 
 are ignorant; but it is said that children are not qualified to teach 
 what they do understand; because they are ignorant of other 
 subjects, and but little older than their classes. This principle 
 appears to me to strike at the root of all instruction; and no adult 
 teacher, who must necessarily be ignorant of many things which 
 he does, or does not pretend to teach to an audience older perhaps 
 than himself, ought to be countenanced, for a moment. But the 
 wisest and best of us go to church, and to lectures on all subjects, 
 without suspecting that the teacher is only a monitor, who knows 
 a little more than we do of the subject under consideration, but is 
 perhaps our inferior in other respects. The art of teaching con- 
 sists chiefly in adapting the explanation to the capacity of the 
 learner. That this qualification is possessed by few — very few — 
 adults, is a lamentable fact. Even their familiarity with a subject 
 is sometimes the cause of their failure, in attempting to communi- 
 cate it to others. Is it not a reasonable supposition, that the ex- 
 planations of children to children, may be often better suited to 
 their capacities, than the explanations of adults? If it be granted 
 that one child can teach another the alphabet, it follows that, with 
 proportionate increase of knowledge, she can teach syllables, 
 then short words, and so on to the end of all knowledge. It may 
 be said, then, there is danger of a child's being required to teach 
 too much. If the master is so ignorant of her capacity, as to 
 require such an exercise, she will not attempt it. Children are 
 more sensible of their defects, than their elders are, and have less 
 art, and no motive, in concealing them. If, because a child is not 
 thoroughly instructed, the capacity of her monitor must be question- 
 ed, what is to be inferred from the fact that pupils of all, even the 
 best teachers, are often in the same condition? — I am almost 
 ashamed to be opposing theory to theory, when I am furnished 
 with what is the best of all arguments — a successful experiment. 
 
 But it has been said, grant that they can teach, it does not follow 
 that they can govern. Children, it is said, lack judgement — so do 
 men. Children are often partial — so are men. Children love to 
 domineer — so do men. Children, then, are little men ; and in 
 what does their peculiar inability consist? Men, it is replied, have 
 more judgement, when compared with children, than the latter 
 
22 
 
 have, when compared with each other. We may safely grant all 
 this, and destroy its force, by saying that if they have less judge- 
 ment in proportion, the drafts upon it are less also. The child's 
 sphere of government is very limited, and always subordinate to 
 the master's. The objection goes upon the presumption that 
 monitors have full power to punish or reward, without being ac- 
 countable for their conduct. But the reverse is the fact; for, in 
 every case that can possibly be anticipated, their duty and power 
 are clearly defined; and, in all cases, the scholar is allowed to ap- 
 peal from the monitor's decision, to that of the master, who is 
 always at hand. 
 
 It is allowed that self-government, and the government of 
 others, should constitute a prominent feature in every system of 
 education. But shall children be taught that they must be discreet, 
 impartial, and self commanding, and have no opportunity of exer- 
 cising these qualities? If children lack judgement, they will run 
 no risk of lessening their stock, by exercising the little they do 
 possess. It should be recollected that every monitor is also a 
 scholar; and our system is truly republican. Being sometimes 
 governed, children will be less likely to grow imperious; and some- 
 times commanding, they will not easily become servile. Men were 
 once thought incapable of governing themselves, but experiment 
 has proved that those who made the assertion did not know every 
 thing. 
 
 Perhaps the best test of the excellence of a government, is the 
 general morality, order, industry, and happiness of the governed. 
 In the best communities, some irregularities will appear; but these 
 should not weigh against the general regularity. In forming an 
 opinion of our discipline, however, if a death-like silence be the 
 criterion of perfection, we shall certainly be cast. We have no 
 ambition to produce such a state of things, and maintain it at its 
 known cost of happiness, time, and labor. We love the hum of 
 business; and our practical system cannot go on without it. The 
 old system of committing to memory, and obliging the whole to be 
 idle and silent, that one may work, is an unprofitable system. We 
 aim at full and complete employment; and this we obtain with as 
 little noise as possible. But we go farther, and assert from expe- 
 rience that this noise neither interrupts business, nor can be consi- 
 
23 
 
 dered an evil. It is true, that several classes recite at the same 
 time, (that is, one of each class does,) but the classes are at some 
 distance from each other, and face the centre of a semicircle, 
 where sits their monitor. They can easily be heard by her and by 
 each other, and of course need not speak very loud. They can- 
 not hear distinctly what is said in another class; and, having full 
 employment in their own, would not regard it, if they could hear. 
 This power of attending to business, and abstracting their thoughts 
 from surrounding objects and occupations, is an acquisition, which, 
 in after life, will be invaluable. 
 
 It has been urged by some that we appeal too powerfully to the 
 principle of ambition. We encourage fair and honorable compe- 
 tition in every possible manner; for, although it is desirable that 
 children should love virtue for virtue's self, and act from no 
 meaner motive than the love of acting well, still I do not find that 
 our pupils understand these abstract motives, nor do I think they 
 will ever make them their spring of action, until their elders set the 
 example. Emulation is the most powerful excitement to exertion; 
 and we use it, because it is so. Our system of rewards and pun- 
 ishments, has been explained; and it is clear that there is no 
 danger from that. What then could have given rise to such an 
 objection? If the activity and ardor which our children exhibit in 
 all their pursuits, be unaccountable, perhaps I may suggest a more 
 probable cause for them, than the abuse of emulation. I attri- 
 bute them to the influence of example, the influence which active 
 and industrious spirits exert upon their neighbors. This universal 
 industry has been mistaken for unhallowed ambition; and, when 
 we think of the striking contrast which it exhibits to the lifeless 
 inactivity of most schools, we are not surprised at the mistake. 
 
 Another form of an objection already mentioned, (that monitors 
 are incompetent to teach,) is, that the master does not teach all 
 the children himself. It is true that he does not teach the smallest 
 children all their lessons, but he reviews them often enough to 
 ascertain their improvement, and to correct any errors which may 
 have escaped the monitors. He examines them often enough to 
 see that they are properly training for his hand. They are never 
 out of his presence, and are always encouraged to ask his assis- 
 tance, when it is needed. In a system so practical, it would be 
 
24 
 
 impossible for the master to attend to all. He therefore creates a 
 sort of ubiquity, by stationing monitors to watch over such work 
 as he cannot inspect himself. The master should bestow most of 
 his attention upon the monitors; but no injustice is done to the 
 lower classes; for they, in turn, will become monitors, and have so 
 much of the master's exclusive care, that all former deficiencies 
 will be amply made up. That there should be no obstacle to this 
 course, the instructer suggested the salutary rule which refuses 
 admission to all children over twelve years of age. Now, as the 
 older scholars withdraw, the younger fill their places, and are not 
 kept back by the entrance of pupils older than themselves, and 
 unwilling to be taught by them, although much their inferiors in 
 knowledge. This rule has excluded about forty applicants for 
 admission; but it has had a highly salutary influence upon the 
 discipline and improvement of the pupils. The earlier children 
 enter our school, the better. They cannot begin too soon to form 
 those habits of industry, and acquire that docility, which our sys- 
 tem is admirably calculated to form. So far from considering the 
 instruction of children by other children an evil or defect that 
 should be remedied, I think it desirable; and their time, as well as 
 the master's is, by this arrangement, employed to the best possible 
 advantage. Our plan is adopted in every other avocation of life: 
 why is it objected to in this case only? We require the monitors 
 to teach what is simple, and easily taught, and leave the difficult 
 parts of instruction for the master. The artist requires that the 
 plain and easier part of his work be done by his apprentices, while 
 the finishing is reserved for his own hand. But, in one case it has 
 been asked, shall we not place our child under another master, 
 until she is qualified to be a monitor in your school? I answer 
 that that time will never come; for if children taught at other 
 schools ever become equal to our monitors in the knowledge of 
 books, they will be ignorant of the art of teaching, and comparative- 
 ly indocile and insubordinate. (Note 4.) Such a question supposes 
 that no children are employed as monitors, but such as are qualified 
 to enter the classes more particularly under the master's care. 
 This is a mistake; for every child (except the youngest,) is, at 
 times, employed as a monitor. They are thus betimes initiated; 
 and, no sooner does a child know any thing that may be forgotten, 
 
25 
 
 than she is employed as a monitor, that the constant reviewing of 
 what she has studied, may fix it indelibly upon her memory. 
 Teaching and learning, like reading and writing, go hand in hand, 
 from the beginning. We never separate them. 
 
 In our estimate of the advantages of this system, I have said 
 nothing of the benefit which monitors derive from it. We shall 
 connect this part of the subject with our remarks upon another 
 objection, namely, that our practical system affords no opportunity 
 for cultivating the memory. If by this is meant that we do not 
 require our pupils to say books by rote, we plead guilty. But 
 however this objection may lie against our school, it will not lie 
 against the monitorial system; for there is nothing in the system to 
 prevent the introduction of this worse than useless exercise. It 
 requires no ingenious reasoning to prove, that, if children are only 
 required to recite a page or two from memory, verbatim, a monitor 
 is as capable of hearing the recitation, as any master can be. 
 But, if the objection imply that the memory of our pupils is not 
 exercised in storing up as many facts as are well understood, it has 
 no foundation in truth. The memory is, no doubt, the storehouse 
 of the other intellectual faculties; but, for the sake of filling it up, 
 shall we throw in all the broken and useless furniture we can find 
 room for? In a class of twenty, just promoted to my care, are 
 several who have repeatedly committed to memory the large geog- 
 raphies used in common schools; but they neither rank at the head 
 of their class, nor appear in any respect superior to such as com- 
 menced the study with them, but a few months ago, and never com- 
 mitted a word to memory. The immense difference of labor 
 which this explanatory mode imposes upon the teacher and moni- 
 tors, must satisfy any one, that personal ease is not our object in 
 introducing it. We endeavor to exhibit every thing to the senses 
 of the pupil. Instead of describing a kite to a boy we should 
 make one before his eyes, and then require him to make one. In- 
 stead of describing the road to any place, we should go with the 
 child, and let her see for herself. Which the child will recollect 
 longest, the definition or the object, it is not difficult to deter- 
 mine. Our experience teaches us, that before children have 
 reached the end of a large book which they are committing to 
 memory, they have begun to forget the beginning. What an ad- 
 4 
 
26 
 
 mirable method to prevent a master's having nothing to teach his 
 pupils, and to save the expense of books! and what a comfort it 
 must be to the little traveller on this delightful route, to know that 
 when he travels it again, every object will be decked with the 
 charm of novelty, and as fresh as if he had never seen it before ! 
 Even with all our care and practice, much is forgotten by the pu- 
 pils; but we have a powerful check upon this natural tendency to 
 oblivion, by the incessant reviews of former lessons, which moni- 
 tors are obliged to make, while teaching. If any branch of educa- 
 tion must be reviewed, how much more agreeable must be our meth- 
 od, and how much more will it diversify the exercise, and enlarge the 
 thinking powers. Much as the public mind needs information on 
 the subject of education, I think no one will deny that one cannot 
 teach without also learning. But, if any parent doubts this fact, let 
 him take a geography or other elementary book, and attempt to 
 teach his own children. We will rest our defence upon the experi- 
 ment. I have always found that those who teach most are the 
 most intelligent scholars; and, for this reason, I always employ all, 
 as far as our small number of scholars and classes will permit. 
 
 An afternoon school, under the care of a lady, has been opened 
 and continued for two summers. Instruction in drawing and needle- 
 work has been given on the monitorial plan. This department will 
 again be opened early in spring; and it is the intention of the in- 
 structress to conform more closely than ever to the system of clas- 
 sification and mutual instruction, so favorably commenced. To 
 enable her to do this, the trustees have provided that not only nee- 
 dles and thread, but cloth shall be furnished for the children. This 
 is rendered necessary on many accounts. Many children come 
 unprovided with work; and, even when provided, the work is either 
 so unsuitable, or so diversified, that it sets classification at defiance. 
 These have been serious obstacles to the improvement of the pupils; 
 and it is hoped that any unwillingness to lose, for a time, the little 
 labor of the child, will not prevent a cheerful acquiescence in the 
 improvement proposed. 
 
 Finally, in regard to the co-operation of the parents I would re- 
 mark that it has, in almost every instance, shown itself in a ready 
 acquiescence in all that I proposed. More than this negative co- 
 operation I could not reasonably expect; for it was impossible for 
 
27 
 
 the parents to understand my views, without some explanation of 
 them; and my arduous duties have hitherto prevented my visiting 
 them, and personally explaining my wishes and intentions. I have 
 been promising myself* a period of repose, when having matured 
 my system, and qualified myself to teach every thing, I should have 
 time to cultivate that acquaintance with the parents of my pupils, 
 which alone can enable me to understand their wishes, and secure 
 their active co-operation. But this time has not yet arrived; and 
 I can only hope that the explanations here attempted, will be some 
 approach to the desired end. Parents may now see what is expect- 
 ed of their children, and will have a guide to enable them to inquire 
 into their pursuits. I can readily perceive, by the conduct of the 
 children, when any interest in their progress is felt at home. Most 
 children love study, when presented in an intelligible form; and, 
 when they find their friends interested in what they do, they work 
 with tenfold satisfaction. Without much loss of time, parents may 
 do much by occasionally asking a few questions as to their chil- 
 dren's rank in the school and in their classes, their number of mer- 
 its and demerits; by allowing them to have a slate and pencil at 
 home, and occasionally asking them to write, or cipher, or draw 
 maps upon it. They will not need the parents 1 assistance, but may 
 sometimes need encouragement, to undertake what is required of 
 them. In drawing maps, for instance, the beginner is, through 
 diffidence, afraid to make the first attempt. The parent must not 
 suppose, on this account, that too much is required of the child; for 
 she is only required to do as well as she can. The rudest scrawl 
 is always expected; but it must be recollected that the picture in 
 the mind is much superior to that exhibited on paper. On the 
 whole, the instructer is anxious to give his pupils a practical and 
 useful, and not merely an ornamental education; believing with 
 one whose memory our city fondly cherishes, one* who well knew 
 how to value the elegant refinements and accomplishments of soci- 
 ety, " That it is time some plan of more liberal and extensive 
 female education were devised, to form the mothers of your chil- 
 dren's children; an education, which will save many a ripening 
 female mind from that feebleness, to which it might otherwise be 
 
 * Buckminster. 
 
28 
 
 destined, in this age of vanity and books; so that women may be 
 more generally furnished with principles as well as sentiments, with 
 logic as well as taste, with true knowledge as well as with a morbid 
 thirst for entertainment." 
 
 We look forward also to the time when circumstances will war- 
 rant the introduction of physical, as well as intellectual education 
 into our school. The practicability of uniting them was satisfacto- 
 rily proved by a slight experiment, made last season, with very inad- 
 equate preparations. Enough was accomplished to show that the 
 sports of the pupils may be made conducive to their health, as well 
 as to their amusement, and that, with suitable apparatus, and proper 
 regulations, their physical powers may be improved, without detri- 
 ment to their morals, or to that delicacy of character, which should 
 distinguish females. 
 
 Very respectfully, your obedient servant, 
 
 WILLIAM B. FOWLE. 
 Boston, Dec. 23, 1825. 
 
NOTES. 
 
 NOTE 1.— Page 7. 
 
 The system of mutual instruction owes its origin to Lancaster and 
 Bell, two Englishmen, or, as the French say, to Paulet a French- 
 man, who is known to have systematically employed his pupils in 
 teaching each other, as long ago as the year 1785. Whether the 
 Englishmen got their hints from him is doubtful; for the attempt 
 died with its author, who would probably never have been men- 
 tioned again, had not the wonderful success of the system ren- 
 dered the honor of its invention an object of national ambition. 
 Dr. Bell informs us that the large number of pupils in his school at 
 Madras, obliged him to employ assistants. These were, at first, 
 adults, well acquainted with the particular branch they were re- 
 quired to teach; but he found it impossible to produce that concert 
 of action, which is indispensable in large schools; and, as an ex- 
 periment, he dismissed the adults, and employed the older pupils, 
 whose conduct and operations he could completely control. The 
 experiment succeeded to his entire satisfaction. While this was 
 doing in the East Indies, Joseph Lancaster, moved by the gross 
 ignorance of the lower classes in England, proposed a system, in 
 which the saving of expense was the most important consideration. 
 Bell's school, like ours, was composed of children, whose parents 
 were more anxious to procure the best than the cheapest system; 
 but Lancaster proposed to educate the poor and destitute; and, as 
 he was himself a poor man, this was to be done at the least possi- 
 ble expense. We cannot enumerate all the modes by which this 
 end was attained, and therefore shall only mention two; viz. the 
 employment of monitors, by whose assistance 400 or 500 children 
 were easily taught by one master, and the use of cards or sheets 
 printed in very large type, instead of books. If a book contained 
 100 pages, each page was pasted on a board and hung up against 
 the wall; so that a class of ten children could stand around, and 
 read it. As one card was enough for one class, a single book of 
 100 pages was sufficient for 1000 pupils; the classes exchanging 
 
30 
 
 the cards as fast as they had read them. The same economy was 
 used in every other department of teaching. This is the system 
 which has made such unexampled strides towards becoming uni- 
 versal. The system of Pestalozzi, not less valuable, is more philo- 
 sophical and very different. Embracing the popular theory of ideas, 
 Pestalozzi wished to illustrate every thing to the senses; and 
 charmed with the philosophy of Bacon, — who reasoned only from 
 facts, and carried illustration by the side of theory, he wished every 
 child to begin with the elements of knowledge, and advance no 
 faster than he understood the facts and propositions presented to 
 his mind. This system, requiring unusual information, labor, and 
 perseverance in the teacher, it may well be supposed could not 
 rapidly spread. But, in the hands of its founder, it obtained the 
 admiration of the learned and philosophical, who flocked to Swit- 
 zerland in thousands to witness its operations. We look forward 
 with confidence to the time when a better acquaintance with the 
 science of teaching, and a more accurate knowledge of the nature 
 and operations of the youthful mind, will show that this system is 
 fitted for general use ; and that Pestalozzi, far from being a vision- 
 ary enthusiast, was only born a century too soon. We believe that 
 ours was the first attempt to unite, — however imperfectly, — the 
 systems of Lancaster and Pestalozzi. The former we adopted in 
 the full persuasion, — a persuasion founded on the experiments made 
 in Europe, — that it was a more industrious, orderly, and pleasing, 
 as well as a cheaper mode ; and the latter, because the prevailing 
 modes not only appeared to us very superficial, but to have begun 
 at the wrong end. The recent establishment of the New- York 
 High-School, on a plan not unlike ours, encourages us to hope 
 that we have not mistaken the right course. We cannot better 
 conclude this note than with a recommendation to our patrons of a 
 little volume on the subject of Monitorial Instruction, lately pub- 
 lished by Dr. Griscom, the enlightened Principal of the school 
 just mentioned. Besides an ingenious address from this gentle- 
 man at the opening of the New- York High-School, it contains 
 more valuable information in regard to the history of the monitorial 
 system, its success throughout the world, and the opinions of the 
 learned of Europe in regard to it, than can be found in any other 
 book with which we are acquainted. Indeed, it is in consequence 
 of our having seen this book, that our report is chiefly confined to 
 the details of our mode of instruction. 
 
 NOTE 2.— Page 7. 
 Besides the various manuscript lessons used in the school, the 
 following books have been published by the instructer. 
 
31 
 
 1 . A Catechism of English Grammar. The object of this little 
 work is to simplify the grammar of our language, and produce such 
 a practical application of the leading principles as will not only 
 impress them upon the memory, but explain them to the mind. Two 
 years' use of the book has proved, that, although susceptible of 
 greater simplicity, and better arrangement, it is sufficient to render 
 the study pleasing to children. No child in the school has ever 
 been known to use a dictionary, to ascertain the part of speech 
 under which a word ought to be classed. 
 
 2. An Analytical Spelling Book. This was calculated to lead 
 the child to a correct orthography, by a progress easy and gradual, 
 — an arrangement which presents no intricacy, and a classification, 
 which reduces the irregularities of English orthography, to an in- 
 considerable number. This classification is very minute. In com- 
 mon spelling books the words are so mixed that the irregularities 
 seem ten times more numerous than they really are. On a train- 
 ing field, when twenty companies, each in different uniform, are 
 scattered and in confusion, it is difficult to form a correct idea of 
 the number of dresses or men; but, when all the companies are 
 ranged in line, one glance of the eye is sufficient to ascertain the 
 number of companies, and a slight examination will enable any 
 child to distinguish the uniforms, and count the soldiers. This 
 book has been adopted in the Primary Schools of Boston. 
 
 3. The First Part of Practical Geography. This most important 
 part of geography is merely Topographical. Although a small 
 book, and calculated for small children, it contains all the matter 
 of the largest school geographies that children can recollect. The 
 book contains directions for its use, and its complete success has 
 authorised the publication of a second part, which is in preparation. 
 
 4. A Treatise on Linear Drawing. The introduction of draw- 
 ing as a branch of study in the afternoon school, and the great 
 utility of some acquaintance with this subject, in the delineation of 
 maps, induced the instructer to translate a small treatise which had 
 been well received in France. After using it sometime in manu- 
 script, it was at last printed. This book is calculated for general 
 use, and should be in the hands of every child; and it is hoped that 
 ere long it will be introduced into our public schools, where, al- 
 though nearly all the boys are to become mechanics, no provision 
 has yet been made for their instruction in drawing, — a branch of 
 study almost as necessary to them as reading and writing; if they 
 are ever to become respectable in any mechanical employment. 
 
 The above books, although intended for schools of mutual in- 
 struction, are not in the least degree unfitted for use in schools 
 
32 
 
 on any other plan. They may be obtained at Cummings, Hil- 
 liard & Co's. bookstore in Boston. 
 
 NOTE 3.— Page 16. 
 Amongst the apparatus already purchased, are the following 
 important articles, all of which are of the first quality. 
 A powerful electrical machine, insulated stool, &c. 
 A powerful battery, with 30 or 40 instruments for the various 
 electrical experiments. 
 
 A galvanic battery, of the newest construction, containing 50 
 sets of plates, 15 inches square. 
 
 Various instruments for galvanic and electro-magnetic experi- 
 ments. 
 
 A large double barrelled airpump, with brass hemispheres, and 
 various other apparatus for pneumatic experiments. 
 
 Various optical models of telescopes, microscopes, human eyes, 
 &c. the rays of light being represented by colored silks, &c. 
 
 A compound microscope of the most modern and powerful 
 construction. 
 
 A solar microscope and apparatus. 
 A camera obscura — 15 inch concave mirror. 
 Phantasmagoria, of the latest construction, with glass sliders, 
 containing a complete set of astronomical diagrams, and many 
 fancy subjects. 
 
 Optical, mechanical, hydrostatic, and mathematical paradoxes, 
 and various other amusing instruments. 
 Various glass hydrostatic apparatus. 
 Glass pumps of various constructions. 
 Hydrostatic bellows. Syphons of various sizes, with jets. 
 Pullies, wheels, levers, screws, and other mechanical instru- 
 ments. 
 
 Vertical and horizontal orreries, diagrams, celestial charts, and 
 other astronomical apparatus. 
 
 Globes, and a very extensive collection of maps, magnets, and 
 articles for magnetic amusements. 
 
 Several hundred blocks, elegantly wrought of box- wood, to illus- 
 trate Euclid's Geometry. 
 
 A very extensive and elegant cabinet of minerals, purchased of 
 Dr. Webster, before his splendid collection was sold to Harvard 
 University. This cabinet has been more than doubled by the con- 
 tributions of the children, by Mr. John S. Butler of Northampton, 
 and by the gentleman named in the report of the Instructer. 
 
 A good foundation is laid for a collection of shells and other 
 subjects of natural history, plates, drawings, and every thing relat- 
 ing to the earth, its productions, and inhabitants. 
 
33 
 
 A library of several hundred volumes, is already collected; and 
 an appropriation made for its gradual increase. 
 
 In chemistry several valuable articles are prepared; although no 
 instruction has yet been given in this branch. 
 
 While on the subject of apparatus, it may be useful to mention 
 that contributions of minerals, shells, engravings, or any article 
 which can in any way illustrate the studies pursued in the school, 
 will be gratefully received. There is hardly a family in which 
 such articles may not be found, doing little or no good. We think 
 we have done our duty by informing the possessors where they 
 may be really serviceable. In our plan of instruction is embraced 
 every thing which comes under the head of useful knowledge; 
 and, of course, few donations can be foreign to our purpose. 
 
 NOTE 4.— Page 24. 
 
 Of the 75 scholars present, on the 15th of January 1826, the 
 ages are as follows. 
 
 2 
 
 from 4 
 
 to 
 
 5 
 
 10 frc 
 
 mi 11 to 12 
 
 3 
 
 ... 5 
 
 to 
 
 6 
 
 9 
 
 12 to 13 
 
 4 
 
 ••• 6 
 
 to 
 
 7 
 
 3 • 
 
 14 to 15 
 
 6 
 
 ... 7 
 
 to 
 
 8 
 
 1 
 
 15 to 16 
 
 10 
 
 ... 8 
 
 to 
 
 9 
 
 5 • 
 
 16 to 17 
 
 12 
 
 ... 9 
 
 to 
 
 10 
 
 1 
 
 17 to 18 
 
 9 
 
 ••• 10 
 
 to 
 
 11 
 
 
 
 Of these, all study reading, spelling, arithmetic, and writing. 
 71 study geography and the drawing of maps. 
 66 study English grammar. 
 
 14 have studied French some time; and 24 have just commenced. 
 6 study Latin. Many others, who have withdrawn, studied the 
 
 above languages. 
 16 were in the class of natural philosophy. 
 
 12 were in that of astronomy. 
 
 13 study mineralogy. 
 
 20 write English composition every day, in the form of transla- 
 tions: 24 others write original compositions, once a week. 
 
 20 write orthographical exercises. Gay's little work was reprinted 
 for the use of this school. It will be found an ingenious book, 
 and the exercise useful for those who are well advanced in 
 the spelling book. 
 
 64 attended the afternoon school, for needlework; and 
 
 40, for drawing. 
 5 
 
34 
 
 The by-law passed in July 1824, excluding all applicants over 
 the age of twelve years, has had the most salutary effect. As fast 
 as the older scholars have withdrawn, their places have been filled 
 by younger ones; so that our number has not decreased; and it is 
 a gratifying circumstance, — although we regret the necessity, — 
 that, had all applicants over the limited age been received, we 
 should have had more than our limited number of one hundred 
 pupils. 
 
 It is not an unimportant consideration, that, while experience is 
 teaching us the necessity of early introducing children to our sys- 
 tem, and we are excluding all over twelve years of age, the city has 
 established a public school to be conducted on the monitorial plan, 
 into which none under eleven are to be admitted. As there are no 
 public schools on this plan for younger children, those who are 
 received into the new high-school will have acquired habits un- 
 favorable to the system; and many difficulties will thus be oc- 
 casioned. We know that the talents and indefatigable zeal of 
 the instructer, will do much; but we are convinced that the experi- 
 ment is begun at the wrong end of our public school system. The 
 reform should commence in the primary, and be gradually extended 
 to the higher schools. We are glad, however, to see even this 
 attempt at reform; believing as we do, that, although sometimes 
 tardy in adopting improvements, our city never fails to make up 
 for the delay by superior zeal, when once fairly engaged. 
 
CONSTITUTION AND RULES OF THE MONITORIAL SCHOOL. 
 
 A prospectus of this school was published in the spring of 1823, 
 in which the object of its founders was stated, in as definite a 
 manner as circumstances would permit. This paper was circulated 
 among the friends of improvement; and a meeting of gentlemen, 
 interested in the subject, was held at the Exchange Coffee-House, 
 on the 16th May of the same year. The meeting was opened by 
 an able address from George Ticknor, Esq., explanatory of the ob- 
 ject in view, and the general advantages of the system of mutual 
 instruction. The society was then organised, and the following 
 gentlemen were elected; — viz. 
 
 James Savage, President. 
 Jonathan Phillips, Vice-President, 
 Lewis Tappan, Treasurer, 
 John S. Foster, Secretary. 
 
 The same gentlemen still continue in office; except Mr. Tappan, 
 who, in retiring, gave place, as treasurer, to Francis J. Oliver, Esq. 
 
 The society was incorporated in June 1824. Its stock is divided 
 into 100 shares of $20; — most of which are sold. 
 
 The school was opened with eight scholars, under the care of 
 Mr. Wm. B. Fowle, Oct. 14, 1823. The following constitution 
 was adopted at the first meeting after the act of incorporation in 
 July 1824. 
 
 CONSTITUTION. 
 
 Article 1st. The government of this corporation shall be vested 
 in a president, vice-president, treasurer, and secretary, who, to- 
 gether, shall form a board of trustees, competent to manage all the 
 interests of the concern. 
 
 Article 2d. The officers provided for in the first article, shall 
 be chosen at an annual meeting of the stockholders, and shall 
 continue in office, until successors are constitutionally elected. 
 They shall have power to fill any vacancies that may occur in their 
 
36 
 
 number; and, in case of an equal division of the trustees, the presi- 
 dent shall have a casting vote. 
 
 Article 3d. The treasurer shall receive all moneys of the corpo- 
 ration,, and pay them out only with the consent of the trustees duly 
 certified by the secretary, on a warrant from the president. His 
 books shall be kept by regular double entry; so as to show, at 
 all times, the state and value of the property. His accounts shall 
 be reported at the annual meeting, and audited by a committee of 
 the stockholders. 
 
 Article 4th. The stock of the corporation shall be divided into 
 one hundred shares of twenty dollars; for which certificates shall 
 be given to the subscribers, signed by the treasurer, and counter- 
 signed by the president; except in cases where certificates have 
 been already issued, which shall have the same force as if issued 
 after the act of incorporation. 
 
 Article 5th. Stockholders shall be entitled, for each share by 
 them owned, to one vote at all meetings of the corporation, and to 
 send one pupil to the school established by the trustees. 
 
 Article 6th. No certificate shall be transferred, until it shall have 
 first been offered to the trustees, at its fair value, as appears by 
 the treasurer's books; and when a transfer is made, a new certifi- 
 cate shall be issued to the new proprietor. 
 
 Article 7th. No pupil, over the age of ten years, shall be ad- 
 mitted into the school after the first of August 1824, unless in right 
 of a stock-holder, nor over the age of twelve years, in any right. 
 
 Article 8th. A meeting of the corporation shall be holden on the 
 first Tuesday of July, annually; and special meetings shall be 
 called, at the written request often proprietors. These meetings 
 may review and repeal the regulations of the trustees; and absent 
 stock-holders may authorise other stock-holders to vote for them. 
 
 Article 9th. All the by-laws, rules, and regulations, heretofore 
 passed by the Monitorial-School Society, or their trustees, not 
 contravened by those passed at this meeting, shall continue in full 
 force, until duly repealed. 
 
 1st. From the 1st of October to the 1st of April, the school shall 
 commence at 9 o'clock in the morning, and close at two in the 
 afternoon; and, from the 1st of April to the 1st of October, it shall 
 commence at 8 o'clock in the morning, and close at one in the 
 afternoon. 
 
 2d. It shall be the duty of every scholar to come punctually at 
 the appointed hour; and, in case of absence, to bring a written 
 excuse from her parent or guardian, stating the cause of detention. 
 
37 
 
 3d. The instructer shall keep a record of the names of pupils, 
 with such other circumstances in regard to their conduct and 
 studies, as will best exhibit their character to their parents, and to 
 the trustees. 
 
 4th. The vacations shall be as follows: — General election week 
 in May, Fast day, Good Friday, first Monday in June, 4th of July, 
 Harvard College commencement week, and the two preceding 
 weeks, Thanksgiving and the two succeeding days, and Christmas- 
 day; and the instructer shall not be excused from teaching on any 
 other day, except by special permission of a majority of the trus- 
 tees. 
 
 5th. Any injury done to the furniture, school room, or property 
 of the proprietors, by any pupil, shall be charged to the account of 
 her parent or guardian. 
 
 6th. Pupils whose misconduct may render their example injuri- 
 ous to the others, may be suspended by any two of the trustees, or 
 dismissed by a majority of them. 
 
 TERMS. 
 
 The terms of tuition, to proprietors or stockholders, are 
 For children under 7 years of age, $ 6 
 
 over 7 and under 9 
 9 .... 11 1Q Per quarter. 
 
 11 12 J 
 
 To non-proprietors an addition of one quarter is made; and the 
 terms to them are, 
 
 For children under 7 $ 7,50 1 
 from 7 to 9 10, L, 
 
 from 9 to 11 1^50 Per < P ,arter ' 
 
 over 11 15, J 
 
 The trustees have erected a convenient building, 80 feet by 30 
 feet, in Washington Court. The centre of the building forms a 
 school-room: the east end, a dressing-room: the west end, two 
 rooms for library and apparatus. The south windows opened upon 
 a waste garden under the control of a gentleman who thought 
 proper to board them up. Luthern windows are since opened in 
 the roof, which give better light and air; and the fact is mentioned 
 only to obviate an impression that the pupils would suiter from the 
 measures taken by our neighbor on the south. 
 
 In fixing the rate of tuition, the trustees not only intended to 
 cover the necessary expenses, but to provide a fund for the pur- 
 chase of such furniture, apparatus, &c. as might be needed. The 
 
L1BKHKT Ul- ^UNUKtbb 
 
 38 019 878 382 1 | 
 
 fund raised by the sale of shares, has been expended in the erec- 
 tion of the building and appurtenances. The surplus income of the 
 school has been expended in furnishing 100 very neat and conve- 
 nient desks, of which each scholar has one entirely under her con- 
 trol, and the purchase of books, apparatus, &c. of some of which a 
 list has already been given. As the building, furniture, and appa- 
 ratus, belong to the proprietors, it must be evident that the terms of 
 tuition are extremely low; a large part of the money paid for tuition 
 being merely an investment in stock under their own control. The 
 building is in a retired but central situation, and the comforts and 
 conveniences of the school-room are not equalled by those of any 
 room that has fallen under our observation. 
 
 A fund is appropriated for the purchase of books and stationary 
 for the use of the scholars. These articles are in the hands of 
 suitable monitors, who deliver them to such children as need them, 
 and charge the wholesale price for them. At the end of each quar- 
 ter these monitors make a return to the treasurer of the amount 
 delivered each child, which amount is included in the quarter bills. 
 It is perfectly optional, however, with the parents to purchase of 
 the trustees, or furnish their children in any other way. Two mon- 
 itors have the care of the library, and deliver books to the pupils, 
 once a week. No additional charge is made for the use of the li- 
 brary, apparatus, and fuel, or for instruction in the afternoon school, 
 which was not in operation when the terms were fixed. 
 
 It may not be amiss to state in this connection, that, although the 
 shares are nearly all sold, there are several proprietors who have 
 no children to improve their shares, and there are a few proprietors, 
 whose children, having grown up, cease to attend school. This 
 leaves room for several non-proprietors' children: and, as the shares 
 are transferable, it is probable that several may be purchased of 
 their present proprietors. Any information on this subject will be 
 given by the treasurer or the instructed 
 
LIBRARY OF CONGRESS 
 
 019 878 382 1