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MANUAL
T H E sys T E Mſ.
OF TEACHING.
Reading, Writing, Arithmetic, and Needle-Work,
IN THE EI,EMENTARY SCHOOLS
OF THE
BRITISH.T.N’D FOREIG.N SCHOOL SOCIETY.
FIRST AMERICAN EDITION.
PHILADELPHIA:
Printed for the Philadelphia Society for the Establishment and Support of Charity Sehool;
AND
PUBLISHED BY BENJAMIN warner, No. 147, MARKET STREET,
Also Sold by
West and Richardson, Boston; John Holbrook, Brattleborough, Vermont; Websters
and Skinners, Albany; Collins and Co. New York; Fielding Lucas, Jun. Balti-
more; R. J. Weightman, Washington City; James Kennedy & Son,
Alexandria; John Hoff, Charleston, S. C.; Phillips and
Speer, Cincinnati, Ohio; William Essex, Lex-
ington, Kentucky; Cramer and Spear,
and Robert Patterson, Pitts-
burgh, Pennsylvania.
w11.LIAM FRY, PRINTER.
1817.



TO THE PUBLIC.
IN the winter of 1799, a few young men, in the habit of
meeting together on evenings for the purpose of social
conversation, started the idea that they might employ their
time very beneficially, by teaching gratuitously children
of the poor, who had no means of obtaining it, the rudi-
ments of an English education.—The idea was approv-
ed, and a plan immediately adopted.—A little band,
consisting perhaps of not more than nine—apprentices,
clerks, and young men just commencing business—was
formed, and, under the style of “The Philadelphia So-
ciety for the free Instruction of Indigent Boys,” com-
menced their labours.—A Night School was opened, in
which they alternately officiated in weekly classes; and
instructed between twenty and thirty scholars in the ordi-
nary branches of English education.—Their total reve-
nue during the first season, it appears, was only sixteen
dollars, thirty-seven cents; derived from their own contri-
butions;—their expenditures, nine dollars, twenty-seven
cents; evincing an extraordinary exercise of economy,
and close devotion of their time and talents to the ob-
ject of their association.
The succeeding year the Society was enlarged; and the
calls for more extensive usefulness became so urgent,
that in June, 1801, it was unanimously resolved to open
a Day School, although the contemplated expense would
subject the members to the payment of one dollar per
month; and this sum was actually levied, and for some
time collected.
The Constitution of the Society was then new mo-
delled, and the stile altered to “The Philadelphia Society
for the Establishment and Support of Charity Schools.”
b
vi
A rapid and continual influx of members induced the
Society to desire an act of incorporation, the accomplish-
ment of which was hastened by an event, as unexpected,
as it was animating.—While the founders of this Institu-
tion, unobserved by the world, without any resources
but their personal labour and contributions, were arrang-
ing a plan for the establishment of a Charity School, on
the most liberal principles, Christopher Ludwick, a
wealthy, and benevolent German citizen, was employ-
ed in providing funds for precisely such an institu-
tion.—He died in June, 1801, leaving a residuary le-
gacy, estimated at eight thousand dollars, to the asso-
ciation first incorporated for the purpose of teaching
gratis the poor in the city of Philadelphia, the districts
of Southwark and the Northern Liberties, without re-
spect to the country or religion of their parents or friends.
—The magnitude of the bequest excited a desire in the
then Trustees of the University of Pennsylvania to be-
come the managers of this fund, and they of course be-
came rivals of the Society in the endeavour to be first
to obtain a charter.”
* The struggle for priority on this occasion was marked with the
same generous enthusiasm that gave origin to the Society:—It was
required, after obtaining the signatures of the attorney general,
judges, and governor in Philadelphia, that the instrument should be
transmitted to Lancaster, and recorded in the Rolls Office, to complete
the act of incorporation.—The chief magistrate, the late venerable
Thomas M'Kean, maintaining a just and strict impartiality, delivered
the two deeds to the agents of the rival candidates precisely at the
same moment.—The victory now depended upon the despatch of the
respèctive messengers to Lancaster.—Joseph Bennett Eves, a young
gentleman, whose ardent solicitude and strenuous efforts for the wel-
fare and permanent establishment of the Society, will long live in the
grateful remembrance of his associates, volunteered his services on
this occasion. The express for the University started first—on
horseback;—Eves followed in a sulkey. The express was provided
with relays on the route;—the Society had omitted this precaution.
The express was completely distanced, ere he reached his first
stage, and abandoned the enterprise. Eves, unconscious of his early
triumph, held on his way. The weather being excessively warm—
his horse at length failed. He hired another from a plough in the
field to go to the next town four miles distant, where he purchased
a third belonging to a traveller. Notwithstanding these obstructions,
be performed the journey, a distance of sixty-six miles, in the short
space of seven hours.
vii
Being the first incorporated in conformity to the provi-
sions of Mr. Ludwick’s Will, the right of the Society to
the legacy was clearly established; but they did not ob-
tain it until near five years afterwards; when ten thou-
sand three hundred and forty dollars were transferred to
them by the executors, in public stock, bonds, mort-
gages, &c. A small brick house, and the lot on which it
is erected, will be inherited on the death of the Testa-
tor’s widow.
In the mean time the Society did not rest in supine-
ness, waiting the aid of this legacy.—Continually grow-
ing in strength by an accession of members, their exer-
tions kept pace with their ability.—Hitherto a room had
been rented to accommodate the scholars;—the So-
ciety, in 1803, resolved to erect a building for their use.
A numerous committee was appointed to collect sub-
scriptions. The late Dr. Benjamin Rush, then a mem-
ber of the Society, wrote an Address to the Citizens;
and two thousand eight hundred dollars were immediate-
ly subscribed. A lot of ground was purchased and a neat
two storied brick edifice erected thereon, and completely
fitted up for the reception of scholars by the close of the
year 1804. The number of scholars at that time was
sixty, under the care of Thomas Walter, the present
superintendant of the Boys’ Department, who had been
appointed to the office of Teacher in 1802, and still con-
tinues in the employ of the Society, a diligent and capa-
ble officer. The number of scholars gradually increased.
In 1809 there were two hundred and seventy-eight under
the care of the principal, and an assistant whom it had
become necessary to employ. The funds continuing to
augment from donations, legacies, and contributions of
additional members, it was resolved in 1811, to establish
a School for Girls; and by the close of the following year
one hundred and eighty-six females were receiving the
benefits of education under the care of the Society.
The income of the Society, from this time, enabled
them to expend about seventeen hundred dollars, and to
educate upwards of four hundred scholars annually.
In 1814, a plan was formed, to procure a Library for
VIII
the School. A committee, appointed by the Managers,
collected through the aid of a number of booksellers and
the subscriptions of several other persons, about four
hundred volumes, since which the number has been in-
creased to six hundred, and placed in a book-case, in
the Boys' School. These books are moral and instruc-
tive; and care is taken to exclude any whose tendency
might inculcate erroneous or dangerous principles in
morality and religion. The names of the contributors
to this Library, with the amounts of their charitable
offerings, are recorded to their praise. The management
of the Library is confided to a Committee, who, with
... the Teacher of the Boys’ School, acting as Librarian,
distribute the books to the most industrious and de-
serving children; thus holding out an excitement to ap-
plication and improvement.
Many of the children being deficient in the article of
clothing, particularly in the winter season, the Board have
annually appointed a Committee to solicit and receive
donations in money and clothes for this object. In at-
tending to the duties of this appointment, the several
Committees have been enabled, from time to time, to
report a satisfactory performance of the task assigned
them.
It has also been considered a matter of considerable
importance when children have attained to a suitable age,
and finished their education, to assist their parents and
guardians in procuring places for them as apprentices in
trades or professions. A Committee from the Board is
annually appointed to this service, who have met with
such success as to be encouraged in the prosecution of
their labours.
About the close of the last year the Society received
from Thomas Montgomery and George Latimer, Es-
quires, executors of the late Robert Montgomery, de-
ceased, the very liberal donation of four thousand dol-
lars, with the restriction of applying three thousand
thereof to the education of poor children in the dis-
trict of Southwark. The establishment of Schools in
that district having, for several years past, been a favour-
Bºx
ite object with the Society, they now determined to
attempt its accomplishment, and directed the Board
of Managers to open a School or Schools, as soon as
the state of the funds, with the aid of the bequest,
would warrant the undertaking. In pursuance of this
authority, the Board determined forthwith, to open two
Schools on the Lancasterian System, though the
funds of the Society were not adequate to their full sup-
port. They perceived that much good might be expect-
ed from promptness in fulfilling the wishes of the So-
ciety, while no accession of pecuniary means could
follow a lukewarm course. They submitted a proposi-
tion to the County Commissioners, to receive into these
schools a limited number of pupils, at the rate of
six dollars per annum, including books, stationary, &c.
The offer was immediately accepted, being little more
than half the sum paid by the public in other Schools for
teaching the children under the care of the Commission-
ers. The Schools are now open, and contain nearly three
hundred pupils, which, with four hundred in the city
Schools, makes the whole number of pupils now educat-
ed by the Society about seven hundred. The last yearly
report of the Managers states the whole number of chil-
dren admitted to the Schools, since the establishment of
the Society, to be two thousand five hundred and sixty-
three. To this number may be added about four hun-
dred, admitted since the date of the report.
The Society now consists of about 400 members. It
is possessed of a school house, and lot of ground on
which it stands, situate in Walnut, between Sixth and
Seventh streets, opposite the public open square; a lot of
ground in Kensington, the donation of the late John
Dickinson, Esq. of Wilmington, Delaware; and funded
capital stock to the amount of eighteen thousand dollars.
Contrasting the present situation, with the origin of the
Society, its members are thankful to the great Disposer
of events; and, at the same time, are impressed with the
weight of the responsibility of their undertaking.
In addition to the names of the deceased benefactors
of the Institution already recorded, may be added those
X
of Chamless Wharton, who bequeathed four thousand dol-
lars; John Keble, three thousand dollars; Sarah Moore,
one thousand dollars, and several others of smaller sums,
viz. Laurence Herbert, Thomas Kinsey, Mary Cannon,
and Catharine Zimmermann; all of which have been re-
ceived, and in conformity with an early and favourite
wish of the Society, to maintain unimpaired all legacies,
invested in real estate or stock yielding a regular in-
come. To these legacies will be added another, be-
queathed by the late John Evans, to be paid on the de-
mise of his widow.
If it be asked, what connexion has the Philadelphia
with the British and Foreign School Society? the an-
swer will be found in the sequel.
In the year 1813, the Lancasterian method of teaching
was introduced into the Girls’ School, under the care of
a lady who had acquired a knowledge of it in Mr. Ould's
school at Georgetown, in the district of Columbia. Such
has been the obvious advantages of that excellent system,
that the Society feel bound, from considerations of pub-
lic good, to bear the most decided testimony in its favour.
But it is in vain to recommend to public confidence any
new or untried scheme for improvement, without, at the
same time, developing its . peculiar advantages. The
Manual now published will tend, more than all the So-
ciety could say, to familiarize the reader with the ele-
mentary principles of a System which, by the force of its
own merits, is extending itself all over Europe.
Having been long engaged in promoting public instruc-
tion upon principles of accommodation to the children of
the humbler class of life, the Society do not consider it-
self intruding on the public while recommending a Sys-
tem that experience has proved to be the best. With the
proper use of the Lancasterian System, one half of the
money expended in the education of children, would not
only more effectually answer the end intended by their
parents and guardians, but would be much more bene-
ficial to the community at large. Our government being
free in its principles, opposed in its genius to all distinc-
tions in society but those of virtue and talents, and par-

xi.
ticularly dependant on the good dispositions of the majo-
rity, who, under all governments not popular, are consi-
dered in the light of cerfs or menials, has a great interest
in the promotion of the Lancasterian System of Educa-
tion. It is so capacious as to embrace the greatest num-
bers. A thousand may be educated in one school. All
the children of a village or a neighbourhood may meet
together on the same footing, be disciplined by the same
rules, inspired by the same emulation, influenced by the
same motives, taught the same lessons, impressed with
the same moral sentiments, and be fitted for life on an
equality that no other system can afford. These are not
the suggestions of enthusiasm. The System has been es-
tablished in England long enough to develope all the ad-
vantages ascribed to it. 4
In the United States, the benevolence of the inhabitants
has led to the establishment of Charity Schools, which,
though affording individual advantages, are not likely to
be followed by the political benefits kindly contemplated
by their founders. There is a disposition in the people
averse to dependence. In the country, a parent will raise
children in ignorance sooner than place them in Charity
Schools. It is only in large cities, Charity Schools suc-
ceed to any extent.
These dispositions of the people may be improved to
the best advantage, by the Legislature, in place of Cha-
rity Schools, establishing Public Schools for the educa-
tion of ALL chILDREN, the offspring of the rich and the
poor. These Schools ought to be at the public cost, to
be defrayed by a specific tax, which, in the end, would in
no respect increase the public burthens; for that money
usually spent in partial education, would support a Lan-
casterian School sufficient to teach all the children of a
parish or neighbourhood.
Great advantages would naturally flow from such a
scheme. It is to be feared that many of the teachers in
our cities and country are not qualified to teach. They
do real injury: but, unfortunately, the least qualified are
generally the most successful, not in teaching, for they
are unqualified, but in obtaining a livelihood. They re.
xii
sort to the policy of working low, or accommodating
themselves to the necessity or penury of their employers.
The Lancasterian System would remedy this evil, be-
cause it enables a teacher to instruct a thousand at a
much cheaper rate. On the old plan, thirty pretenders
would be supported in the abuse of the morals and intel-
lect of the same number. -
The Lancasterian System seems to be a branch of that
wonderful Providence, which is destined to usher in the
millennial day. It is calculated to teach nations in the
shortest period, and prepare them for the reception of
truth, THE word of TRUTH.
With these reflections, the Manual of the British and
Foreign School Society, is offered to the Public.
MANUAL
OF
THE BRITISH SYSTEM.
FOR the sake of distinctness and easy reference the subject is
divided into four parts:—The first treats of the School-room
and its Apparatus:—the second, of the Manner of Teaching:—
the third of the Discipline of the School, including the Guali-
fications and Duties of the Master and Monitors:–the fourth,
Hints for the Formation and Management of School Societies.
PART THE FIRST.
The School-Room and its Apparatus.
THE situation of the school-room should be as retired and
quiet as circumstances will admit. The ground should be high,
and open to the south: to preserve the pupils from the inconve-
niences of cold and damp, it will be better to raise the ground
two or three feet above the surrounding level.
It is highly desirable, even if the school should not be very
large, that there should be space enough for a play-ground or
yard, in which the children may assemble before they go into
school, or during the hours of recreation. The soil of this yard .
should be of sand to the depth of one foot. It should be in-
closed by a wall of suitable height; and ought to have a commu-
nication with the street without passing through the school.
There should be a good supply of fresh water, either from a
pump or cask, with conveniences for the children to wash their
hands and faces.*
It would also be desirable, for the accommodation of the pu-
pils, that one side of the yard should be furnished with stone
seats; and a part be covered, in order to protect the children
from inclemency of weather.
* Every direction respecting the seats, sand for the play ground, &c. are cal-
culated for the climate of England; it must, therefore, be left to the judgment
of the people of the United States, and of every clime, to use their own dis-
Cretion in these matters,
A.
2
General Arrangement of the School-Room.
The school-room should be a long square, the length about
twice as great as the breadth.
The height of the walls should be proportioned to the length
of the room. It may vary from 11 feet to 16 feet at discretion,
or may be equal to the fourth part of the length of the apart-
ment: the walls should be lime whitened, which, while it will
give a neat and clean appearance, reflects light, and will contri-
bute to the preservation of health. As it is of great importance
to admit as much light as possible into the school, there must
be a considerable number of windows, each of which should be
fixed in a wooden frame, and moveable upon pins or pivots in
the centre, so that by drawing the upper part into the room the
school might be sufficiently ventilated in hot weather—a cir-
cumstance of the utmost importance to be attended to, as the
health of the pupils in a great measure depends upon it.
The lower part of the windows should be at least 7 feet from
the floor, in order that the light may not be inconvenient, and
that the wall might be at liberty for the reading lessons, &c.,
which are to be attached to it.
The roof should be ceiled, which will considerably diminish
the heat in summer and the cold in winter, as well as improve
the appearance of the room. But as it is of great consequence
to prevent the reverberation of sound, the ceiling should be as
high as possible.
There should be holes in the ceiling, or in the wall near it, to
let foul air escape. This may be effected by a sufficient number
of tubes so contrived that they may be opened or shut at plea-
sure; and at the same time fresh air might be admitted from the
outside of the building by tubes communicating with the lower
part of the room.
There should be neither projections in the walls nor pillars
to support the roof, which would interfere with the arrangement
of the school, and obstruct the view of the master and of visi-
ters. But if pillars are necessary, let them be placed at each end
of the forms, but never in the middle of the room.
The floor may be paved with brick or tiles, or prepared with
a mixture of clay, slacked lime, and scales of iron from a
smith's forge. The earth being previously levelled and consoli-
dated by a heavy roller, or by ramming, the mixture should be
applied, and well beaten down. Wooden or stone floors are ob-
jectionable on account of the noise they produce by the tram-
pling of the feet.*
* The objection to wood flooring is of trivial importance, when the health of
the children is in danger. For the climate of America, pine boards are preferable
30
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3
In order that all the children should be completely seen by
the master, it is of great importance that the floor should be an
inclined plane, rising one foot in twenty from the lowest part,
near the master’s desk, to the upper end of the school, where
the highest or eighth class is situated.
At the lower end is the platform, elevated in proportion to
the length of the room from 2 to 3 feet. The length and breadth
of the platform must be in proportion to the size of the room.
See Plate 1. fig. A. e
The centre of the platform is the place for the master's desk;
and on each side there must be a small desk for the principal
monitors.
The entrance door should be on the side of the platform, at
the master’s end of the school, in order that the visiters on en-
tering the school may have a commanding view of all the chil-
dren at once.—In Plate 1. there are two doors, B and C, com-
municating with the street, in order to afford an easier egress
in the case of a large school; the door at the other end, D, opens
into the play-ground.
Whatever may be the size of the school-room, it may be suf-
ficiently warmed by means of two or four stoves placed at the
extremities of the apartment. But the most uniform and constant
temperature is obtained by steam when conducted along the
lower parts of the room through pipes, or by heated air convey-
ed into the room through tubes communicating with a stove, the
sides and back part of which are surrounded by a close casing
of iron, leaving a sufficient space for a current of fresh air to be
brought in through a tube:—this, coming in contact with the
stove and the outside of the flue or iron chimney which passes
through the casing, is heated, and may be discharged into the
room near the floor by means of iron pipes. This method has
been found to answer extremely well; the stoves may be had of
R. Howden, of Oldstreet Road, London, an ingenious mechanic,
who has obtained a patent for his invention.
The middle of the room is occupied with the forms, a pas-
sage being left between the ends of the forms and the wall, full
6 feet broad; where the children form half circles for reading.
The forms and desks must be fixed firmly in the ground to
the depth of 1 foot; the wooden legs or supports should be 6
inches broad and 2 inches thick; their number of course will be
in proportion to the length of the forms. A form 20 feet long
will require five, and they must be so placed that the supports
to all others. It will be sufficient if the rising of the floor commence at the third
class in a moderate sized school; but the whole floor must rise from that point,
So as not to have any break at all in the surface.
4.
of the forms may not be immediately opposite to those of the
desks.
There should not be less than 9 desks in a school-room, nor
more than 30: the corners of the desks and forms are to be
made round, in order that the children may not hurt themselves.
Forms and Desks of the First, or Sand Class.
The sand-desks for the first class are three in number, in a
school consisting of 500 children; two for a school of from 200
to 300 children; only one is required for a school of 100 chil-
dren and under.—The sand-desks are placed next the platform,
at the distance of 6 feet;* the height of the desks is 2 feet; the
height of the forms is 14 inches. The horizontal distance be-
tween the desk and its form is 3 inches.
The boards which are used for forms should be 6 inches
broad; those that are used for these desks should be placed ho-
rizontally—they are 9 inches broad. A space of 5 inches taken
from the width of the desk is necessary to confine the sand, in
which the children trace the letters of the alphabet. The re-
maining space nearest the child supports the left arm whilst
forming the letters. The sand should be kept upon the desk by
means of a ledge about half an inch high. A hole, an inch wide,
is made at the extremities of each desk, under which is placed
a drawer to receive the superfluous sand, when it is made even
with the sand smoother.
The sand employed for this purpose should be very fine and
dry: white sand is preferable, and the top of the horizontal desk
in which it is spread should be painted of a dark colour: marble
calcined, and afterwards pounded and sifted, answers the pur-
pose remarkably well; it should be so spread upon the desk as
to form a very thin layer. -
Every sand-desk has a smoother, which may be made of a
piece of wood eight inches long, and of the same breadth as the
bed of sand held between the ledges of the desk. This smoother
is furnished with a handle, by which it may be held and slipped
over the bed of sand.
Alphabet-Wheel.
The letters of the alphabet which are to be imitated by the
children in sand, must be placed before them in a large size,
either upon a simple moveable stand near the centre of the plat-
form, or, which is still better, they may be exhibited by the
* The distance between the master's platform and the first desk appears
too wide: on foot and a half is sufficient passage for a school of 200 children.
The width of the platform for the master and the passage should be regulated
by the size of the school.
5
alphabet-wheel; this is a circular board about 4 feet in diameter.
Upon the face, near the circumference, the Roman capitals are
painted according to the order of the alphabet. The letters EF,
and M. W., are added at the end of the alphabet as well as in
their regular order. These letters so nearly resembling each
other, it is of consequence that the pupils should be readily able
to distinguish them. The height of the letters is about 3 inches.
On the same side of the board, in an inner circle, the small
Roman letters are painted in the order of the alphabet, each
small letter standing under its corresponding capital. The let-
ters b d, and p q, are added at the end of the alphabet, making
the number of letters in each circle thirty.—The board is paint-
ed black, the letters white.
The front of the master’s desk is close boarded, and forms
part of the front of the platform; close to the inside of this
boarding the alphabet-wheel is placed, and made to turn upon
its centre by a winch, which is fixed on the outer end of the
axle. An opening is made in the boarding of the desk perpen-
dicular to the axle opposite, and equal in height to the two cir-
cles, within which the large and small alphabets are painted, and
wide enough to show one letter only; so that by turning the
winch the letters will appear in succession. On the opening there
is a slider made to cover the small letters and show the capitals,
or to cover the capitals and show the small ones at pleasure.
In a school in which the number of boys does not exceed 300,
the letters on an alphabet-wheel placed in the situation described
will be seen by the boys at the two extremities of the desks; but
if a school-room be calculated for more than 300, in consequence
of the increased length of the desks, the boys at the two extre-
mities, from their oblique situation, will not have a good view;
in such a case it will be necessary to have two such wheels,
one placed at each of the monitor’s desks.
Forms and Desks of the Writing Classes.
The desks of the second class come immediately after those
of the first class. They are to be three inches higher than the
latter.—In the construction of the desks of the other classes,
they should all differ half an inch in height.
. The forms are six inches broad. The desks are inclined planes
rising from one to two inches according to the breadth. Those
of the second class are 6 inches broad; those of the third, 64;
those of the fourth, 7 inches; increasing the breadth in the same
Proportion for the rest from class to class; the desks of the eighth
class are 9 inches broad. -
The desks of the second, third, fourth, and fifth classes are
furnished with ledges along the least elevated sides of the desks,
6
in order to prevent the slates from falling and being broken.
The desks of the other classes have not this ledge. -
At the right hand extremity of all the desks a board is fixed
perpendicularly in the ground, and nailed against the further
side of the desks. This board is of the same breadth as the desk,
and rises about one foot and half above it. Upon this the little
dictating-boards and disgrace-marks are to be hung.
Inkstands -
Are only placed in the desks of the eighth class; they are
made of lead, and so firmly fixed into the desks that they can-
not easily be taken out; and it is so contrived that the ledge
which supports them does not rise above the level of the desk,
so that it does not at all prevent the movements of the slates.—
One inkstand is sufficient for two children.
Telegraphs
Are small boards 6 inches long and 4 inches broad. One of
these boards is attached to each class except the first: it is sup-
ported at the end of a desk at a convenient height to be gene-
rally seen. Upon one side of the board is inscribed the number
of the class, and on the other the letters E X are written in large
characters. These telegraphs may be fixed on the top of the
first stands of every class. They also point out the number of
forms that the different classes occupy. Each side of the board
may be successively seen by turning with the hand the little
stick of the telegraph. These telegraphs may changed from one
stand to another as occasion requires.
Drawers for the Pencils.
In small schools composed of 100 or 200 children, situated
in a country where slate-pencils are dear, it is best not to allow
the children to take away the pencils with them when they leave
the school. The pencils may then be placed in drawers made.
under the first desk of each class.
Semi-circles for Reading.
On the floor of the passages semi-circles are formed, opposite
to the wall; they may consist of a wooden or iron hoop sunk in
the ground to the level of the pavement, or be marked by pay-
ing of a different colour from the rest. On these semi-circles the
children are to be arranged for reading. The radius of each
semi-circle must be 4 feet, and a space of 2 feet should be left
between each of them. The passage in a school of 300 children
or more, should be 6 feet broad: in a school of from 100 to 200
children, th breadth of this passage should be 5 but never less
7
than 4 feet: in a very small school the desks may be brought
close to the wall on one side, and one passage of four feet left
on the other. A semi-circle of these dimensions will contain ten
children, and even eleven if they stand close to each other. In
a school of from 100 to 200 children, the semi-circles should
only hold 8 or 9 children.—Their dimensions are consequently
diminished on account of the smallness of the number.
When a school is full, the half of the children only can be
ranged in semi-circles round the walls, and the other half must
remain in the forms, and continue those exercises which are
performed sitting.—But it is rarely that a school is full; for
experience proves that on account of illness, and from different
causes, an eighth or even a fifth part of the children is often
absent from school.
Slates and Pencils.
Slates and pencils are substituted in these schools for paper
and pens, which are only used in the highest, or eighth class.
This plan is economical, and accelerates the progress of the
children in writing.—Besides, the slates occasion the children
to execute with ease and precision the evolutions which form
the gymnastic part of the system. The slates should be of an
even grain, ground flat, and polished; the red slate is generally
harder than the blue, and answers remarkably well. The pen-
cils must be made of the softest kind of slate, that they may be
the more easily abraded, and leave a fuller and clearer mark:
the flat slate, being harder, grinds off a portion of the pencil at
every stroke. The slates are to be about a quarter of an inch in
thickness.-The slates of the second class are 3 inches broad,
and 6 long; those of the third are 4, inches broad, and 6 long:
those of the fourth class are 4; inches broad, and 7 long. The
slates of the fifth class are 5 inches broad, and 8 long: those of
the sixth are 5 inches broad, and 9 long; those of the seventh
class are 5 broad, and 11 long; and the slates of the eighth class
are 5 inches broad, and 12 long. -
All these slates have a hole made in them, through which is
passed a piece of string, well twisted, by which they may be.
suspended. The length of this double string is from 3 to 5
inches. They are hung upon nails or round headed screws.
hese nails are fixed upon all the desks in the school, except
those of the first class, at the distance of half an inch from the
highest edge. They should be long, the head round and polish-
ed; the body should also be round, in order that it may not
wear the string. The nails also serve to mark the seats of the
pupils, opposite which they should be placed. The distance be-
*een two nails should be 18 inches, or 15, if no more space
8
can be allowed to each child. The first nail in every desk should
be placed at the distance of from 6 to 8 inches from the end of
the desk, or the half of the distance between two nails. In this
manner every pupil will find his nail and slate opposite to him.
The pencils should be made of a soft kind of slate; their
length may be 4 inches: a pencil lasts, on an average, 3 or 4
weeks. They may commonly be procured for about one shilling
per hundred; or shorter pieces may be inserted into a tin case
about the thickness of a quill.
Paper, Pens, and Ink.
Part of the pupils in the seventh and eighth classes write upon
paper. They must each of them therefore be provided with a
copy-book and pens: these as well as pen knives may be distri-
buted as rewards. The copy-books are placed in a drawer of the
master’s desk.
Copies for Writing.
The children who write in copy-books are all provided with
writing copies, which they are to endeavour to imitate. These
copies should be very short; one or two lines are sufficient: they
are stuck upon slips of pasteboard. These copies give examples
of large or small letters, of words written in large and small
hand, and of sentences taken from the Holy Scriptures, either
in small round hand, or in running hand. A collection of cop-
perplate copies, which may be purchased for 1s. 6d. is sufficient
for a whole school.
Of the Alphabet-Board.
The alphabet-board is 8 feet long, and 2 feet broad, painted
black, upon which are written large and small letters in two
lines. These letters are in the writing character. The alphabet-
board is fixed near the ceiling of the school, in such a manner
that the children in all the classes may distinguish the letters
and imitate them on their slates. These letters should be large,
and painted white.
Lesson-Boards.
These are flat pieces of wood, on each side of which are past-
ed the leaves of a spelling-book, a book of arithmetic, reading
lessons, &c. These boards are of two sizes, large and small.
The large boards are made of one square piece of wood, from 1
foot to 2 feet long, 1 foot broad, and ; an inch thick. The top
of the board has a hole by means of which it is suspended upon
a nail fixed in the wall at a suitable height. &
The large boards are hung one upon another on nails with
9
round heads, and of sufficient length, which are fixed in the
walls of the school-room. In order that these boards may not
be spoiled by damp, it is well to fix the nails upon long ledges
an inch broad, which may be placed against the walls. The
boards hung to the nails in these ledges would not then touch
the wall. The height of the ledges from the ground should be
7 feet. The small pieces of wood are called little boards or
battledores, 9 inches long, 6 broad, and half an inch thick.
They have a handle by which they may be held, and the ex-
tremity of the handle has a hole through it, similar to that in
the large boards.
Badges of Merit and Disgrace-marks.
These marks are made of a little piece of wood 6 inches
long, 3 broad, and 4 of an inch thick. They have two holes in
them, to admit a piece of packthread by which they are sus-
pended round the neck of the children. On one of the sides of
the badge are written the words “First boy,” “Playing
mark,” “ Idle mark,” “Talking mark,” “ Dirty mark,” &c.
The badges for the first boys are hung upon nails at the draft-
stations. The others are suspended on the nails belonging to
the stands of each class. &
Lists of Children present.
These lists are pasted upon large boards. Every class has a
board of this kind, which is hung against the wall opposite the
class. (See No. 2.)
These lists contain the names of the children in each class.-
They are divided into five columns, which have each one co-
lumn for observations.—Each of the first columns represents
one week of the month and the week days of every week. We
shall describe in the Second Part the plan which is employed
to mark the absentees by means of these lists. They must be
renewed every month.
Monitors’ Pointers.
These pointers are 2 feet long; their termination ought to be
Very round, in order that the children may not hurt themselves.
The number of these pointers is the same as that of the read-
ing drafts.-The thick end of the pointer has a hole through
it, in order to admit the string by which it is suspended upon
a nail at the draft-station.
The Bell.
. A bell is useful for the different movements that take place
in the evolutions.—The bell should be on the master's desk.
B
1()
The Whistle.
The master makes use of a whistle to enjoin silence.—This
should also be placed on the master’s desk.
The Clock.
A clock should be fixed to the wall behind the master's
desk.
Registers.
The registers are five in number. 1st, School register. 2d,
Register with the aggregate of daily attendance. 3d, List of
candidates. 4th, List of visitors. 5th, List for attendance on
religious worship on Sundays.
The Library.
The school should have a collection of amusing and instruc-
tive books, to be chosen by the committee, which may be lent
to the best pupils in the school as a reward for their good con-
duct.—The library is placed upon the platform either at the
side or behind the master’s desk.
GENERAL RULES FOR FITTING UP SCHOOL-ROOMS, AND ANNUAL
| EXPENSE OF A SCHOOL.
1st, The space or passage between a form and the next desk
is from 1 foot to 18 inches.
2d, The horizontal space between a desk and its form is
from 2 to 3 inches.
3d, The passage between the walls and the ends of the forms
and desk is from 4 to 6 feet.
4th, Every child being seated upon his form occupies a
space of from 15 to 18 inches in the length of the desk.
5th, In all these instances the larger dimension is to be pre-
ferred, if the size of the room will admit.
6th, The passage between the last form of the fourth class
and the first desk of the fifth class, should be wider by 1 foot
than the common space between the forms and desks of the
other classes. This rule only applies to large schools contain-
ing from 300 to 1000.pupils.
7th, In a school on a large scale, each child is allowed a
space of 7 square feet; but in a school on a reduced scale, 5
square feet are sufficient for each child.
11
Dimensions of School-Rooms for 500, 390, 300, 192, and 160
- Boys.
The same rule to be followed for a larger number.
For 500.—Length 97 feet.—Breadth 42 feet.
Feet.
Platform - º - 10
Passages * º 12
25 desks, 3 feet each - 75
Length 97 |
--- Feet.
Passages on both sides - 12
Length of desks * 3O
Breadth 42
Allowing lºt in. to each boy, one desk will hold 20: 20x25 =500.
For 390.—Length 91 feet. Breadth 374 feet.
Feet.
Platform - - - 10
Passages tº * 12
23 desks, 3 feet each - 69
Length 91
Feet.
Passages - - - 12
Length of desks tº 25;
Breadth 37;
Allowing 18 in. to each boy, one desk will contain 17: 17x23=391.
For 300.-Length 81 feet. Breadth 344 feet.
Feet.
Platform - º tº- 9
Passages º º 12
20 desks, 3 feet each - 60
Length 81
—
Bach desk will contain
For 192.—Length 68 feet. Breadth 30 feet.
Feet.
Platform ſº - • 8
Passages ºr º 12
16 desks, 3 feet each - 48
Length 68
Feet.
Passages - - - 12
22}
Length of desks -
Breadth 34}
15 boys: 15×20=300.
|Feet.
Passages - - - - 12
Length of desk - 18
Breadth 39
gº;
Each desk will contain 12 boys: 12× 16= 192.
12
For 160.—Length 67 feet. Breadth 27 feet.
- Feet. Feet.
Platform - - tº- 7 | Passages tº - - 12
Passages tº wº 12 illength of desks gº 15
16 desks, 3 feet each - 48 tº-ºw
Length 67 Breadth 27
Each desk will contain 10 boys: 10×16= 160.*
The expense of building a school-room will vary in different
places, according to the price of materials, &c. A very com-
plete brick school-room, with a slated roof, capable of contain-
ing 300 children, has been built in the neighbourhood of Lon-
don’ for less than 400l. And as the difficulty in raising funds
for the buildings has been one of the great impediments to the
establishment of these schools, we shall throw out a hint which
has been suggested to us upon that subject.
When the amount of the contract for the intended building
is ascertained, let the sum be divided into a certain number of
shares, each of which is to bear an interest of 5 per cent. dur-
ing the life of the subscriber; but at his death the principal is
to fall into the school fund, and his proportion of interest is to
be paid to the survivors. Suppose the total sum 500l. and
there were 50 subscribers of 10l. each, the total charge of in-
terest would be 25l. and this sum should be annually divid-
ed among the survivors equally until the last remaining one
would receive at the rate of 25l. per annum upon his 10l.
share. All the parties should have security upon the building,
and this security would become more and more valuable in
proportion to the decease of the subscribers. There must of
course be a limitation as to the age of the persons subscribing.
* On the dimensions of school-rooms above given we remark, that the
width of the master’s platform may be reduced, and the passage in front of
the master’s and monitor’s desks to the 1st desk of the 1st class, so as to ad-
mit another desk;—viz, in a school-room 97 feet by 42 it may be thus divid-
ed:—
Feet. Feet.
Platform º tº wº cº- 8 || Passages on both sides - - 12
Front Passage - - - - 5 || Length of desks ſº - - 30
Passage at back - - - º 6 tºº.
26 desks, 3 feet each sº - 78
97 42
The proportion of the room may be made more uniform—95 by 45;—the
desks will then contain 2 boys more in the width, making 32 to each desk,-
the number of desks 25—and the platform and passage only reduced 1 foot
instead of 3. All the other dimensions of school-rooms may be proportioned
to the same scale.
13
The annual expense of schools upon this plan will consist
principally of the following items:—
Rent.
Master's salary.
Lessons, slates, &c.—say about 10l. per annum, for
a school of 400 or 500.
Rewards.
- Fuel, &c. :
A child may be educated upon this plan for from 4s. 6d. per
annum to 12s. according to the size of the school; for, as the
salary of the teacher is the principal expense, and as one only
is required in any case, the larger the number of children the
smaller the charge per head.
The following Lessons, &c. for the use of Schools of from
100 to 1000 children, may be had either on personal applica-
tion, or by letters (post paid) addressed to the Superintendent,
Royal Free School, Borough Road. One set of lessons, if care-
fully used, will be sufficient for a school for several years.
s. d.
1 Set of Spelling Lessons º - - 9 O
1 Dictating Do. wº º º 2 O
1 Reading Lessons for 5th, 6th, 7th,
and 8th classes º - - 19 8
1 * Arithmetic sº - tº 1O O
1 Dictating Do sº - - 4 O
1 Tables - tº; - sº - O
1 Dictating Do. + º- º tº 8
1 Badges, Marks, Monitors’, and
Reward Tickets, &c. &c. - 8 2
Class Lists, per dozen º º 2 6
Pointers, per dozen * a- - 4 O
Inkstands, per dozen tº - 2 6
Slate Pencils, per hundred :- - 1 O
2d Class Slates, per dozen * 2 O
3d Do. Do. - - 2 6
4th Do. Do. sº º 3 O
5th Do. Do. 4 - - 4 O
6th Do. Do. º tº 5 O
7th Do. Do. - - 5 6
8th Do. Do. sº tº 7 O
* The whole of the lessons of arithmetic must be revised and adapted to
the currency of the United States as well as to sterling money, with the im-
provements necessary to facilitate teaching; proper slates and pencils also
should be procured from England, which will increase the charges for the
apparatus necessary to conduct a school in this country. -
14
PART THE SECOND.
Division of the School into Classes.
THE value of the new system consists in facilitating in an
eminent degree the business of instruction in the elementary
branches of knowledge: and the object is to describe in an
easy and familiar manner, the various steps by which this im-
portant business is accomplished.
The whole is founded upon a principle of order and disci-
pline, by which the pupils, under the direction of the master,
pursue a course of mutual instruction; those who have made
the greatest progress in reading, writing, and arithmetic, trans-
mitting the knowledge which they possess to others less ad-
vanced than themselves.
These pupils have the title of Monitors; they have, the right,
of selecting one or more assistant-monitors, if the number of
children intrusted to them is too large. These assistant-moni-
tors are the best writers in the class to which they belong.—
Thus by employing the children as teachers, in carrying for-
ward instruction in the different classes, a single master or pro-
fessor may superintend a school of 500 or 1000 children.
In the first organization of a school there must be a division
into classes, those pupils being placed together whose abilities
or proficiency are nearly equal, either in reading or arith-
metic. * g
From this circumstance proceed two different classifications.
When the children are engaged in reading, the pupils of every
class are placed according to their abilities in reading. And
when they are engaged in cyphering, the pupils of each class
are placed according to their abilities in arithmetic.
The consequence of this arrangement is, that the pupils of a
class of reading or arithmetic are on a level; they have the
same degree of knowledge to acquire, and the same duties to
fulfil, in order to qualify them for a superior class.
In reading, the whole school is divided into 8 classes.
The 1st class learn the alphabet.
2d class, words and syllables of 2 letters.
3d class, do. 3 letters.
4th class, do. 4 letters.
5th class, reading lessons of 1 syllable.
6th class, do. 2 syllables.
7th class read the Testament.
15
8th class read the Bible, and are a selection of the best
readers.
Elementary instruction, as it respects arithmetic, has been
divided into 10 classes. In each of these classes the pupils
learn a single rule of arithmetic, either simple or compound.
In this branch also, the 1st class is composed of beginners,
and the 10th of the most skilful. -
The 1st class—pupils who are learning to make and combine
figures, as units, tens, &c.
2d class—simple addition.
3d class—simple subtraction.
4th class—simple multiplication.
5th class—simple division.
6th class—compound addition.
7th class—compound subtraction.
8th class—compound multiplication.
9th class—compound division. -
10th class—higher rules of arithmetic; as reduction,
rule-of-three, practice, &c. -
In the new system, writing in the first instance is rather em-
ployed as a mean of instruction than an object. The children
learn to read letters, syllables, and words, by writing them on
their slates before they read them upon the boards or in books.
Thus they learn to read and write at the same time. Conse-
quently there is no particular classification in writing.
The time required to learn reading, writing, and arithmetic
by a child of a good common capacity, and about 8 years of
age, need not exceed 2 years. Some children have finished
their studies in a much shorter time.
ON THE THREE METHODS EMPLOYED IN TEACHING THE SEVE.
RAL BRANCHES OF ELEMENTARY INSTRUCTION.
First.—Dictation.
The children are seated upon the forms of the school, and
arranged according to the gradation of the 8 reading classes.
Every class is superintended by a monitor. If the class com-
prises two forms, the monitor chooses an assistant-monitor or
inspector, to superintend the second form; and if his class is
still larger, an additional inspector for every form.
The signal for beginning the exercise being given by the
monitor-general, the monitors of the classes dictate the words
which the children are to write on their slates. The monitor of
the 8th class having to give out the longest word, begins first,
º monitor of the 7th, and so on down to the monitor ºf
ſle 2Cle
When the monitors have each dictated 6 words or syllables,
16
they inform the master by turning towards him that side of the
telegraph which presents the number of the class. The master
gives a signal to the pupils to show slates, (see Plate 2); and
to the monitors to inspect them. The latter first inspect the
slates of the assistant-monitors or inspectors, and aftewards
both inspect the slates of their respective pupils. The correc-
tion being finished, the monitors and their assistants return to
their places. The former turn towards the master that side
of the telegraph which shows the E X, in order to inform him
that the class is examined, and ready to begin a new lesson.
Second.—Reading from Boards.
The pupils stand in semicircles round the walls of the school-
room (see Plates 3 and 4). These semicircles are composed of
9 or 10 children, superintended by a reading-monitor, who is
called draft-monitor, on account of the children being drawn
out in their classes. These monitors suspend a badge, with the
words “ First Boy” written upon it, from the neck of the child
who is at the head of the draft. The monitor then directs his
pointer to the lessons that the children are to read one after
another. -
These lessons are printed in large letters upon detached
sheets; the union of which forms a book sufficient for a school
of 500 or 1000 children.—The child who wears the badge
with the words First Boy, stands close to the wall, and oppo-
site to the monitor; and is first called upon. If he reads cor-
rectly, he keeps his place and his badge; if he mistakes, the
reading-monitor says “ the next.” Then the pupil who stands
next corrects the one who had mistaken, and if he reads right,
the monitor makes a sign with his hand that he should take
the higher place, and the badge with the words first boy; the
possessor of this badge is then obliged to give it up and retire
from his place.—If the second child also mistake, the monitor
again says “the next.” The pupil who stands third in the draft
must read the lesson and correct the mistake which has been
made by the first and second child. This being done, he is
raised to the top of the draft, and the two first children are
each obliged to go one place lower. In this manner the 1st
child is corrected by the 2d, the 2d by the 3d, the 3d by the
4th, the 4th by the 5th, and so on. Whenever one (or more)
of the children mistakes, and has been corrected by another,
the monitor requires him to read over the same lesson until
he reads it correctly, always making him go one step lower for
each mistake. If it happens that all the children in the class
have read the lesson wrong, the monitor reads it first himself,
and afterwards gives it to each of his pupils to read.





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17
Third.---Interrogation.
The pupils remain standing in semicircles. At a signal given
by the master, the reading or draft-monitors take away the
boards from the walls and interrogate the pupils on the subject
of their lesson. The monitors pronounce a word which the pu-
pils are to spell; or read a sentence, and then question the pu-
pils upon it. In arithmetic, the monitors of the drafts proceed
in a similar manner, which we shall describe more at length
hereafter.---In this method the same emulation is excited, as
the pupils take precedence according to their answers.
---
THE ALPHABET, OR, THE FIRST CLASS.
The only business of the pupils in the first class is, to learn
the letters of the alphabet, and the first method used to teach
them is *
Dictation.
Consequently the children are seated on the forms belonging
to the first class; opposite them is the great board or alphabet-
wheel, on which all the letters of the alphabet are represented.
—The monitor of the class stands on the right hand side of
the board. He holds the sand-smoother in his left hand, and a
ittle pointer in his right, with which he points out the letters.
He first fixes the attention of the pupils by saying “Prepare.”
The pupils then fix their eyes on the board, and place the fore-
finger of the right hand on the ledge of the desk, keeping the
other fingers closed, and resting the left hand on the left knee.
The monitor then says “Make the letter A.” The pupils im-
mediately place the left arm on the ledge of the desk, and with
the fore finger of the right hand they trace the letter that has
been named, in the sand. This being done, the monitor says,
“Hands down.” All the pupils put their hands on their knees.
The monitor then goes to one end of the desk, he examines
the letter that each pupil has formed, and corrects those that
are badly done, and at the same time takes out the impression
ion the sand with his smoother. He then names a second letter,
which the pupils print, and which he corrects in a similar man-
Ilê Te
. Before the lesson begins, the monitor must take the precau-
tion of placing a child who has made some progress by the side
of a beginner, in order that the latter may be assisted by see-
ing the former perform his business. -
It will also assist the more ignorant pupils, to hold their
hands, and several times trace before them the letters which
C




18
they do not yet know how to distinguish. They may first be
taught the large letters, lesson by lesson, and afterwards the small
ones. The letters b d, p q, are the most difficult on account of
their similarity of form. The monitor must make the children
print them one after another, until they perfectly distinguish
them. If the first class occupies two forms, the monitor who su-
perintends it must have an assistant, and this assistant may be
chosen from amongst those pupils of the whole school who are
the most familiar with the art of tracing letters in sand.
The second method employed to teach the letters of the al-
phabet is
Reading from Boards.
The children of the first class leave their forms and stand in
semicircles. The monitors of drafts who superintend these se-
micircles, direct the attention of the children with their pointer,
to the letters printed in large characters on the board which is
hung against the wall. If one of the children mistakes, he is
corrected by his neighbour, and a mutual change of place fol-
lows. The monitor makes the pupil who had made the mistake,
name the same letter correctly.
THE SPELLING-BOOK.
In the 2d class they spell and write words or syllables of 2 let-
terS.
In the 3d, words or syllables of 3 letters.
In the 4th, words or syllables of 4 letters.
In the 5th, words or syllables* of 5 and 6 letters.
In the 6th, words of 2 syllables.
In the 7th, words of 3 syllables. -
In the 8th, words of 4 syllables and upwards, including words
similar in sound, but of different import; also the signification
of words.
The first method employed is
Dictation.
The monitor of each class is furnished with a battledoor, on
which is pasted a copy, printed in a small type, of the great
lesson hung up against the wall, from which he dictates the
words.
The word is first pronounced aloud by the monitor, who then
deliberately gives out the letters and syllables, which the whole
* In the edition of the lessons to be published with this Manual, the les
sons for the 3d, 4th and 5th classes, are confined to words only, as being more
consonant to the general practice of American schools.
;
19
class write on their slates, for instance,—Important.—I-m, im,
-o-r, por, t-a-n-t, tant, Important.
When the classes have written their six words or syllables,
the monitors first inspect the slates of their assistant monitors,
and afterwards both correct the mistakes that their pupils have
made. The monitors then dictate a second lesson, which in like
manner consists of 6 words or syllables.
The next method is
Reading from Boards.
The children stand in semicircles. The monitors direct their
pointers to the syllables and words printed on the large boards
which are hung against the wall. Each pupil in succession reads
a syllable or word.
If one child mistakes, he is corrected by his neighbour, who
takes precedence of him, and the monitor makes him repeat
;the same syllable a second time.
* . After having spent a certain portion of time in this exercise,
the method of
Interrogation
is practised. The lessons being taken from the wall, the pupils
are required to spell the words without a book, and the same
mode of taking places is practised in all the drafts as before.
CONNECTED READING.
As soon as the children have reached the 5th class, they read
chosen pieces. The reading lessons are graduated nearly in the
same manner as the lessons in the spelling-book. The pupils in
the 5th class read short sentences, with words of one syllable.—
Those in the 6th class read long sentences, consisting of words
of 2 or more syllables, which are divided by hyphens. The chil-
dren in the 7th class read chosen passages from the New Tes-
tament. Those in the 8th class read the Bible.
In teaching the children connect ED READING, a beginning
is made by the method of *
Reading from the Boards.
The pupils from the 5th, 6th, 7th, and 8th classes, stand in
**micircles round the reading-boards. Each child reads a sen-
*nce, or a verse. If he makes a mistake, the monitor applies to
the next boy. The monitor never corrects an error until every
boy in his class has failed.
Interrogation.
At the close of this exercise the monitors take away the read-
20
ing boards, and ask their pupils some questions respecting what
they have read. Suppose that the pupils in the 6th class have
read the following sentences: --
1st. “Blessed are they that mourn, for they shall be com-
forted.” -
2d. “Blessed are the merciſul, for they shall obtain mercy.”
3d. “Blessed are the pure in heart, for they shall see God.”
The Gospel according to St. Matthew, chap. v.
The Monitor questions his pupils in the following manner:
Monitor, (reading from the board) Blessed are they that
In Oulrn:
Pupil, (answering from memory) For they shall be comforted.
Monitor, Blessed are the merciful:
Pupil, For they shall obtain mercy.
Monitor, Blessed are the pure in heart:
Pupil, For they shall see God.
The pupils in the 8th class are to be questioned in a different
manner.---Suppose they have read the 1st verse of Genesis---
“In the beginning God created the heavens and the earth.”
Monitor, Who created the heavens and the earth?
Pupil, God.
Monitor, When did God create the heavens and the earth?
Pupil, In the beginning.
Monitor, What did God do in the beginning?
Pupil, He created the heavens and the earth, &c. &c.
If a pupil mistakes, he is corrected by the child who stands
next, and they change places.
amsºmºrºmsºn º-º
OF THE MANNER OF TEACHING WRITING.
Writing is here considered as a branch of instruction:---con-
sequently there are two writing classes.---The first class write
upon slates, and the second in copy books.
Writing on Slates.
This class comprises all the children in the school except
those of the 1st class; and as the pupils learn to read by means
of writing, which then takes the name of DICTATION, it fol-
lows that the gradation of the classes which write on slates is
the same as that of the reading classes: thus—The 2d class
write syllables of 2 letters, the 3d class, syllables of 3 letters,
—the 4th, syllables of 4 letters—the 5th write words of 5 or 6
letters —the 6th, words of 2 syllables,—the 7th, words of 3
syllables,—the 8th, words of 4, 5, and 6 syllables. And as the
children are classed not according to their progress in writing,
21
but according to their proficiencies in reading, it sometimes
happens that pupils who, on their first admission into the
school, know enough of reading to be placed in the highest
class, are yet almost incapable of forming a letter. The first
duty of the monitor of the class to which these pupils belong,
is to teach them to write all the letters of the alphabet on the
slate.—To attain this end as speedily and easily as possible, the
monitor places these pupils at the left end of the first desk, in
his class, in order to have them more immediately under his
own notice. He begins by exercising them in writing sloping
strokes.—At first the monitor must guide the hand of these
pupils, and make a few strokes on their slates as a copy-
When the pupils can make straight strokes, the monitor gives
them strokes to copy which turn at bottom and top.–He
then gives them the letters of the alphabet to copy, beginning
with the most easy. To excite their emulation the monitor
gives them letters to write, promiscuously chosen; and after
the pupils have written them on their slates, he takes an ac-
count of the number of errors made by each; and the boy who
has made the fewest from the time they begin writing is re-
warded with a ticket. In the different stages of their progress
they perform the exercises of the other boys. When they can
write all the letters of the alphabet, the monitor allows them
to join with the other pupils of the same class, and to write with
them the lesson which he teaches by DICTATION from the spell-
ing book. Experience has proved that many pupils, who when
they entered the school were placed in one of the highest read-
ing classes, but who scarcely knew how to form a letter, have
learned by this plan, in six or eight days, to write syllables of
4 or 5 letters correctly, or words of 3 or 4 syllables. The mo-
nitors of the classes then inspect the slates and show the pupils
the mistakes they have made, and they immediately correct
them.
In describing the alphabet-board, it has been said that the
capital and small letters are painted in alphabetical order, and
that the small letters stand directly under their corresponding
capitals. And as the boys of the 5th, 6th, 7th, and 8th classes
know the names and forms of the small letters perfectly, and
know also that the letters standing over them on the board are
the same letters in capitals, nothing more is necessary there-
fore, than to mention to boys of the 5th, 6th, 7th, and 8th
classes, that they must begin every word they write on their
slates with a capital letter.
Writing on Paper.
All the pupils in the 7th and 8th classes who write well upon
22
slates, form a class of those who write on paper.—This class
assembles on the last forms in the school-room 4 or 5 times in
the week, at a fixed hour. If amongst the pupils who compose
this class there are monitors, the monitor-general will appoint
monitors in their place to fulfil their duties for a time. The
class of those who write on paper is divided into two parts,
each of which is superintended by a monitor who is himself a
good writer. The first learn to hold the pen, and write words
of several syllables in text hand. The second write large and
small hand alternately. The children who learn to write on pa-
per are furnished with copper-plate copies. It is the business
of the monitors to correct the copybooks. The children in the
second division also learn to mend their pens, under the direc-
tion of the monitor and the master.
e-º-º:
ARITH METIC.
Arithmetic is taught in classes. Each rule constitutes a class.
Each class is under the direction and instruction of a monitor,
and all are under the superintendence of a monitor-general.
The classes practise two methods of instruction. The one is
by writing examples and their keys on slates from dictation;
the other by performing examples extempore, in drafts, under
the order and tuition of monitors. •
During the time that the class is seated, it is constantly em-
ployed in the practice of the first method:
Dictation.
The monitor of each class is seated on the desk-board at the
head of his class. He is furnished with the examples which he
is to teach, and also keys to these examples, written out in
such an explicit manner, that if he can read he may teach his
class without the smallest risk of committing an error; and
though monitors are generally chosen from a higher class, by
means of these keys, a boy may, and frequently does teach the
class to which he himself belongs, if it contains but a small
number of boys.
The monitor dictates an example, which every boy in the
class writes on his slate, as does the monitor also, if he belongs
to the class. After he dictates the example he makes the class
“show slates,” which are examined to see that every boy has
written it correctly. The class is afterwards commanded to
“lay down slates,” and the monitor dictates the key to the
23
example, which every boy writes on his slate under, it; and as
the boys proceed in writing the key, they are taught to write
down the figures of the answer in their proper places; when
finished, the slates are examined, and the errors are pointed
out and corrected. The slates are afterwards cleaned, and an-
other example is dictated and written in the same manner.
Extemporaneous Method, or Interrogation.
To practise the second method, the classes go out in drafts
of nine boys each, under the tuition of a monitor, and are
formed into semicircles before boards hung against the wall,
on which examples and keys are pasted; this is conducted by
the monitor-general of arithmetic, after the manner in which
the monitor-general of reading takes the classes out to spell
and read in drafts.
The first boy in each of these drafts has a badge hanging
round his neck, lettered “First Boy.” The boys correct and
take precedence of each other: and at the expiration of the
time appropriated to cyphering in drafts, the monitor-general
of arithmetic passes round, and gives to every First Boy a
Merit-ticket.
The method of cyphering in desks is the reverse of the me-
thod practised by the classes in drafts. There the monitor of
the class dictates the example and key, and nothing it required
of the class but the mechanical operation of writing, what is
dictated to them by the monitor, in a correct and neat manner.
Here the boys dictate to themselves, from the board, a portion
of the example in their turns, which they all write on their
slates, while the monitor of the draft observes that it is dictated
correctly.
After every boy in the draft has written the example, the
monitor takes the board from the wall; and standing in the
centre of the draft, with his back to the wall and the board in
his hand, he commands the boys in his draft to “show slates.”
They turn their faces of the slates to him, which he examines,
to see that each boy has written the example correctly. He
next commands them to “return slates” (that is, to the posi-
tion in which they write), and every boy in his turn is made
to do a portion, of the example in the words of the key, which
the monitor looks upon; and if a boy commits an error, or de-
Viates from the prescribed words in the smallest degree, his
error is corrected, and he forfeits his place. The monitor never
corrects an error himself, till every boy in the draft has been
applied to and has failed. .
24
FIRST CLASS.
This class, in which boys learn to make and combine figures,
is introductory to Addition. It contains two divisions, each
under the care of a monitor.
As soon as a boy has advanced to the sixth reading class, he
is put into the first division of this class, which is seated .m-
mediately behind the fifth reading class. This division does not
go out in drafts, but is constantly employed at the desks dur-
ing the time appropriated to ciphering, in the manner about to
be described.
When a boy is promoted to this class, he is employed in
copying the nine digits from the alphabet-board, till he can
make them with tolerable correctness; and as soon as he can
do so, he is practised in making them, by writing the Addition
table, which is dictated by the monitor, who teaches them to
write it on their slates in columns, as it is printed in the table.
After the monitor has dictated nine combinations, which are
written thus, 1 and 1 are 2,
1 and 2 are 3,
1 and 3 are 4, &c.
up to 1 and 9 (during which time those boys who have not
learned to make the figures are copying them on their slates in
the order of the nine digits), he commands the division to
“show slates.” The slates of those who are copying the figures,
as well as of those who are writing the table, are now inspect-
ed, and the errors and faults pointed out and corrected.
The division is afterwards ordered to “lay down slates,”
“clean slates;” and the monitor dictates the nine combinations
which follow in the table; during which time the boys that are
learning to make the figures are employed in again copying
them from the board.
In this way the first division is constantly employed during
the time appropriated to ciphering; and when a boy has learned
to make the figures with ease and expedition, he is promoted
to the
Second Division.
In this division the boys are taught the addition-table, by
repeatedly writing it and by saying it in drafts.
The boys are employed (as the first division) in writing the
table on their slates, from the DICTATION of the monitor, while
in their seats. -
Reading from Boards.
This division is also taken out in drafts of nine boys with
the other classes; each draft is arranged in a semicircle, before
25
a lesson pasted on a board and hung against the wall. The mo-
nitor makes the boys read for a quarter of an hour.
Thus, First boy: 1 and 1 are 2,
Second boy: 1 and 2 are 3,
Third boy: 1 and 3 are 4, &c.
He also makes them read promiscuously, by pointing to a
particular combination, as practised in the spelling drafts:
Thus, First boy: 3 and 5 are 8,
Second Boy: 5 and 7 are 12,
Third Boy: 3 and 4 are 7.
Interrogation.
When the quarter of an hour is expired, the monitor takes
the table in his hand, and stands with his back to the wall, in
the centre of his draft, and questions the boys, thus:
Monitor: 1 and 12
First boy: 1 and 1 are 2.
Monitor: 1 and 22
Second Boy: 1 and 2 are 3.
Monitor: 1 and 3?
Third Boy: 1 and 3 are 4, &c.
And thus:
Monitor: 1 and 6?
First Boy: 1 and 6 are 7.
Monitor: 2 and 5?
Second Boy: 2 and 5 are 7.
Monitor: 6 and 7?
Third Boy: 6 and 7 are 13, &c.
The second division is constantly practised in these methods;
and when a boy can answer the combinations in the table, he
is promoted to the
SECOND CLASS.
Simple Addition.
This rule is taught by two methods. f
First. By simply dictating examples and their keys to the
boys of the class, which they write on their slates.
Second. By making them perform examples without the
help of the key. -
The first method is conducted in the following manner:
The monitor of the class is furnished with a board, on each
side of which is pasted a leaf of the Dictating Arithmetic, each
containing an example and its key in Simple Addition. This
class is seated behind the first class: the monitor takes his sta-
tion on the desk-board at the head of the first desk, with his
T) -
26
face to his class and the board in his hand. He first dictates
an example to his class, line by line, which every boy in it
writes on his slate. Suppose the following:
5 6 7 8
9 3 4, 6
8 7 9 5
3 6 4, 9
After dictating the last line, the monitor desires the class to
draw a line under the last line of figures.
He now commands the class to “show slates,” and every
slate is examined, to see that the example be correctly written
by each boy at the head of his slate.
He afterwards commands them to “lay down slates,” and
dictates the key in a slow and distinct tone of voice, which they
write on their slates under the example.
The following is the key to the above example.
5
y
First Column.
9 and 5 are 14, and 6 are 20, and 8 are 28; set down 8 un-
der the 9, and carry 2 to the next column: (each boy, when he
writes “set down 8 under the 9,” &c., writes an 8 under the
9, at the bottom of the first column in the example: and so of
the other columns.)
- Second Column.
2 I carry to the 4 are 6, and 9 are 15, and 4 are 19, and 7
are 26: set down 6 under the 4, and carry 2 to the next co-
lumn.
Third Column.
2 I carry to the 6 are 8, and 7 are 15, and 3 are 18, and 6
are 24: set down 4 under the 6, and carry 2 to the next co-
lumn.
Fourth Column.
2 I carry to the 3 are 5, and 8 are 13, and 9 are 22, and 5
are 27: set down 7 under the 3, and 2 to the left.
Total in figures: 27468.
Total in words: Twenty-seven thousand four hundred and
sixty-eight.
The slates are now shown and inspected. to see that every
boy has written the key correctly, and the figures of the total
in their proper places.
After the slates are examined, what relates to this example
is finished. The slates are therefore laid down and cleaned;
and the monitor afterwards dictates the example and key on the
27
other side of the board, which is written and examined in the
same manner. And in this way the class is constantly employ-
ed during the time that they are at the desks.
The examples in this and the other classes are numbered,
and they are dictated one after the other in numerical order.
The method practised in draft is as follows:
The drafts are arranged, as in the preceding class, round the
large or draft-arithmetic-boards, which contain an example
and key (in Simple Addition) on each side. Suppose the fol-
lowing example and its key pasted on a board, and hung on
the wall, round which nine boys and their monitor are assem-
bled in a semicircle, each boy being provided with a slate:
6 7 8 4.
5 4, 2 3
1 2 6 4.
4, 7 8 2
When the draft is properly arranged, the monitor desires
the first boy to go on.
First Boy.—First line: Six thousand seven hundred and
eighty-four.
After he reads the line, he and each of the other boys in the
draft write it down in figures on the top of their slates, and
the second boy afterwards goes on:
Second Boy.—Second line: Five thousand four hundred and
twenty-three. Which is written down in like manner under the
first line. * ...,
Third Boy.—Third line: One thousand two hundred and
sixty-four. Which is written down under the former line by
each boy.
Fourth Boy.—Fourth line: Four thousand seven hundred
and eighty-two. Which is written down under the preceding
line by each boy.
Fifth Boy.—Draw a line under the last line of figures.
Which each boy does.
The monitor now takes the board in his hand, stands in the
centre of the draft with his back to the wall, makes the boys
show slates, and inspects them to see that the example be cor-
rectly written by each boy. The example now stands on each
boy's slate as above.
After the slates are examined the sixth boy is desired to go
Orle .
Sixth Boy.—First column: 2 and 4 are 6, and 3 are 9, and
* are 13; set down 3 under the 2, and carry 1 to the next co-
Ull in he -
28
While the sixth boy is thus adding the first column aloud,
every one in the draft is doing the same mentally, to observe
if he make a mistake; and when he completes the column,
each boy sets down 3 under the 2, at the bottom of the first
column. - -
Seventh Boy.—Second column: 1 I carry to the 8 are 9, and
6 are 15, and 2 are 17, and 8 are 25; set down 5 under the 8,
and carry 2 to the next column. Each boy sets down 5 under
the 8. -
Eighth Boy.—Third column: 2 I carry to the 7 are 9, and
2 are 11, and 4 are 15, and 7 are 22; set down 2 under the 7,
and carry 2 to the next column. Each boy sets down 2 under
the 7.
Ninth Boy.—Fourth column: 2 I carry to the 4 are 6, and
1 are 7, and 5 are 12, and 6 are 18; set down 8 under the 4,
and 1 to the left. Which is done by each boy.
First Boy.—Total in figures: 18253.
Second Boy.—Total in words: Eighteen thousand two hun-
dred and fifty-three.
The monitor now commands the draft to show slates, which
are examined to see that each boy has written down the total
correctly. The states are afterwards cleaned, and the monitor
turns the board with the other example outward, which is per-
formed in the same manner. -
While a boy is going on, the monitor keeps his eye upon the
key; and if the boy deviates from the words of it, even in the
smallest degree, his error is corrected, and he forfeits his place.
It will be observed, that the words of the keys which are
dictated to this, and the other classes by their monitors, are
the same as the words in the keys of the draft-arithmetic. And
that writing is made use of in the arithmetic classes, as it is
in the reading classes—as an auxiliary to the business done in
drafts.
When it is ascertained by the master that a boy is perfectly
acquainted with the business of this class, he is promoted to
the
THIRD CLASS.
Simple Subtraction.
In this class the boys are employed during the time that
they are in their seats in writing the Subtraction-table, and ex-
amples with their keys alternately, from the dictation of the
monitor. #: **
While in drafts the boys work examples without the help of
the key. -
*
29
Example in Simple Subtraction, with its key as it is printed
on the dictating and draft boards:
3 2 9 4
Take 7 from 7 remains O; set down O under the 7.
Take 9 from 6 I cannot; borrow 10, and say 9 from 16 re-
mains 7; set down 7 under the 9, and carry 1.
1 I carry to the 4 are 5, 5 from 4 I cannot; borrow 10, and
say 5 from 14 remains 9; set down 9 under the 4, and carry 1.
1 I carry to the 3 are 4, 4 from 9 remains 5; set down 5
under the 3.
4 from 2 I cannot; borrow 10, and say 4 from 12 remains
8; set down 8 under the 4, and carry 1.
1 I carry to the 1, are 2; 2 from 3 remains 1; set down 1
under the 1.
Remainder in figures: 185970. •º, -
-Remainder in words: One hundred and eighty-five thousand
nine hundred and seventy.
When a boy is perfectly acquainted with the business of this
class he is promoted to the
FOURTH CLASS.
Simple Multiplication. -
In this class one half of the time appropriated to ciphering
in desks is occupied in writing the Multiplication-table, the
other half in writing examples and their keys from the dictation
of the monitor.
In drafts the class is employed in working sums without
the help of the key.
Example and Key.
2 3 4 5 6
4.
4 times 6 are 24; set down 4 under the 6, and carry 2.
4 times 5 are 20, and 2 I carry are 22; set down 2 under the
5, and carry 2. -
4 times 4 are 16, and 2 I carry are 18; set down 8 under the
4, and carry 1. - --
4 times 3 are 12, and 1 I carry are 13: set down 3 under
the 3, and carry 1. -
4 times 2 are 8, and 1 I carry are 9; set down 9 under the 2.
Product in figures: 93.824. *-
Product in words: Ninety-three thousand eight hundred and
twenty-six.
3O
After a boy has made himself perfectly master of the table
and the method of working sums in this class, he is promoted
to the
FIFTH CLASS.
Simple Division.
In this class the boys write the Division-table and examples
with their keys, alternately, in their seats; and work examples
in drafts without the help of the key.
Example and Key.
4 || 8 7 4 6 8 3 5
4 in 8, twice; set down 2 under the 8.
4 in 7, once, and 3 over; set down 1 under the 7, and carry
30, 30 and 4 are 34.
4 in 34, 8 times, and 2 over; set down 8 under the 4, and
carry 20, 20 and 6 are 26.
4 in 26, 6 times, and 2 over; set down 6 under the 6, and
carry 20, 20 and 8 are 28.
4 in 28, 7 times; set down 7 under the 8.
4 in 3, O: set down O under the 3, and carry 30, 30 and 5
are 35.
4 in 35, 8 times, and 3 over; set down 8 under the 5, and
the remainder 3 on the right.
Głuotient in figures: 2186708—3.
Quotient in words. Two millions one hundred and eighty-
six thousand seven hundred and eight, and 3 remainder.
When a boy is perfectly master of Simple Division he is
promoted to the r
sº SIXTH CLASS.
Compound Addition.
This class is employed in writing sums and their keys, when
in their seats; and in working examples, when in drafts, after
the manner detailed in the preceding classes. But as a perfect
knowledge of the Money-table is necessary to the ready per-
formance of the examples in drafts, instead of being constantly.
employed in writing sums and keys, during the time that they
are seated, as in the preceding classes, the boys of this class
also learn the Money-table by repeatedly writing it on their
slates while in their seats, from the dictation of the monitor.
The class writes sums and keys one day, and the table the
other, alternately. The table is dictated in parts, and the slates
examined, in the manner in which the Addition-table is writ-
ten by the first class. +.
31
The following is an example and its key.
L. s. d.
14, 16 4+
16 14 24
14 13 93
17 10 74
Farthings.
# and ; are 1d., and z are 1+d., and # are 13d.; set down #d.
under the farthings, and carry 1 to the pence.
Pence.
1 I carry to the 7 are 8, and 9 are 17, and 2 are 19, and 4
are 23; 23d. are 1.s. and 11d.: set down 11 under the pence,
and carry 1 to the shillings.
Shillings.
1 I carry to the 3 are 4, and 4 are 8, and 6 are 14, and 10
are 24, and 10 are 34, and 10 are 44, and 10 are 54; 54s. are
2l. 14s.: set down 14 under the shillings, and carry 2 to the
pounds.
Pounds, first column.
2 I carry to the 7 are 9, and 4 are 13, and 6 are 19, and 4
are 23: set down 3 under the 7, and carry 2 to the next co-
lumn.
Second column.
2 I carry to the 1 are 3, and 1 are 4, and 1 are 5, and 1 are
6; set down 6 under the 1.
Total in figures: 631. 14s. 11;d.
Total in words; Sixty-three pounds, fourteen shillings, and
eleven pence three farthings.
The example and its key is dictated by the monitor and
written by all the boys of the class as it stands above, who like-
wise write the figures of the total in their proper places as
they proceed in writing the key. ... '
The mode of inspecting is the same in all the classes as be-
fore described. # * -
The same sum may serve as an example of the method prac-
tised in drafts. {-
Suppose the sum and key the same, but printed in larger
type, pasted on a board, and hung on the wall; the draft as-
sembled before it, in a semicircle, with the monitor standing
on the right extremity. The first boy on the opposite extre-
mity is desired by him to go on.
32
First Boy.—First line: Fourteen pounds, sixteen shillings,
and four-pence halfpenny; (after reading the line aloud, he
and all the other boys in the draft write down 14. 16.4}. on
the top of their slates.)
Second Boy.—Second line: Sixteen pounds, fourteen shil-
lings, and two-pence farthing; which is written down in figures
under the first line.
Third Boy.—Third line: Fourteen pounds, thirteen shil-
lings, and nine-pence three farthings; which is written in
figures under the second line.
Fourth Boy.—Fourth line: Seventeen pounds, ten shil-
lings, and seven-pence farthing; which is written under the
third line.
Fifth Boy.—Draw a line under the last line of figures.
The monitor now takes the board in his hand, and stands in
the centre of the draft with his back to the wall, and commands
the boys to show slates. They turn the faces of their slates to-
wards him, which he examines, to see that the lines are cor-
rectly and properly written by each boy. They are afterwards
commanded to “ return slates,” and the sixth boy is desired
to go on.
Sixth Boy.—Farthings: } and ; are 1.d., and 4 are 14d., and
# are 13a.: set down # under the farthings, and carry 1 to the
pence.—He and all the boys in the draft set down ; under the
farthings, and the seventh boy goes on: -
Seventh Boy.—Pence: 1 I carry to the 7 are eight, and 9 are
17, and 2 are 19, and 4 are 23,-23d. are 1.s. and 11d.: set down
11 under the pence, and carry 1 to the shillings. Each boy sets
down 11 under the pence, and the eighth boy goes on:
Eighth Boy.—Shillings: 1 I carry to the 3 are 4, and 4 are 8,
and 6 are 14, and 10 are 24, and 10 are 34, and 10 are 44, and
10 are 54;-54s. are 21. 14s.: set down 14 under the shillings,
and carry 2 to the pounds. Each boy sets down 14 under the
shillings, and the ninth boy goes on:
Ninth Boy.—Pounds—first column: 2 I carry to the 7 are 9,
and 4 are 13, and 6 are 19, and 4 are 23: set down 3 under the
7, and carry 2 to the next column. Each boy sets down 3 under
the 7, and the first boy goes on:
First Boy.—Second column: 2 I carry to the 1 are 3, and 1
are 4, and 1 are 5, and 1 are 6; set down 6 under the 1. Which
is done by each boy, and the second boy goes on:
Second Boy.—Total in figures: 631. 14s. 11:d.
Third Boy.—Total in words: Sixty-three pounds, fourteen
shillings, and eleven-pence three ºg.
The monitor now makes the draft ºf show slates,” and inspects
each, to see that all the boys have set down the total correctly.

33
After they are inspected, he orders them to “return slates;”
afterwards to “clean slates,” and then goes on with another ex-
ample in the same manner.
While a boy is adding aloud, the other boys in the draft are
doing the same mentally; and all are on the alert to catch him
in an error; the monitor at the same time is looking on the key,
to observe that no error is passed over uncorrected.
SEVENTH CLASS.
Compound Subtraction.
The boys of this class are employed in writing examples, and
their keys, from the dictation of the monitor during the whole
of the time appropriated to ciphering in desks. And during the
time appropriated to ciphering in drafts, they are occupied in
working examples without the help of the key. -
Example and Key.
L. s. d.
267 13 7.
95 14 8:
Farthings.
} from O, I cannot; borrow 1d., and say 4 from 1d. remains
Z 2 2 4.
#; set down 3 under the 4, and carry 1 to the pence.
4. 4, Z2 y p
Pence.
1 I carry to the 8 are 9, 9 from 7 I cannot; borrow 12, and
say 9 from 19 remains 10; set down 10 under the pence, and
carry 1 to the shillings.
Shillings.
1 I carry to the 14 are 15, 15 from 13, I cannot; borrow 20,
and say 15 from 33 remains 18; set down 18 under the shillings,
and carry one to the pounds.
Pounds.
1 I carry to the 5 are 6, 6 from 7 remains 1; set down 1 un-
der the 5.
9 from 6, I cannot; borrow 10, and say 9 from 16 remains 7;
set down 7 under 9, and carry 1. -
1 which I carry from 2 remains 1; set down 1 to the left of
the 7 under 2. -
Remainder in figures: 1711, 18s. 103d.
, Remainder in words: One hundred and seventy-one pounds,
eighteen shillings, and ten-pence three farthings.
34
When a boy is perfectly acquainted with the business of this
class, he is promoted to the
EIGHTH CLASS.
Compound Multiplication.
In this class the boys are constantly employed during the time
that they are in their seats, in writing examples and their keys
from the dictation of the monitor. And during the time appro-
priated to ciphering in drafts, they are constantly employed in
working examples without the help of the key, as in all the other
rules. >
Example and Key.
L. s. d.
584 13 94
3
Farthings.
3 times 2 are 6, 6 farthings are 13d.; set down ; d. under the
farthings, and carry 1 to the pence.
Pence.
3 times 9 are 27, and 1 I carry are 28, 28 pence are 2s. and
4.d.; set down 4 under the pence, and carry 2 to the shillings.
Shillings.
3 times 13 are 39, and 2 I carry are 41, 41s. are 21, 1s.; set
down 1 under the shillings, and carry 2 to the pounds.
Pounds.
3 times 4 are 12, and 2 I carry are 14; set down 4 under the
4, and carry 1.
3 times 8 are 24, and 1 I carry are 25; set down 5 under the
8, and carry 2.
3 times 5 are 15, and 2 I carry are 17; set down 7 under the
5, and 1 to the left of the 7.
Product in figures: 1754l, 1s. 4d.
Product in words—One thousand seven hundred and fifty-
four pounds, one shilling, and four-pence half-penny.
When a boy is perfectly master of the business of this class,
he is promoted to the --
NINTH CLASS.
Compound Division.
In this class the boys are constantly employed in writing ex-
amples and their keys from dictation, during the time that they
35
are in their seats; and in working examples without the help of
the key, during the time appropriated to ciphering in draft.
Example and Key.
L. s. d.
7 || 394 19 103
F-
Pounds.
7 in 39, 5 times, and 4 over; set down 5 under the 9, and
carry 40, 40 and 4 are 44. * •
7 in 44, 6 times, and 2 over; set down 6 under the 4, and
carry 2 pounds to the shillings; 21. are 40s.
Shillings.
19, and 40 I carry are 59, 7 in 59, 8 times, and 3 over; set
down 8 under the shillings, and carry 3 shillings to the pence,
3 shillings are 36 pence.
Pence.
10 and 36 are 46, 7 in 46, 6 times, and 4 over; set down 6
under the pence, and carry 4 pence to the farthings; 4 pence are
16 farthings.
Farthings.
3, and 16 I carry are 19, 7 in 19 twice, and 5 over; set down
#d. under the farthings, and 5 the remainder to the right.
Głuotient in figures: 56l. 8s. 6; d. 5 rem.
Głuotient in words: Fifty-six pounds, eight shillings, and
six-pence halfpenny, and five remainder.
TENTH CLASS.
When the pupils have become thoroughly acquainted with
the first four rules, they are introduced to the tenth or highest
class, and are taught Reduction, Practice, The Rule of Three,
and as much of the higher branches as their stay in the school
will permit.*
. . A system of arithmetic adapted to the currency, &c. of the United States,
is included in the Lessons published with this Manual.
36
BRITISH SYSTEM OF EDUCATION FOR GIRLS.
Schools for girls are fitted up on the same plan as those for
boys, which have been already described; except that the seat-
board should be 5 or 6 inches from the inner edge of the desk-
board, to allow the girls freedom to work.
The system by which reading, writing and arithmetic are
taught in the boys' school is applicable in all its parts to girls as
well as to boys.—The method by which needlework is taught,
is all that will therefore be necessary to detail respecting the sys-
tem of education for girls.
General Arrangement.
When working (as sewing is denominated), the girls are
seated at the desks, arranged in classes, according to their pro-
ficiency. The first, or lowest class, is seated next the platform,
and the others in numerical order behind the first. The number
of classes depends on the number of different kinds of work
taught in the school. Each distinct operation, or different kind
of work, constitutes a class. The number in general use is ten:
1. Hemming; 2. Sewing and Felling; 3, Drawing threads, and
stitching; 4. Gathering, and fixing on gathers; 5. Button-holes;
6. Sewing on buttons; 7. Herring bone stitch; 8. Darning; 9.
Tucking and whipping; 10. Marking.
From the higher classes the best workers are selected for
monitors; and two are appointed to each desk. The one acts as
monitor of the desk in the morning, and the other in the af-
ternOOn.
The monitors who act in the morning are called regular mo-
nitors of desks, and the monitors who act in the afternoon are
called their assistants. In the morning the assistants are at
work in the classes to which they belong, under their respec-
tive monitors, and in the afternoon the regular monitors are at
work in their respective classes; so that one half of the moni-
tors’ time is occupied in their own improvement, and the other
in teaching the girls of their desk. -
A monitor continues monitor of the same desk until she
be appointed monitor in a higher class; and a girl continues to
sit at the same desk, and in the same place at the desk, while
she remains in the class.
There are also two general-monitors, who superintend in
their turn, one in the morning, the other in the afternoon. All
the monitors of desks, and the girls under their care, are un-
der the superintendence of the general monitor.
37
In the morning, from 9 to 10, and in the afternoon, from 2
to 3, the girls read and spell in drafts; and three afternoons in
each week, from 3 to 5, should be employed in writing and
ciphering.
Every Tuesday, morning and afternoon, the girls are allow-
ed to bring work from their parents, and do it in the school.
Each girl is provided with a pin-afore, or slip, as is each
monitor also. They are given out by the monitor-general to
the monitors of desks, and by them given to the girls in their
respective desks before the work is delivered; and taken in at
the conclusion of each school time, after the work has been col-
lected and brought up to the mistress. The pin-afores are
marked 1, 2, 3, &c., up to the number of girls, which the desk
contains: the number of the desk is also marked upon them,
thus, #, which would signify that the pin-afore so numbered
belonged to the fifth girl in the third desk.
Every three girls are allowed a pair of scissors, which are
fastened to the desk by a string long enough to accommodate
the three. t
Each girl is furnished with a thimble, needle, thread, and
materials for work. -
As the order in which the commands are given is invaria-
ble, and well known to the whole school; in place of giving
them in words, they are given generally by signals, for which
a small hand-bell is used.
Method of going from Drafts to the Working Classes, of giving
out the Pin-afores, &c.
At ten, the monitor-general, or mistress, rings the bell, as a
signal for the business in drafts to cease:–after a pause, the
bell is rung as a signal for the drafts to form a line round the
school; the bell is afterwards rung for the girls to turn to the
right or left, as the practice may be. The bell is again rung,
and the whole school walks in a line along the passage round
the school, and each girl steps into the passage behind the desk
to which she belongs, as she comes up to it, and goes to her
proper place at the desk. Each monitor does the same, taking
her place at the head of the desk.
After all are in their places, the monitors are ordered up to
the platform, where they receive from the monitor-general the
Pin-afores belonging to their desks; they return and distribute
them to the girls, who immediately put them on. The moni-
tor’s pin-afore is No. 1, the first girl in the desk, No. 2, the
second, No. 3, &c.
When the pin-afores are put on, a signal is given for the
whole school to turn to the right: another signal is given, and
38
each girl ties the pin-afore of the one who stands before her.
A signal is afterwards given for the girls to turn to the left,
and the pin-afores of the girls that stand on the left are tied by
the girls that stand next to them.
A command or signal is given now for the whole school to
take their seats, which they do in the same manner as the
boys.
After they are seated, a command or signal is given, and
each monitor passes in front of her desk, and gives a thimble
and needle to each girl: each monitor being furnished with as
many thimbles and needles as her desk contains girls, which
she keeps in a pocket in her pin-afore when not used, and for
which she is accountable.
After the thimbles and needles are given out, the monitors
are called up to the platform, and each receives work for her
desk from the mistress. They then return to their places, and
are ordered to give out work; and after they have given work,
and a thread to each girl, they return to the head of the desk.
After the monitors return to their places, the school is com-
manded to show work; that is, to hold it up in their left hand,
to see that each be furnished with work. They are then de-
sired to hold down work, and the monitors to go on:—the girls
immediately begin to work.
When a girl wants work she holds up her left hand as an
intimation to her monitor, who steps up and supplies her. If a
monitor wants a supply of work for her desk, she makes a like
signal to the monitor-general.
When a girl wants a thread she helds up her right hand,
and her monitor supplies her. Each monitor is furnished with
a paper of threads, which she keeps in the pocket of her pin-
afore.
At half an hour after eleven, the bell is rung as a signal for
the whole school to stop from work; it is afterwards rung for
the girls to hold up their work for inspection. The mistress
now passes along in front of each desk, and examines the work
of every girl in the school, rewarding those who have done it
well, and punishing those who have done it badly.
After the mistress has examined the work, the monitors are
ordered to gather it up. And after they have all returned to the
head of their desks with the work, they are ordered to bring it
to the platform, where the mistress or monitor-general receives
it, and the monitors return to their places. *
The monitors are afterwards ordered to collect the thimbles
and needles, which they put in the pocket of their pin-afores.
When this is done the whole school are commanded out of
their seats into the passage behind the seats.
39
The pin-afores are now untied, taken off, and folded, by
signals or commands. Each girl folds her pin-afore neatly,
with the number in view; and the monitors are afterwards
ordered to collect them, which they do in the order of their
numbers, and wrap them in their own, with the number in
view, which shows to what desk the pin-afores belong.
The monitors are afterwards ordered to the platform with
the pin-afores, and the mistress gives a ticket to each of the
three whose pin-afores are the most neatly folded; which are
afterwards put in their places by the monitor-general. The
monitors return to their desks, and the business of the school
is over.
At three in the afternoon the same routine of business com-
mences, which is conducted by the assistant-monitors. "...,
FIRST CLASS.
Hemming.
This class contains two divisions. -
Girls who have not learned to fold down a hem are placed
in the first division, and are taught on pieces of waste paper,
which retains the folds better than linen or cotton.
The monitors of this division are furnished with slips of
paper about four inches long and two broad, by the monitor-
general, at the time that the monitors are ordered to the plat-
form to receive work for the girls under their care.
When the command is given for the monitors to give out
work, the monitors of this division give a slip of paper to each
girl; and when the general order is given to begin work, the
girls of this division fold the edges of the paper down as if they
were folding linen for hemming.—(See No. 1, in the speci-
Inens of needle-work.) -
Each monitor is constantly engaged inspecting the work of
the girls in her desk, giving instructions, and keeping them
employed. -
When a girl has finished the folding of one slip, she holds up
her left hand as a signal to her monitor, who goes and inspects
the performance, and gives her another slip: and in this way
the division is constantly employed. - -
At the time appropriated for general inspection, (which is
half an hour before the school closes,) the mistress passes
round and inspects all the work done by each girl. Every one
who merits reward, has a ticket; and those who have been care-
less and inattentive forfeit one, or are confined.
When a girl has learned to fold down a hem neatly on pa-
per, she is promoted to the
40
Second Division.
In this division girls are taught to fold down and hem on
linen or cotton.—See No. 2.
They are furnished with pieces of linen or cotton, the size
of the slips of paper used in the 1st division, and also with
thimbles, needles, and thread.
Each monitor belonging to this division of the class, is fur-
nished with as many thimbles and needles as a desk contains
girls; which are put in a little bag, and kept in the pocket of
her pin-afore when not used, and for which she is responsible
to the monitor-general. **.
Immediately after the girls take their seats, each monitor
gives a thimble and needle to every girl in her desk, and after-
wards receives and gives out the work, in the same manner as
the monitors of the 1st division. Each girl receives a thread
from her monitor with her work. And when the order is given,
all the girls in the division begin to turn down and hem the
pieces of cloth. When a girl wants a thread she holds up her
right hand as a signal to her monitor, who passes up to her and
supplies her. When her work is done, she holds up her left
hand, and the monitor goes and examines her performance, and
gives her another piece of cloth.
In this manner the division is constantly employed till the
order is given to stop from working, when the mistress inspects
the work as in the preceding division.
The linen or cotton used in this and the other classes, for
doing the class work upon, is white. And, that the stitches may
be more easily seen and inspected, and the work is done with
coloured cotton thread.
The general observations on this class apply to all the fol-
lowing classes.
SECOND CLASS.
Sewing and Felling.
This class also contains two divisions. Girls who have learn-
ed to hem only, form the first division, in which they are
taught on paper to fold down and fix work for sewing and fel-
ling.
fwo pieces of paper about the size of the specimen, No. 3,
are given to each girl, which, when folded, they pin together,
as shown in the specimen. -
When a girl has learned to do this neatly, she is promoted
to the
Second Division.
Girls in this division are supplied with two or three pieces
41
of cloth, about the size of those in the specimen, No. 4; which
they are taught to sew and fell, and which they afterwards hem
round. -
As it is highly desirable that the children as soon as they
have learned to perform the class-work should be employed in
something useful; two caps are annexed, in which most of the
class-work is included—the front and strings of cap, No. 1,
and bottom of the caul No. 2, are examples of hemming: the
back of the cap, No. 1, and the chin-stay of No. 2, are exam-
ples of sewing.
It will be observed of all the other classes, as well as this,
that much work on little material is a prominent feature in the
system. g
When a girl can perform the work of this class neatly, she
is promoted to the
THIRD CLASS.
Drawing Threads and Stitching.
The girls of this class are furnished with pieces of cloth
about the size of No. 5, on which they are taught to draw
threads for stitching; to fix the work, and to do every thing in
that specimen of this class work.
When a girl is capable of performing the work of this class,
she is promoted to the
Fourth CLASS.
Gathering and Fixing Gathers.
In this class each girl is supplied with a pair of wristbands,
(which may be the work performed by herself in the preceding
class) and a piece of cloth, the width about three lengths of
the wristband, the length, three inches. When learning to
gather, children should be taught to turn down the edge in the
same manner as the first turning for a hem, and then turn it
back, that they may leave a line to guide them; they ought al-
so to divide into quarters the edge to be gathered and the edge
which is to be set on to the gathers, that the fulness may be equal.
It is a useful practice for children to count their stitches when at
work, that they may put nearly an equal number of gathers in
each quarter. After a girl has been taught to gather and fix on
gathers neatly, as represented in the specimen No. 6, she is
promoted to the
- FIFTH CLASS.
Button-Holes.
Small pieces of cloth are given to the girls in this class, who
first double them and sew them round, as done in the speci-
42
inen No. 7. They are afterwards taught to cut the holes to
the proper size, and to work them. As many holes are cut and
wrought in each piece of cloth as may conveniently be made.
And for facility of inspection, the holes are wrought with
thread of different colours. As children frequently ravel the
edges of button-holes, it is useful to teach them to whip them
slightly round with fine thread before they are worked.
SIXTH CLASS.
Sewing on Buttons.
In this class the girls are furnished each with a small piece
of cloth and a few buttons: and they are practised in sewing.
them on till they can do it neatly, as on No. 8. Where wire
rings can be procured, buttons may be made by covering them
with cambric muslin, previously cut into square pieces, and af-
terwards neatly stitched round the wire.
SEVENTH CLASS.
Herring-Bone Stitch.
No. 9 is a specimen of the work of this class performed on
a piece of linen.
The girls are first practised on pieces of linen or cotton, as
on No. 9, and afterwards taught the use of the stitch by per-
forming it on pieces of flannel, as on the specimen No. 10.-
This work is principally employed in making flannel clothes,
as the seams are less clumsy than with a double turning.
EIGHTH CLASS.
Darning.
This is taught on pieces of cotton about the size of the spe-
cimen No. 11.
The holes are purposely cut, and the work is performed with
thread of different colours, the warp of one colour is crossed
by the woof of another colour, that the work may appear more
distinctly.
NINTH CLASS,
* Tucking and Whipping.
Before children fold for plaits or tucks, they ought to have
a piece of card the exact width from the edge of the frock or
cap, to the edge of the tuck or plait, in order that they may
crease it correctly; and it is desirable that the card be an
exact square, to prevent any possible mistake. When the first is
made, the double edge should be turned down like a hem, and
then turned back again in the same manner as for gathering,
to make a line for a guide in running.
43
No. 12 is a specimen of the work of this class, exhibiting
five tucks, and bordered with a frill as a specimen of whip-
ping, which are both taught in this class.
TENTH CILASS.
Marking.
No. 13 is a specimen of the sampler taught in this class,
containing the capital and small letters of the alphabet, and the
figures upto 10.
General Observations.
When children make a first attempt to perform any of the
work in the different classes, it is desirable to let them prac-
tise upon pieces of old linen, in order that good cloth may not
be spoiled; and when the girls are capable of working well, it
is of great importance to procure such employment as may
improve them. But in many places this cannot easily be ac-
complished; and caution is requisite in applying for work with
the proposition of doing it for small pay, as it may be an es-
sential injury to those who earn their living by taking in
needlework. If work could be procured from persons in the
middling and lower class in life without any other pay than is
sufficient to defray the expense of needles and thread; or if a
little fund could be raised to purchase goods at a wholesale
price, and after making clothes of them, sell them without
charging much for the work, it might afford employment for
the children, and benefit the poor.
If knitting could be introduced into schools it would, in
many respects, be advantageous; and if those visitors of
schools, who are kindly interested in the instruction of youth,
are willing to bestow a little time and attention to the object,
it might be easily accomplished. “,
In the first place, one or two of the monitors in the highest
class must be taught; and when this is done, they will be quali-
fied to teach others. The children in the first instance might
be taught to knit stockings for girls of 8 or 10 years of age. If
these stockings were given for prizes, the cost of the worsted
would probably not exceed the sum usually expended upon
the highest rewards, and after some practice they might knit
stockings and socks for sale.
As cleanliness is of great importance in needlework, it is
particularly desirable that the monitors should be allowed to
send their pupils to wash their hands when they see it neces-
sary.
44
PART THE THIRD.
DISCIPLINE.
Division of Monitors.
The principle of discipline is defined to be Mutual Inspec-
tion or Superintendence:—accordingly, it is the duty of the
monitors to superintend their classes and maintain good or-
der. -
The monitors are either subordinate or general.
The former undertake the instruction of their separate
classes, and maintain order amongst the pupils instrusted to
them.—The latter take no part in the instruction of the pupils,
but maintain order throughout the school.
The subordinate monitors are—
1st, Monitors of classes;
2d, Assistant or Inspecting Monitors;
3d, Reading Monitors;
4th, Monitors of Arithmetic.
General Monitors are—
1st, General Monitors of Order;
2d, Monitor General of Reading;
3d, Monitor General of Arithmetic.
Duties of Monitors of Classes.
As it is the duty of the monitors of classes to teach the
spelling book by dictation, they should be chosen from amongst
the best writers in the eighth class. ..
Every class has two monitors, who divide the labour be-
tween them. Whilst one superintends the class, the other con-
tinues at his studies.—The number of monitors of classes is
therefore sixteen. -
Duties of Monitors of Classes before Dictating.
1st, The monitors of classes should come to school a quar-
ter of an hour before it begins.
2d, They should take their station at the right hand ex-
tremity of the first form in their class. -
3d, It is their duty to examine whether the desks in their
class are in order, and to inform the general monitor if there
are slates wanting or broken.
4th, To see that the boys take their places in the order in
45
which they enter the school, and stand in the passage behind
the seat-board, resting against the desk, with their faces to the
platform and their hands behind their backs, and that all re-
main in that situation until they receive the command of the
general monitor. - -
5th, To see that all the boys in their classes execute the
commands of the general monitor.
Duties of the Monitor whilst Dictating.
1st, He leaves his place and stands before the first form in
his class. -
2d, He must dictate in regular succession with the other
monitors, in a slow, distinct, and audible voice.
The monitor of the eighth class begins, then follows the mo-
nitor of the 7th, then the 6th, 5th, 4th, 3d, and 2d. The moni-
tor of the 8th class should never dictate a second word until
the monitor of the 2d class has finished dictating a syllable to
his pupils.
The monitor of the first class is not obliged to conform to
this rule.—He dictates one letter to this pupils and then cor-
rects it, and dietates a second to them without considering
what is done in the other classes.
3d, It is the duty of the monitor to have his eye constantly
on his class, and to see that every boy under his care is quiet,
orderly, and attentive, and that all write the word immediately
after it is dictated.
4th, If he perceives a pupil untidy, talking or idle, it is his
duty to put a disgrace or accusation-mark about his neck, after
having first warned him: and he is to take away the disgrace-
mark as soon as the pupil shows that he is corrected of his
fault, or as soon as he perceives that another pupil has com-
mitted a similar offence.
5th, He is to send incorrigible pupils to the platform; or
those who have broken their slates, or lost their pencils: and
he is to write on a slate the occasion of the pupils being sent
tl De - $
"sh, To have the number of the class on the telegraph turned
towards the platform while the class is employed in writing
the six words.
7th, When the sixth word has been dictated, the monitor is
to get upon the first form in his class, and turn towards the
general monitor that side of the telegraph which exhibits the
letters EX.
8th, He is to obey the order of the general monitor with
alacrity, and on no account to dispute or converse with any
monitor or boy in the school, or even with any visitor.
46
9th, When the general monitor gives the order to inspect,
the class monitor is to step off the form and then inspect the
writing of the assistant monitors, if any, and afterwards cor-
rect the slates of the pupils on the first form of the class.
10th, He is to see that the assistant-monitors or inspectors
perform in a quiet and orderly manner. t
11th, When the inspectors have examined the slates, he is
to give them a signal to return to their seats.
12th, When the inspection is over, he is again to get upon
the form and turn towards the general monitor the side of the
telegraph with EX, as a signal that the class is examined.
13th, When the general monitor has given a signal for dic-
tating a second lesson, the monitor must again turn the tele-
graph, step off the form, and dictate another word.
Duties of the Monitors of Classes with regard to the Attendance
or the Absence of the Pupils.
1st, When the order is given “to muster,” the monitor of
classes takes the class list (see No. 2,) in which a certain num-
ber is written opposite the name of every child, beginning at
the top. -
The boy who sits first tells his number in the class list; the
monitors turns to it, and opposite the name in the column for
the day of the week he makes a dash, and passes to the second
boy. In this manner he proceeds to the bottom of the class. In
the morning a horizontal dash is made in the column for the
day, thus (–). In the afternoon a vertical one is made crossing
the horizontal one, thus (+). When these marks are wanting,
the blanks indicate the absence of the boys. -
2d, The business of mustering being finished, the monitor,
after having added up the number of children present and ab-
sent, lays down his class list, and comes to the master to give
an account of the number of children present in the school,
the absentees, and the total number. The master inserts these
reports in a register (see Register No. 2).-After this the
monitors return to their places.
Duties of the Monitor of a Class-when his Pupils leave the
> Forms in order to read.
1st, To take his stand at the end of the form.
2d, To see that the pupils leave the forms in an orderly
manner, and that they stand still with their hands behind them.
3d, When the children leave the class, the monitor divides
them into companies or drafts of 8 or 9, according to the num-
ber of semicircles that they are to form. -
47
Duties of the Monitor of a Class after the Exercises are over.
1st, To report to the monitor-general the conduct of the boys
and inspectors under his care; and to make an appeal to the
master if he thinks himself aggrieved by the monitor-general.
2d, To come to the platform to read aloud the rules of the
school, &c., having placed the inspector at the head of the class.
3d, To take his place again after he has read, and to see that
the pupils leave the school in an orderly manner.
4th, To hang his marks in the proper places, and see that all
the slates are slung before he leaves the school.
- Duties of Assistant-Monitors.
The assistant-monitors are to take part with the monitors of
classes in the inspection of the writing; consequently they should
be some of the best writers.
The assistant-monitors are always chosen from amongst the
pupils of the same class to which they belong, except the as-
sistant-monitors of the first class. ..
They are chosen by the monitor of the class.-One assistant-
monitor superintends one form.
The duties of the assistant-monitor are—
1st, To obey the monitor of the class in every thing.
2d, To station himself at the top of the desk which he is to
superintend, and behind the seat of the monitor of the class.
3d, To write the words dictated by the monitor of the class.
4th, To perform all the exercises with the boys in the class.
5th, After his writing has been inspected by the monitor, to
take his pencil in his hand and examine the writing of each
boy in the desk which he superintends.
6th, To show the boys their mistakes in spelling, by draw-
ing a cross through the word. If a letter be omitted he is to
write it over the place where it should stand, and if a wrong
letter is inserted he is to scratch it out and place the right let-
ter over it. <º
7th, On no account whatever should he hold the least con-
versation with the boys, or any other person.
8th, He is to remain at the bottom of the passage with his
face towards the head of the desk, after he has inspected all
the slates, until the monitor makes a signal.
9th, When the monitor gives the word of command, or
makes a signal to the same effect, he is to return to his place,
and show his slate with the other boys on the desk.
48
Duties of the Monitors of Reading.
The monitors of reading are to teach their pupils from the
boards containing the spelling-book and reading lessons, they
must consequently be chosen from amongst the best readers
in the seventh and eighth classes.—Each class has several
reading-monitors. .
Duties of a Monitor of Reading before the Circles are formed.
1st, To render prompt and silent obedience to the commands
of the monitor-general of reading.
2d. To leave quietly the forms of the seventh and eighth
class, and to stand in a line at the head of the class which he
is to direct. - s
3d, At a signal given by the general monitor, to lead his
pupils to the place where the reading-circle is to be formed.
4th. To arrange his pupils in a semicircle with their hands
behind them, and their feet close together; he is then to put
the ticket with the words “First boy,” about the neck of the
child who stands first on the left-hand side of the circle; and
the monitor himself is to stand on the right-hand side.
Duties of a Monitor of Reading whilst the Children read from
r the Boards.
1st, To make the children read in succession a syllable,
word, or sentence, directing his pointer to them on the boards.
2d, First, to question the child who is at the head of the
draft, then the one who stands next, and so on to the last in
the class. -
3d, When a boy makes a mistake, the monitor is to repeat
the question to the next below him, who, if he can, corrects it.
4th, To make the boy who rectifies an error take the place
of the one who committed it.
5th, Never to correct a mistake until every boy in the draft
has been questioned, and found not able to answer. -
6th, The monitor of the 7th and 8th classes, when reading
in the Bible or Testament, need not use a pointer. The first
boy is to read the first verse; the others, each one in succes-
sion. The monitor is to read a sentence himself in his turn
with the boys in his class.
7th, To take the lesson from the wall when the monitor-ge-
neral of reading gives the command to examine by interroga-
tion; and to stand with it in his hands in the centre of the
draft with his back to the wall.
8th, To keep his draft constantly employed, from the mo-
ment that it is placed in a circle, until the monitor-general.
blows his whistle. -
49
9th. To report to the monitor-general those who talk and
are idle. -
Duties of a Monitor of Reading, after Reading from the Boards
2S OR)e^e
1st. As soon as the whistle is heard, the monitor is to see
that the boys in his draft fall into a line, with their backs to
the wall. -
. 2d. If there is not space enough for him to place the pupils
in one line, he must place them in two. -
3d. To hang up the lesson in its former place, as also the
ticket “First boy,” and the pointer.
4th. To remain at the head of his draft until he receives the
command to move. -
5th. The monitors are to lead their pupils back to their seats
in an orderly manner; and afterwards they are themselves ex-
ercised in reading under other monitors for half an hour, when
they return to their seats in the class.
Duties of the Monitors of Arithmetic.
The monitors of arithmetic are divided into those of the
classes, and those of the drafts.
Monitors of the Arithmetic Classes.
The monitors of the arithmetical classes may be chosen from
amongst the pupils who have made the greatest progress in
each class.—For this branch of elementary instruction is so
simplified, that a pupil who can read may teach the four rules
of arithmetic, even if he is unacquainted with them himself.—
But commonly the pupils of a higher class in arithmetic are
chosen to be monitors of a lower class. This must always be
done when it is found that all the pupils in one class in arith-
metic have made but little progress in this branch of elementary
instruction. .
Every class in arithmetic has two monitors, who divide the
business of instruction between them. .
They have nearly the same duties to perform as the monitors
of the writing-classes. . -
1st. Punctually to obey the monitor-general of arithmetic.
2d. The monitor is to take his seat at the desk at the head of
his class. - - -
3d. He is to dictate to his class in a slow, distinct, and audi-
ble voice. - y .’ -
4th. After he has dictated the lesson, he is to make his class
show slates, and then to examine them.
G
50 &
5th. After he has dictated the key, he is to make his class
show slates, and then see that each is examined and corrected.
6th. He is to make his class lay down and clean slates, and go
on with another lesson.
7th. He is to keep his class silent, and constantly employed,
and to hold no conversation with boys or monitors.
The monitors of classes are at liberty to choose assistant-
monitors, when the number of their pupils is large, in order that
they may be assisted in correcting the slates.
These assistant-monitors are always to be chosen from
* the pupils who have made the greatest progress in each
Classe
Their duties are nearly the same as those of the assistant-
monitors in the writing-classes.
1st. The assistant-monitor is to obey the monitor of his
class.
2d. He is to take his seat at the top of the form which he
superintends.
3d. He is to write what is dictated by the monitor of the
class.
4th. After his slate has been inspected by the monitor, he is
to take it in his hands, and examine the slate of each boy in the
form which he superintends. - -
5th. It is his duty to show a boy his mistakes, to scratch
them out, and write the correction over the errors.
6th. On no account to hold conversation with the boys on
that form.
Monitors of the Arithmetical Drafts,
The monitors of the arithmetical drafts are all chosen from
amongst the best-qualified pupils in each class.
Their duties are nearly similar to those of the reading-moni-
torS. -
1st. They must obey the monitor-general of arithmetic.
2d. They conduct their pupils to the arithmetical boards,
round which they are to form semicircles. -
3d. They take care that their pupils bring with them their
slates and pencils, except the first class in arithmetic. tº
4th. To see that the pupils dictate the rule by which they are
to work the sum, in the manner described in the Second Part.
5th. They make them show slates when the example on one
rule is finished, and clean them again when they are about to
dictate a fresh example. r
6th. They maintain order and activity in the semicircles.
7th. They lead back their pupils to their places.
-51
Duties of General Monitors of Order.
As the preservation of order and the superintendence of the
exercises constantly require the presence of a general monitor,
it is necessary that two pupils should be chosen for general mo-
nitors of order; so that whilst one superintends the school, the
other may continue at his lessons in the eighth class.
The office of monitor-general of order being a place of ho-
nour, it should be granted to a pupil who is worthy of it. Con-
sequently the boys in the eighth class who have made the great-
est progress in reading, writing, and arithmetic, and whose con-
duct has been the most regular, have a right to aspire to the
station of monitor-general of order. :
The master appoints a pupil to this office, and he does it with
some degree of formality.
The duties which devolve on the monitor-general of order are
very numerous.—We shall endeavour to describe them as ex-
actly as possible.
The monitor-general of order stands on the platform, and is
only accountable to the master.
Duties of the Monitor-general of Order, before the School is
assembled. - -
1st. He should be the first in the school-room—a quarter of
an hour before the usual time for the children to assemble.
2d. He opens the door to the monitors before the arrival of
the other children.’
3d. He calls over the names of the monitors.
4th. He sets down the names of the absent monitors on a
slate, and he appoints others to act in their place if necessary.
5th. He gives lessons to the monitors of the classes to dictate
to their pupils. -
6th. He opens the door for the pupils.
Duties of the Monitor-General before Dictating begins.
1st. He admits the children into the school-room at 9 o'clock
precisely.
2d. He directs the children to their seats, each opposite the
nail upon which his slate is hung; when he gives the orders Take
off hats: Sling hats: on this direction, each boy hangs his hat at
his back, by a string with which it is provided for that pur-
pose; as exhibited in Plate III. ºr
3d. He desires those who have no pencils to take them from
the master’s desk. -
4th. When the children are seated, he gives the command in
a quick, distinct, and audible tone of voice—Unsling slates:
52
The children catch the string belonging to the slate with their
left hand, and with the right they hold the slate and place it on
the desk. -
5th. The next command is Clean slates.
6th. After the slates are sufficiently cleaned, the monitor-ge-
neral gives a signal to leave off by ringing a bell.
The pupils then place their hands on their knees.
7th. He then orders them to Show slates: The boys cross
their arms, and taking the upper corners of the slates, raise and
turn them in such a manner that the clean side is seen by the
monitor-general. (See Plate II.)
8th. His next command is Monitors, Inspect: The monitors
leave their places, and examine the slates of their pupils, to be
certain that they have cleaned them well. They then return to
their places, and turn the telegraph to show the general-monitor
that the inspection is finished.
9th. His next command is Lay down slates: After which he
º the bell as a signal; on which the boys put down their
ands. - - \,
10th. He then directs the Monitors to begin:—The monitor
of the 8th class dictates a word; then the monitors of the 7th,
6th, 5th, 4th, 3d, and 2d, in succession.
Duties of the Monitor-General of Order during the Time of
- Dictating.
1st. He is to superintend and direct the whole business.
2d. He is to see that the monitors of classes dictate in their
right order.
3d. He is to hold no conversation or argument with any boy,
monitor, or visitor.
4th. Whenever he sees any boy or monitor inattentive, or
committing any impropriety, he is to call to him by name, and
set it down in his report. .
5th. He is to see whether the monitors take care to turn the
telegraph when they have dictated a lesson.
Duties of the Monitor-General whilst the Reports of Boys pre-
sent are taken.
1st. To shut the school-room door before he gives the order
to muster. *. X-
2d. To have the class-list marked half an hour after the
school has opened.—This is to be done at half past nine in the
morning, and at half past two in the afternoon.
After the monitors have given their classes in charge to the
assistant-monitors, they take a pen and mark the children who
53
are present in their class-lists. (See Class-list, No. 2, and
• 46.
p *H. keeps the children in order whilst the monitors of the
classes mark their lists.
4th. The mustering being finished, he leaves the direction of
the school to the monitor-general of reading, during the time of
reading.
5th. He goes to his desk on the platform to his studies, du-
ring the time the school is under the direction of the monitor-
general of reading.
Duties of the Monitor-General of Order after Reading.
In this case the second monitor-general of order succeeds the
first. This is also the time in which the monitors of the classes
are changed.
1st. As soon as the monitor-general of reading has made a
signal with his whistle for the children to leave off reading, the
monitor-general of order, who is on duty, takes his place on the
platform by the side of the master's desk.
2d. He rings his bell to fix the attention of the children after
the monitor-general of reading has distributed his tickets.
3d. He orders the children, who are ranged in a line round
the room, to turn to the right or left according to the path they
must take to return to their seats. This is done by a signal made
with his right hand. The children having turned as they were
desired, he gives the word of command for them to go to their
class by saying: Go!
The pupils of the 1st, 2d, 3d, 4th, and 5th classes, with their
monitors of reading at their head, enter in the Writing-classes.
The pupils in the 6th, 7th, and 8th classes enter the classes of
Arithmetic, under the superintendence of the monitor-general
of Arithmetic. The school is then divided into two principal
parts, each under the direction of a general-monitor. The mo-
nitor-general of Arithmetic is exclusively engaged in the Arith-
metical classes, until the exercises are finished.—The monitor-
general of Order is constantly occupied in the classes in which
Arithmetic is not taught.
4th. The monitor-general of order takes notice of the 1st,
2d, 3d, 4th, and 5th classes, and observes whether the monitors
of classes are mounted on their forms. He then orders the
children to take their seats, to unsling slates, to clean slates.—
He orders the monitors to inspect them. After which he com-
mands them to lay down slates, and to begin to dictate, &c. &c.
$th. He engages the pupils in this manner until a quarter to
twelve. -
6th. It is his duty to report as good monitors, those who dis-
54
tinguish themselves by their attention and diligence in the dis-
charge of their duty. ;
7th. He is to mention the boy by name, who distinguishes
himself by his attention and orderly conduct; and his name is
also to be entered in the list of good boys on the report-slate of
the day.
Duties of the Monitor-General of Order when the Business of
Teaching is over. * -
1st. At a quarter before twelve he is to ring the bell, in or-
der to let the monitors and scholars know that it is time to
leave off. - -
2d. He observes whether the monitors of the writing classes
put away their dictating-boards, and whether they get up on the
forms. He also notices whether the monitor-general of arith-
metic makes the monitors under him perform the same duties.
3d. He then orders the children to suspend their slates by
saying Sling Slates. .
4th. He rings the bell as a signal, on which the children put
down their hands. r
5th. He then reads aloud the names of the children who have
behaved well, desires them to leave their forms, and gives them
a “merit-ticket.”
6th. He also reads aloud the names of the children who have
behaved badly, and orders them to remain in the school-room
instead of going away with the rest of the children.
7th. He orders the pupils out of their seats, by saying, Look;
(making, at the same time, a motion to the right or left)—Out:
The pupils rise out of their seats and stand.—Front: They turn
so as to face him. He then gives the command, Unsling hats:
when every boy unties his hat, and places it on the desk before
him. Put on hats: Here the hats are raised to the head. Hands
down:—Look: He makes a sign with his hand to the right or
left, and then commands them to Go: The pupils walk out in
order before the master, each class with the class-monitor at
its head.
8th. When the pupils are gone out, the monitor-general sees
that all the lessons, slates, badges, &c. are put away by the mo-
nitors in their proper places; and that they always keep the
school-motto in mind—“A PLACE FoR EveRY THING,-AND
EveRY THING IN ITS PLAcE.” tº --
The duties of the monitor-general of order, during the ex-
ercises in the afternoon, are the same as those he has fulfilled
in the morning. . -
He admits the pupils at two o'clock precisely, and dismisses
them at four o’clock in winter, and five in summer.
55
At the close of the afternoon school, he makes the monitors
of the classes pass in succession before the master, and reports
what their conduct has been during the day.
'A
Duties of the Monitor-General of Reading.
The monitor-general of reading should be one of the best
readers in the school.
As the duties attached to this office are not very important,
they may in small schools be considered part of the business of
the monitors-general of order.
1st. The monitor-general of reading is under the monitor-
general of order. - -
2d. His duties begin when it is time to muster—at half-past
nine in the morning, and at half-past two in the afternoon.
3d. He then leaves the eighth class, and writes on his slate
the number of children present in each class. º
4th. He then divides the number of children in each class,
according to the number of semicircles that each of them is to
form; and he does this by the following rule:
for 10 children, 1 semicircle of 10 children
11 - - 2 - - one of 6 one of 5
12 - - 2 - - - - 6 - - 6
13 - - 2 - - - - 7 - - 6
14 - - 2 - - - - 7 - - 7
15 - - 2 - - - - 8 - - 7
16 - - 2 - - - - 8 - - 8
17 - - 2 - - - - 9 - - 8
18 - - 2 - - - - 9 - - 9
19 - - 2 - - - 10 - - 9
20 - - 2 - - - - 10 - - 10
from 21 to 30 children, 3 semicircles,
31 - 40 - - 4
41 - 50 - - 5
51 - 60 - - 6
61 - 70 - - 7
71 - 80 - - 8
81 - 90 - - 9
'91 - 100 - - , 10 .
5th. When he has thus divided all the classes according to
the number of semicircles that are to be formed, he goes back
to the 7th and 8th classes to select reading-monitors, who are
for the time to superintend the semicircles.—Let us suppose
that the 2d class is to be divided into two semicircles. The
monitor-general of reading will say—Monitors of the second
class, hold up your hands. The reading-monitors of this class
56
hold up their hands. The general-monitor then appoints two of
these pupils to superintend the two semicircles in question.—
Let us suppose that the third class is to be divided into three
semicircles. The monitor-general of reading will say—Moni-
tors of the third class, hold up your hands. The pupils who are
appointed reading-monitors of the third class hold up their
hands, and from amongst them the general-monitor chooses
three children to superintend the three semicircles in question.
—The general-monitor of reading proceeds in this manner un-
til he has appointed reading-monitors for each semicircle.
6th. His next business is to suspend to the walls of the school-
room the great reading-boards round which the children are to
form semicircles. If the first class is to occupy two semicircles,
he hangs up two boards belonging to the first class at one of the
extremities of the school-room.—If the second class is to occupy
three semicircles, he suspends against the wall three boards
belonging to the second class, immediately after those belonging
to the first. He pursues this plan with the rest, always propor-
tioning the number of boards to the number of semicircles, or
to the number of reading-monitors who are to superintend
them. - - -
7th. When he has arranged the reading-boards in this man-
ner, he returns to the 7th and 8th classes, and orders the read-
ing-monitors whom he has just appointed, to leave their seats:
He then says, Look: and makes a sign with his hand to the
right or left. The monitors turn as they are desired, and he
says Go: The monitors leave their seats, and arrange themselves
in a line at the head of the classes they are to superintend.
8th. The monitor-general of reading then goes to the plat-
form and rings the bell to fix the attention of the children.
9th. He then gives the word of command, Sling slates: and
the pupils hang their slates upon the nails before them.
The general-monitor then says Out: The children rise, and
he says Look: making a sign with his hand to the right or left.
The pupils turn as they are directed, and he says Close up: The
children stand close to each other. The monitor-general says
First Class—Go: Each of the reading-monitors of the first class
takes a certain number of pupils, whom he places round the
reading-boards, and exercises successively in reading them.
In doing this the monitors of drafts are assisted by the mo-
nitors of classes, and especially by the monitor-general of read-
ing; who should go from one class to another to divide the
pupils as they leave their forms, and see that everything is done
in order and with the greatest stillness.
10th. When all the pupils have left the classes under the su-
perintendence of their respective reading-monitors, the moni-


57
tor-general of reading returns to the platform, and orders the
monitors of the classes (who are still standing on the forms) to
step down and form a reading-circle. -
They come in an orderly manner, and form a semicircle un-
der the direction of a reading-monitor, who should be one of
the best readers in the class.
The pupils in the 1st, 2d, 3d, and 4th classes, should always
read the large boards composing part of the spelling-book.
The pupils in the 5th, 6th, 7th and 8th classes, are to read
the boards of connected reading in the morning, and in the af-
ternoon the spelling-lessons adapted to those classes.
During the exercises in the afternoon, the pupils of the 8th
class only are to read from the boards which contain words with
their signification, alternately with the other spelling-lessons of
the class. -
11th. During the time of reading, the general-monitor goes
through the semicircles, to preserve order and silence.
12th. He is to hear the complaints of the monitors, and the
requests of the children, neither of whom can leave their ranks
without his permission.
13th. He is to place upon the platform the children who are
not tractable.
14th. He sets down the names of good and bad monitors on
his slate.
15th. A quarter of an hour before the close of the reading-
lesson, he says, Monitors, repeat! All the reading-monitors,
except those of the first class, take down the boards which had
been suspended to the wall, and question their pupils in the man-
ner already described.
16th. At 4 past 10 in the morning, and at ; past 3 in the af-
ternoon, the general-monitor of reading gives a signal to leave
off, by blowing his whistle. The pupils immediately arrange
themselves in a line near the wall, and the monitors hang up
the reading-boards, as well as the pointers and tickets, and
stand at the head of their classes. -
17th. The direction of the school is then intrusted to the ge-
neral-monitor of order, who commands the pupils to return to
their classes; but previous to this, the monitor-general of
reading goes through the line formed by the children, and
distributes a Merit-ticket to each of them who wear the badge,
denoting him to be the 1st in his class. - -
After the distribution of tickets, the pupils in the 1st, 2d, 3d,
4th, and 5th classes return to their writing, and are so occu-
pied to the end of the school. Those of the 6th, 7th, and 8th
classes form arithmetical classes in the morning, and are so
H
58
engaged till school breaks up:—in the afternoon they also
form writing-classes.
18th. After the pupils have returned to their seats, the read-
ing-monitors should station themselves at the head of the
classes which they have superintended.
The monitor-general of reading desires them to form one
or more reading-circles, and to exercise themselves in reading
for a certain time, in these words:—Reading-monitors—Look:
(He then makes a sign with his hand to the right or left.) The
reading-monitors turn as they are directed, and he says Go:
The reading-monitors range themselves in semicircles under
the superintendence of one or more pupils, who should be the
best readers in the school.
19th. Whilst the reading-monitors are engaged in reading,
the monitor-general of reading places, in their former order,
all the large boards which have been used, and he also puts
away Bibles and Testaments.
20th. When the reading-monitors have read for half an
hour, the monitor-general of reading makes them leave off, and
says: Reading'-monitors—Loºk: He also makes a sign with his
hand to the right or left, and says Go: The reading-monitors
proceed to their arithmetical classes if it be morning, and to
the writing-classes if it be in the afternoon.
21st. The monitor-general of reading goes to the 8th class,
and continues his lessons with the rest. '
Duties of the Monitor-General of Arithmetic.
The monitor-general of arithmetic should be the boy who
has made the greatest progress in arithmetic.
As the duties that he has to fulfil are still less considerable
than those of the monitor-general of reading, they also may in
a small school be left to the monitors-general of order.
The monitor-general of Arithmetic is only engaged during
the morning school. His duties are,
1st. To begin his business at a quarter past ten, after the
time of reading the boards. #
2d. He then takes notice whether the pupils of the 6th, 7th,
and 8th classes enter the arithmetical classes with order and
stillness, and whether, they quickly obey the monitor-general
of order, when he desires them to go to their seats, take their
slates and clean them, &c. He also observes whether the mo-
nitors of the arithmetical classes are at their post, mounted on
the form belonging to their class. -
3d. He distributes to the monitors of the arithmetical classes
small boards containing the sums which they are to dictate to
their pupils.
59
4th. He gives the command for dictating in these words,
Monitors, begin.
5th. Whilst the rules of arithmetic are dictated, the general
monitor of arithmetic goes through the different classes, to see
that the monitors do their duty, and that the pupils are atten-
tive and assiduous.
6th. He hears the requests of the children, he warns the idle,
and sends to the platform those who persist in doing wrong.
7th. He writes on his slate the names of the good and bad
In OnitorS.
8th. When the pupils have been engaged for some time in
writing from dictation the rules of arithmetic, he makes them
: the same sums over again, without the assistance of the
eys.
*9th. For this purpose he desires the monitors of arithmetic
to suspend their labours, by saying, Monitors, Step up: The
monitors of arithmetic stand upon the forms in the places that
they occupy.
10th. He then writes upon his slates the number of pupils
in each class, in order to divide them into semicircles. He
names the reading-monitors who shall superintend these semi-
circles. He makes them leave their seats, and range themselves
in a line at the head of their classes.
11th. He says to all the pupils of the arithmetical classes,
except those of the 1st division of the 1st class, Look—Out—
Front—Take up slates. (The children in the 2d division of the
1st class do not take their slates, but suspend them on the
nails of the desk of their class.) The monitor general then
says, Look: He makes a sign with his hand to the right or left,
and says, Go: The pupils of all the arithmetical classes, turning
as directed, go out one after another, under the superinten-
dence of the monitors of drafts, and range themselves in semi-
circles in the place pointed out by the general monitor.
The monitor of drafts immediately begin the exercises.
12th. Whilst the pupils are engaged in working sums in the
four rules, from the boards, the monitor-general of arithmetic
goes through the different classes, and maintains order and
quietness.
13th. The children are thus engaged until a quarter to 12.
A few minutes before this time, the monitor-general of arith-
metic makes them leave off; the pupils form a line, with the
monitors at the head of the drafts.
14th. The monitor-general then distributes a ticket to the
1st child of each draft.
15th. He gives the following commands to the pupils: Look,
making a sign with his hand to the right or left:—The pupils
6()
turn as they are desired. Go: The pupils under the superin-
tendence of their monitors, return to their arithmetical classes.
Front: The pupils face the general-monitor. Lay down slates:
The children lay their slates on the desk. In: They take their
seats. The monitors of the arithmetical classes get upon the
forms, and keep order until the close of the school.
16th. The monitor-general of arithmetic is to be obedient to
the monitor-general of order.
In the afternoon the pupils do not practise arithmetic. Those
in the 7th and 8th classes are employed during the greater
part of the time in writing in copybooks with pen and ink.
After reading the boards, therefore, and when the pupils have
returned to their writing, the monitor-general of order ad-
dresses himself to the boys of these classes, who write on pa-
per, and says, Those who write on paper, Look—Out—Go:
They place themselves on the last forms in the school-room.
Then the monitor-general of order commands the monitors of
these classes to go for the copybooks and pens, to distribute
them to the children, and to keep them employed till the
school breaks up.
QUALIFICATIONS AND DUTIES OF MASTERS.
The influence of the conduct and example of adults over
the infant mind has been much too slightly regarded, though
it would seem sufficiently obvious that the habit and character
of children are formed upon the model of those to whom they
look up for support and protection. If these indulge in the
angry passions, show a disregard to truth and sincerity, and
are otherwise immoral in their conduct, can it be a matter of
surprise that the children should be depraved? Accordingly it
appears, on investigating the cases, and tracing the history of
many who have become the pests of society, that they have
fallen into criminal practices in consequence of the evil exam-
ple of their parents, and the neglect of a proper education.
The persons selected for masters and mistresses of schools,
must not only possess the most unblemished characters with
regard to moral conduct, but should also be imbued with a
deep sense of the importance of religion: they should in all
their actions give proof of the strictest regard to truth and sin-
cerity; their disposition should be frank and open; they should
have a perfect command of their own tempers and passions;
and while they are capable of displaying firmness upon all pro-
per occasions, their ruling disposition should be benevolence
61
and kindness; they should govern by love rather than by fear,
and make it their constant endeavour to convince the under-
standings of their pupils of the reasonableness of every thing
which is required of them. Having in the first place secured
the affections of the children, their government will become
easy and delightful:—an instructor should enter into the views
and feelings of children, and make human nature his study,
availing himself of little incidents as they occur, to improve
the moral feelings of the pupil, to enlarge his views, and en-
gage his affections on the side of virtue and truth—These are
points of the highest importance, and a deficiency in these
qualifications cannot be compensated by the most profound
erudition.
As the education in these elementary schools, as far as re-
gards mere learning, is principally confined to reading, writing,
needlework, and arithmetic; nothing more will be absolutely
required in a master or mistress of these schools, than a per-
fect knowledge of these branches of instruction; and such is
the excº Hence of the plan of the British System, that if the or-
ganization of the school be exactly maintained, even a mo-
derate degree of learning on the part of the master, provided
he possess the higher qualifications, will be sufficient: but it is
still highly desirable that every teacher should constantly en-
deavour to increase his stock of useful knowledge, by availing
himself of every opportunity consistent with the due discharge
of his duties, for the improvement of his mind. He may thus
extend the sphere of his usefulness, and be enabled to see
more distinctly where improvements may be suggested. Be-
sides its beneficial effects upon the children, a kind and bene-
volent disposition in the master will operate favourably upon
the parents of the children: the master should take oppor-
tunities to pay them friendly visits, and secure as much as
possible their co-operation with him, in training the children
to habits of cleanliness, diligence and virtue. Such conduct
would also make a favourable impression upon those who vi-
sited the school, and dispose them to assist in its support.
They who devote themselves to the education of youth should
be deeply sensible that they are undertaking a highly responsi-
ble charge: Upon them, to a considerable extent, will depend
the habit and character of the men and women of the next gene-
ration; and if they discharge their trust conscientiously, they
may fairly be considered as the most useful members of so-
ciety; and whether they receive their merited reward from
men or not, they will not fail of what is infinitely more va-
luable—the approbation of Heaven.—The duties of the mas-
ter, or mistress, may be arranged under the following heads.
62
Mode of Admission.
Every Friday morning at nine o’clock, applications for ad-
mission are received at the school by the master, who records
the name and age of the boy, and the name, residence, and re-
ligious denomination of the parent, together with the date of
application, in a book for that purpose. (See Register, No. 3.)
On Fridays printed notices are sent to the parents of appli-
cants in the order of their application, and on Monday morn-
ing they are admitted, and the vacancies of the preceding
week filled up. Each boy is examined by the master on his
proficiency in reading, &c. and sent to the class for which he
is found qualified.
His name, age, &c. is entered in the Alphabetical, or
School-register, (see Register, No. 1.) and also in the Class-
list.
Mode of examining the boys in Reading; and transferring
them to higher classes.
On the last week of every month all the boys in the school
(except those that are in the eighth class) are examined indi-
vidually by the master, on their proficiency in reading. And
each boy who is found to be perfectly master of the lessons of
the class in which he is, receives an examination-ticket, which
entitles him to a prize of twopence value, and on Monday fol-
lowing he is transferred to the next higher class.
The master taking the first class-list, calls the boys on the
platform, and examines them, one by one, in the order of their
names in the list. He sends to their class, those who do not
know the letters perfectly, putting a dash against their names
to indicate that they have been examined.
Those who can distinguish all the letters correctly, receive
an examination-ticket, and are returned to their class—a mark
is put against their names to indicate that they are qualified
for the second class.
This being done, the master examines the second class, by
its list, in a similar manner. Each boy who can read all the
syllables of two letters in the lessons of the class, receives an
examination-ticket. A mark is put against their names, and
against the names of the boys not qualified for promotion, as in
the preceding class.
The boys in the other classes are examined in the lessons of
their classes in like manner; and those who can read them
correctly and readily, receive each an examination-ticket.
The absentees on this occasion, who are known by having
no mark against their names, are examined on their first at-
tendance.
63
On the last Saturday of the month, the master makes out a
new set of class-lists. In doing this, the names of the boys that
on examination were found qualified to be promoted, are trans-
ferred to the next higher class in the new list.
The names of all the boys in the first class that obtained ex-
amination-tickets will therefore be transferred to the lists of
the second class; and those who obtained examination-tickets in
the second, will have their names transferred to the third class,
and so of the others. And on Monday morning, the boys are
promoted to the classes in which their names stand in the new
lists. The promotions are also noted in the Alphabetical Re-
gister. &
The transfer of the boys occasions an alteration in the num-
ber of their names on the lists. On the first Monday of every
month, the boys must on that account mention their names to
the monitors, which they turn to, mark, and tell the boys their
numbers in the new lists.
Mode of Examining Boys in the Arithmetic-Classes.
The monitor-general takes down on a slate, the names of the
boys that he observes, in the discharge of his official duty, to
distinguish themselves while ciphering in drafts. He also in-
quires of the monitor of each draft, if he has any boys quali-
fied for examination, and takes down on his slate the names of
the boys reported.
When the business of the school closes, the monitor-general
takes up the slate to the master. Next day, in the course of the
time appropriated to ciphering, these boys are called up and
examined by the master.
All the boys reported from the first class, are called up at
the same time, and questioned on their knowledge of the Ad-
dition-table. Those that show a sufficient knowledge of it, re-
ceive an examination-ticket, and pass immediately to the se-
cond class.
The boys from the second class are next called up, and have
an example in simple addition dictated to them by the mas-
ter, standing in a situation that they cannot copy from one
another. The boys who work this example readily and correct-
ly, receive an examination-ticket, and are promoted to the third
class.
The boys from the other classes are examined in a similar
manner: and after they are all examined, the promotions are
recorded in the Alphabetical Register.
The boys belonging to the first division of the first class are
not registered as being in arithmetic; their business being
merely introductory to that of the second division of that class.
64
Aggregate Report of Attendance.
Each monitor, after marking each boy present, counts the
number of marks which he has made in the column, which he
subtracts from the total number of names on the list, and gocs
up with the report to the master's desk. This report, written
in a book by him, shows the total number of attendants, the
number present, and the number absent in each class every
school-time; and also the sums total of each (see Register,
No. 2.)
An account of attendance at public worship on Sunday, of the
boys present on Monday morning, is taken, an aggregate account
of which is kept in a book ruled for the purpose (see Register,
No. 5.)
Mode of inquiring after Absentees.
An inquiry is made after absentees every week.
On Saturday the master fills up from the class-lists, printed
notices, specifying the class which the absent boy is in, with the
number of times that he has been absent from school during the
week, and requiring a satisfactory reason by the bearer.
On Monday morning the business of the school is suspended
some time previous to dismission.—The master takes the absen-
tee-notices, and calls out the name and class of each defaulter,
desiring the boy who knows his residence, to mention his own
name and class, which are written on the notice. After an in-
quirer is thus found for each, the notices are delivered to them.
These, after leaving school, go and present the notices to the
parents, who write or cause the inquirer to write on the back
the reason of absence. *
In the afternoon the inquirers bring up the notices to the
master, who at a convenient time enters these reports in the pro-
per column of the class-list. Those who are reported to have
left school are erased from this list: the day on which they left
school, the causes, and the classes in which they were then
placed, are recorded in the Registers, No. 1 and 3.
EMULATION AND REWARDS.
To some boys, the pleasure of excelling their compeers, and
of obtaining the approbation of their master, are sufficient in-
citements: but to promote a more general emulation, every boy
is rewarded who distinguishes himself in performing his lesson,
or by his attention and orderly conduct in the school. -
65
Tickets.
Tickets of nominal value, made of pasteboard, are given to
deserving boys each school-time; which are called in at the end
of every month, and rewards consisting of books, articles of
clothing, &c. are paid to the holders in exchange.
The value of a ticket is half a farthing; and for the sake of
economy, tickets of the value of two, three, four, five and six
half-farthings are also used. Their values are distinguished by
numbers. On a ticket of half a farthing's value is printed,
“Merit No. 1.”—On a ticket of two half farthings’ value,
“Merit No. 2,” &c.
When all the tickets of lower value are issued, they are call-
ed in, and exchanged for those of higher value. By this means
a much smaller number is made to serve the purpose for which
they are intended.
A merit-ticket No. 1, is given every school-time,
1st. To the first boy in every draft both in reading and arith-
metic, as a reward for attaining that situation.
2d. To all the boys who are reported by the monitor-general
for having distinguished themselves in reading, writing, and
arithmetic, and maintained good behaviour during the school-
tlme.
3d. The monitors of drafts are paid two tickets each school-
time, for their service as monitors.
Examination-Ticket.
The value of this ticket is 2d. Such a ticket is given to every
boy who goes from an inferior class of reading, arithmetic, or
writing on paper, to a superior one, after a due examination by
the master.
Pay-Ticket. *
The monitors of classes receive a pay-ticket each school-
time, as a reward for their services, which is equal in value to
one farthing. Before the school closes, the monitor-general re-
ports the monitors who have kept their classes in the best or-
der, and they are rewarded with another pay-ticket. The pay-
tickets are paid in money at the end of every week.
The two monitors-general of order are paid four-pence each
at the end of every week, for their services.—Their pay in-
creases according to the master's judgment of their merit.
The monitors-general of reading and of arithmetic are paid
three-pence each. * g .
Besides these stated rewards, the master, whose superintond-
I -
66
ing eye embraces the whole, bestows tickets at his own discre:
tion upon those whom he judges peculiarly meritorious, and
even if they are not reported by the monitors-general; but he
never fails to reward those that are reported by them.
General Distribution of Rewards.
At the end of every month the tickets are paid in rewards of
various sorts, with a considerable degree of formality. The
prizes are valued at so many tickets each, and the boys are al-
lowed to choose for themselves prizes equivalent to the number
of tickets which they have obtained. -
When all the boys have received their prizes, they walk
round the school holding them above their heads, and preceded
by the monitor-general, who proclaims that those boys have ob-
tained these prizes by their good conduct and improvement in
learning. After marching two or three times round the school,
they are permitted to go home.
This business is generally concluded about four o’clock in
the afternoon; and to stimulate the boys, who have obtained no
prizes, and who sit in their seats during the ceremony, the mas-
ter pronounces an eulogium on those who have been dismissed
with their well-merited rewards, and exhorts the scholars in
general to be orderly and attentive, that they may obtain simi-
lar rewards at the end of the next month.
The Library.
The best boys, but especially the monitors who have distin-
guished themselves by their good behaviour, have the privilege
of taking any book from the library, under certain regulations,
and may carry them home for a limited time; and on returning
the book, they are permitted to take another.
No. book can be introduced into the library but those which
have been placed there by the committee of the school.
PUNKSHMENTS.
The forfeiture of tickets, and confinement after school-hours,
are the principal punishments used. v. -
Immediately after the good boys are called up and rewarded,
the report of the bad boys from the monitor-general is called
OVer. sº - -
The talkers, players, and idlers, are sentenced to half an
hour's confinement for each time that they are reported guilty
of either of the above offences,
Boys who come late to school, that is, a quarter of an hour
67
after the school is opened, are confined half an hour also.-A
boy is appointed to write on a slate the name of each who comes
in after that time:—This listis called the Report of late boys.
Dirty boys are sentenced to have their faces and hands wash-
ed before the whole school, and to be confined half an hour. In
all cases, however, the parties may be excused from confine-
ment, if they are in possession of merit-tickets, by forfeiting
them at the rate of one ticket for every half hour's detention.
The boys who are reported Truants, are reproved, exhorted,
and confined by the master, as the case may require:—their
names are put on a slate, and called over at the close of every
school for a month. This is called The Truant-slate. It is con-
sidered by the boys a great disgrace to have their names on the
truant-slate.
After the bad boys come up to the platform, they are classed
into divisions, corresponding with the number of offences.
In the division of boys who have been once reported, each is
required to pay a ticket. Those who do so are dismissed, and
those who have no tickets are taken to the bottom of the school
by the monitor of bad boys, and are confined half an hour.
The division of boys who have been twice reported, pay each
two tickets, and are dismissed; those who have no tickets are
taken down to the bottom of the school, and are confined one
hour, and so on.
As it sometimes happens that a boy is reported by the moni-
tor-general of order, and by the monitors general of reading
and arithmetic, during the same school-time, it is found most
convenient to call up the boys reported by each monitor-general,
ºrately, and to dismiss one report before another is called
Ol’e
Monitors of drafts pay two tickets for each offence reported
against them.
Monitors of classes forfeit a pay-ticket for each offence.
General-monitors have a part of their weekly pay suspended
by the master, for inattention or misconduct.
Truants pay four tickets for each school-time neglected.
Disobedience to monitors, forfeits four tickets.
Disobedience of subordinate monitors to superior monitors,
six tickets.
Partiality in monitors, or false reports, eight tickets.
Every boy who considers himself aggrieved by his monitor is
at liberty to appeal to the master, at the time of his being called
up to the platform previous to dismissing the school; both mo-
mitor and boy are allowed to call up witnesses in their own de-
fence, and after examination, sentence is passed by the master.
68
If the boy is in the right, he is dismissed, and the accuser pu-
nished as he deserves; but in case of groundless appeal, the boy
is sentenced to a longer confinement.
The boys who are to be confined after the school hours, are
constantly employed by a monitor during the time of confine-
ment, in writing on their slates the words of their class; and if
they are idle or disorderly, they are reported again at the next
meeting.
3.
REGISTER, No. 1.
PLAN OF ALPHABETICAL SCHOOL REGISTER.
Name. No.1 Residence. When Reading Classes. Arithmetic Classes. When Remarks
Admitted. 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 1 || 2 || 3 || 4 || 5 || 6 || 7 || 8 || 10|left School. tº
Adams, John| 6 |Kent Street|May 6,1815 # * * # |
Andrews, W. 94 ||John Street June 4,1815 º g
Aug. 20th.|Removed
Abel, George 76 |Bird Lane |Aug.6,1816

7()
REGISTER, No. 2.
PLAN OF AGGREGATE REPORT OF DAILY
ATTENDANCE.

Morning.
Present.
Absent.
Total.
i
1 Class.
do.
do.
do.
do.
do.
do.
do.
9
18
2
4.
11
22
May 1, 1816.
§
* REGISTER, No. 5.
PLAN OF AGGREGATE REPORT OF ATTENDANCE
AT PUBLIC WORSHIP.

Sunday. Church. ‘. i. Absent. | Total.
1 Class. 4. 1 6 11
2 do. 6 2 1O 18
3 do. 7 4. 13 1. 25
4 do.
5 do.
6 do.
7 do.
8 do.
May 1,1816
PLAN OF REGISTER OF CANDIDATES.
REGISTER, No. 3.
Mr.
Wh |Class. - whº, Class.
No Name. Age |Parents’ Name. Religion. Residence. A º: d. R.A. left school. R.A. Remarks. >
1 Thomas, John 7 Wm. and Ann Church Pumpcourt June 1,1815|4 Aug. 30, 1815|6 || 2 |Illness
2 Bond, William 6 John and Sarah|Catholic John street July 6, 1815| 6 || 1
3 Cohen, Moses | 8 |Moses & Ruthlſew Do. 3 Dec. 1, 1815. | 6 || 2 |Heb. Sch.

R}

No. 2. *
PLAN OF CLASS LIST.
:
Date,
No. NAMEs. | First Week. Report. Second Week. Rºn Third Week. lºn. Fourth Week. Report
MTTTWITTFTS |MITTWITH is MTTWTTTFTS MITWITTFTS)
J. Jones |+|—|| |+ |+ — Ill
W. Bond + + |-|-|--|--|- +|| || |+|+|—|Truant
73
PART THE FOURTH.
HINTS FOR THE FORMATION AND MANAGE.
MENT OF SCHOOL SOCIETIES.
As it often happens that a number of benevolent individuals
are disposed to unite their exertions for the establishment of
schools in the place of their residence; but are somewhat at a
loss, as to the best means of accomplishing their object; the fol-
ing Hints of the Resolutions necessary to be passed at a Gene-
ral Meeting in order to organise the attempt, are submitted to
their consideration.
A. At a MEETING of the Inhabitants of the Town of B
and its Neighbourhood, held for the Purpose of taking
into Consideration the State of the Children of the La-
bouring Class of Society of the said Town and its Wi-
cinity: -
A. It appearing to this meeting, that the state of the children
of the labouring class of the people, and the deficiency of
their education, render it highly needful that some effectual
mode be adopted for the improvement of their morals, and
for affording them a proper education:
Resolve D,
A. That the plan of The British and Foreign School Society,
on account of its liberal principle, and its great simplicity
and economy, appears to be best adapted to this end.
A. That for the purpose of promoting the important objects
of this meeting, a society be formed, and denominated the
B Society, for the education of the children of the la-
bouring class of the people, and the improvement of their
morals.
A. That the children of all labouring people or mechanics, re-
siding within the town of B and its neighbourhood, are
proper objects of this Institution.
Government of the Society, and Privileges of Subscribers
** and Governors.
A. That all subscribers of half a guinea a year, or of five
guineas in one donation, be entitled to have one child con-
tinually in the school, “rkas after mentioned.
74
A. That all subscribers of one guinea a year, or of ten guineas
in one donation, be entitled to have two children continually
in the school, except as after mentioned; (and so in propor-
tion for any larger sum) and also be governors of the so-
ciety, and, as such, eligible to be members of the com-
mittee; and to vote and be present at the general meetings.
A. That no boys be admitted until they have entered their
sixth year. -.
A. That whenever the number of boys admitted into the
school, shall be within twenty of the number determined by
the committee to be received, no boys under the age of
eight years shall be admitted, and the eldest of the then ap-
plicants shall be preferred.
A. That all absent subscribers may recommend children by
proxy.
A. That all subscriptions shall become due on the 1st day of
September in each year, and no governor shall be entitled to
vote at general meetings or recommend scholars during such
time as his subscription is in arrear.
General and Special Meetings.
A. That a general meeting of the governors be held every
year on the first Wednesday in September, at twelve o’clock,
at which meeting the proceedings of the committee (ap-
pointed as after mentioned) for the preceding year shall be
read, and if approved, confirmed, and the funds and the
state of the school considered, and a report thereof * for the
information of the subscribers approved, and such addi-
tional regulations and resolutions adopted as may be deem-
ed necessary, and a president, vice-presidents, treasurer, and
other members of the committee elected or re-elected; but
such fourth part of the committee (not being the president
or vice-presidents) as shall have attended the least fre-
quently during the preceding year (unless absent from
B , or prevented by illness) shall not be eligible for the
ensuing year.f -
That special meetings of the governors may be called at the
request of the committee, (seven or more of them being pre-
sent,) or by twelve governors, seven days’ previous notice be-
ing given thereof, and of the business proposed to be trans-
acted.
That no question be decided by ballot unless demanded in
* See Form A, 1.
t One fourth of the members may go out yearly agreeably to this resolution;
but if none equal to those who go out can be found amongst the subscribers,
this rule may be dispensed with. -
75
writing, and signed at the general meeting, (wherein the ques-
tion shall arise) by at least ten governors, and that all female
and absent governors be entitled to vote by proxy at such bal-
lot, which shall be taken seven days subsequent to such gene-
ral meeting.
Committee.
A. That this society be under the direction of a committee
of eighteen governors, consisting of a president, four vice-
presidents, a treasurer, and twelve other governors.
A. That A be the president, B, C, D, and E, the vice-presi-
dents, and F the treasurer, and G, H, &c., (twelve other
governors,) the committee*—such twelve other governors
being resident within the town of B or its vicinity.
That the committee meet on the first Thursday in every
calendar month, three members whereof shall constitute a
meeting. -
That the committee may fill up any vacancy (not being that
of a president or vice-president) which may happen therein
during the interval of the general yearly meeting; the gover-
nors being proposed at one, and elected at the ensuing month-
ly meeting.
That the committee may elect as honorary members thereof,
such persons (not being resident within the town of B Or
its vicinity) as shall in their estimation have rendered essential
service to the society: the mode of election to be as in case of
a vacancy in the committee. *
That any three members of the committee may call a special
meeting thereof, specifying in writing the business, to be sub-
mitted thereto, and which the collector shall insert in the sum-
In OIIS,
That no member of the committee be employed in any busi-
ness respecting the society, for which he is to receive a pecu-
nary compensation.
That the committee publish yearly a report of the state of
the society, after the approbation thereof by the yearly meet-
ing.f - -
That the committee shall appoint the schoolmaster, and all
the inferior officers of the society, and form temporary regula-
tions for the management of the school, which shall be in
• The committee, according to circumstances, may be increased to six vice-
presidents and to sixteen or twenty-four committee-men, if so many efficient
persons are wanted, and can be procured;—but this is not needful in small
towns. -
f See Form A.
76
force until the next general meeting; but no longer, unless then
confirmed.
A. That no book, pamphlet, or other paper, be introduced into
the school, without being first presented to, and approved
of by the committee, and that the general reading-lessons
be confined to the Holy Scriptures, or extracts therefrom,
and lessons for spelling and arithmetic.
That in case there shall be room for more boys than the sub-
scribers are entitled to recommend, the committee shall be at
liberty to fill up the number, and also to appoint boys to any
vacancies, occasioned by the omission of subscribers to recom-
Imend, but without prejudice to the privilege of subscribers, re-
gulated as after-mentioned.
Treasurer.
That the treasurer shall receive all sums of money paid for
the use of the society, and give such security for the faithful
discharge of his office, as the committee shall deem sufficient,
and that he make all payments sanctioned by the committee,
and lay before them at each monthly meeting, a list (to be pre-
pared and delivered to him by the collector) of all such sub-
scribers as shall be in arrear for three months and also a state-
ment of his accounts, which shall be audited, balanced, and
delivered to the general yearly meeting.
Scholars, Recommendations, &c.
That every recommendation of a boy to the school shall be
signed by a subscriber, and shall specify (agreeably to form B)
the parents’ names, place of abode, number in family, trade,
circumstances, (or average of weekly earnings) and denomina-
tion of religion; also the name and age of the boy recommend-
ed; which recommendation shall be left with the master, and
be submitted to the then next monthly meeting of the com-
mittee, by the master, clerk, or secretary, for its determination;
and then filed by the master; and if approved, also registered
agreeably to form C.
That if any boy so recommended shall be rejected by the
committee as ineligible, or in the event of a vacancy happening
with respect to any of the said boys, the subscriber recom-
mending such boy shall immediately be informed thereof, by a
written notice signed by the master. Whereupon such sub-
scriber shall be at liberty to recommend another boy to supply
the vacancy; but if such subscriber shall neglect to do so for
two weeks after notice shall be sent, or in sufficient time to be
laid before the then next monthly meeting of the committee,
77
the committee shall fill up such vacancy, and the subscriber
lose his recommendation for that time.
That all recommendations of children shall be renewed by the
committee in the month of July, in every year, on a report of
good behaviour by the school-master, and also by the sub-
scribers during the month of January in every year.
That if any subscriber shall die, discontinue his subscription,
or omit to renew his recommendation of a scholar in January
in every year, the child recommended by such subscriber shall
lose his scholarship, unless continued by the committee, liable
to be discharged on there not being sufficient room in the school
for such boys as the subscribers shall from time to time re-
commend in exercise of their privilege.
That no child shall be admitted with any infectious disorder,
and that the children come to school properly washed, and with
their hair cut short, and combed.*
That the school-hours be from 9 to 12 in the morning, and
from 2 to 5 in the afternoon, from the 1st of March to the 1st
of November, and from 2 to 4 in the other months.
A. That the children shall attend every Sunday at those places
for worship, to which, by their recommendations, they ap-
pear to belong; for which purpose they shall assemble at the
school-room on that day, sufficiently early to go from thence
to their respective places for worship. -
Inspectors.
That the committee shall at each of their monthly meetings,
appoint two inspectors for each week of the ensuing month,
who shall attend at least twice in the week at the school-room,
for the purpose of ascertaining the progress of the children in
their learning. They shall minute in a book the time of their
attendance; and after having inspected the master’s reports,
&c., they shall enter any remarks thereon, and on any other
matter respecting the school, which they deem proper, in the
said book, and sign the same; which shall be laid before the
then next monthly meeting of the committee.
A. That the two inspectors for the preceding week be request-
ed to attend every Sunday at the school-room, early enough
to see the scholars proceed from thence for their respective
places for worship, headed by the master, and also such of
the committee and subscribers, or other persons, as may, with
the approbation of the committee, consent to attend for that
* Experience has shown, that from a strict enforcement of this rule much
benefit has arisen. It habituates to cleanliness.
# -
73
purpose, who are to report to the master, in writing, on the
ensuing Monday, the conduct of the scholars during their at-
tendance at their several places for worship, and also the
names of the absentees.
School-master.”
That the school-master shall attend every Sunday at the
school-room, for the purpose of properly arranging the scholars
previous to their setting out for their respective places for wor-
ship, and of taking an account of the absentees. He shall also
accompany, and take the oversight of such boys as go to the
place for worship he attends. -
That in default of any person attending, with the approba-
tion of the committee, for the purpose of accompanying any
set of children to their place for worship, such children shall
(for that time) go with the master.
That the school-master shall enter, or cause to be entered,
daily in a book, an account of the absentees from school, and
from their respective places for worship on Sundays, and shall
keep a weekly account of the cause of such absence. He shall
produce such accounts to the inspectors, and also make a monthly
report of the same to the committee, adding an account of the
boys who have passed from class to class, in consequence of pro-
ficiency of learning, during the preceding month, and of the
rewards distributed. -
That an account of all recommendations of scholars, and the
renewals thereof, by the subscribers and committee, together
with the cause of any boy having left the school, agreeably to
the form C, shall be kept by the master, who shall lay the same
before the first meeting of the committee in the months of Ja-
nuary, February, July, and August, in each year, for the pur-
pose of ascertaining whether the recommendations have been
regularly renewed, and the account correctly kept.
A. That the committee endeavour speedily to procure an ac-
count of the number of children, and their ages, who are now
in B , and its vicinity, having no prospect of edu-
cation.f -
* Masters and mistresses properly qualified and trained in the practice of the
British System may be obtained on application to the Committee of the Bri-
tish and Foreign School Society, by letters addressed to the Superintendent,
John Pickton, Royal Free School, Borough-Road.
+ A short printed notice will be sufficient for this purpose; it may be as
follows: -
All persons who have boys above 6 years of age, having no apparent pro.
spect of education, are requested to apply to at on Wednesday
and Thursday next, at , o'clock, in order that a list may be made out to be
submitted to the subscribers to the Free School. -
79
A. That a subscription for promoting the object of this meet-
ing be immediately opened, and that the treasurer,
and and be appointed to receive the same.
It is certainly desirable, that the general meeting pass all the
foregoing resolutions at its first meeting; but if pressed for
time, the several resolutions marked A. may be adopted, and
the other resolutions postponed, until proposed by the commit-
tee at an adjournment of the general meeting, in pursuance of
the following resolution, to be entered into after the appoint-
ment of the committee, and at the conclusion of the first gene-
ral meeting, viz.
Resolved, that the committee do meet the day of
for the purpose of forming such further rules for regulating the
conduct of this society as may be deemed expedient, and that
they propose the same to the adjournment of this meeting.
Adjourned to the day of next, at o'clock, at
this place.
If the committee is not fully appointed at the first general
meeting, it may be completed at the adjournment.
The foregoing regulations may in a considerable degree be
adopted beneficially, in conducting schools for girls.
3

Receipts and Disbursements for the British School at B
A.
to the 1st of September 1810. *
, from the 1st of September 1809
1810. Receipts. L. s. d.ll 1810. Disbursements. L. s. d
Sept. 1 Balance from last Year - º - 4 6 4||Feb. 2. Two dozen Bibles and 24 Testaments
Arrears of Annual Subscriptions for the from the British and Foreign Bible
last year -> - - º 7 17 6 Society, and Carriage º º 6 17 O
Annual Subscriptions for the present 21. One Year’s Rent, due the lst Instant 20 O O
Year tº º º sº .- 73 10 OlMarch 4|Slates, Pencils, and Ink --> - 10 6 1()
Donations - - º sº 10 10 O Lessons for Reading and Spelling - || 7 10 O
Ditto from the Box at the School - || 8 4 3|June 4. Account Books and Articles for Prizes
Collections at the Church - º 12 15 9 for Boys º º t- -> 9 18 4
Do. at the Presbyterian Meeting House 8 14 1 30|Salary to the Master for one Year, due
Do. at the Baptist Meeting House - || 4 2 1 the 25th - sº º º - || 60 O O
# Sept. 1|Contingent Expenses to this time 5 3 4.
; 130 O O The Master for collecting, at 6d. in
the Pound º º tº- tº 2 O 8
Balance to next Year º gº tº 8 3 l O
130 o o
2
A. continued.] REPORT RESPECTING SCHOLARS.
373 Poor children have been admitted into the school from the 1st of September 1807, to the 1st of September 1810, inclusive.
158 Have left the school for various employments, after having made the usual progress in the different classes.
5 Expelled for bad behaviour. -
276 Have learned to write a tolerable (indeed some few a masterly) hand. This number forms the 3 senior classes.
97 Are now learning to write.
Progress in Arithmetic.
E--
2– Died.
1 Drowned.
wº-> 166 {
207 Remain in the school.
- Progress in Reading and Spelling.
218 Have learned to read in the Bible.
34 Have learned to read in the New Testament. This number, at different times forming our 7th and 8th classes, consequently are
all able to spell words of three, four, and five syllables.
121 Are now making a rapid improvement in spelling and reading words of two to eight letters.
t- Progress in Writing.
303 Out of the whole number of boys have learned cyphering; 138 of whom are nearly masters of the first four rules of arithmetie,
simple and compound.
194 Remained in the school the 1st September 1809.
60 Admitted to the 1st of September 1810.
tºº-ºº
254 -
47 Have left the school.
207 Remain in the school as above.
N. B. Reports as above should be made yearly for the satisfaction of the subscribers.
82
B.
Form for Admission of Children into the British School of
B—— -
Names of parents - - - - - - -
Place of abode - - - - - - - -
Number in family - - - - - - -
Trade - - - - - - - - - - - -
Circumstances - - - - - - - -
Denomination of Religion - - -
Age and name of Applicant - -
1809, October 30, Recommended by me,
John SMITH, a Subscriber.
1809, November 6, Approved by the Committee,
John SNELLING, Clerk.
1810, January 10, Renewed,
J. SMITH.
May 3, Renewed by the Committee,
J. SNELLING.
N. B. This Admission is to be filed by the Master; and on
every renewal thereof, the same is to be written as above, or
indorsed on the back of the Admission, as also the reason of
any scholar leaving the school—as,
1810, April 5, Left School by desire of Parents.
(Or absconded or expelled, &c.) J. C. Master,
The master is also herefrom, to make a register agreeably tº
Form C.
g

C.
Register of Recommendations and Renewals.
$
Renewals of Recommendations previous to |
tº-
Subscribers Boys Jług. Feb. Jług. Feb. vlug. Feb. ./lug. Feò."
recommending. recommended. Jºlge. Time when. 1808. 1809. 1809. 1810. 1810. 1811. 181: . 1812.
Abraham, John Joseph Compton 6 yrs. 10 mos. 1808, Jan. 4 July 6 Jan. 21 July 10 Jan. 4 April 6. Absconded
Alexander, Wm. George Atwood |10 – 6 April Bl July 13 Jan. 3 July 17 Jan. 4 July 11|Aug.4,gojne to work
Bevans, Samuel Nathaniel Dean 9 — 3 ——| 1808, March 6 July 13 Jan. 3 Feb. 5 Died. -
Brown, William William Carter 7 — 4 — 1809, March 4. . . . ... July 17 Jan. 4 July 18 Sept.1 Withdrawn byparent
Copeland, G. John Atkins 7 — 1 1810, March 5. . . . . July 18 Jan. 5 July 24Jan. 6
Calland, Joseph Rowland Black 6 — 2 — April 30 . . . . . . . . . . July 24, Jan. 6
Davies, Joseph Samuel Brown 7 — 2 — 1809, Jan. 5] . ... July 17 Jan. 4 April 5|Expelled
Drew, Rohert Nathaniel Drake 8 —— 0 — 1810, Jan. 6! . e & © e - e. 1 July 18treb. Subscrip.discontinued.
JW. B. This List is to be kept by the Master, a blank being left after each letter as above, for additional Recommendations, either by new Subscribers,
or by the same Subscribers, in lieu of Boys whose places are vacant. The account of the overplus Boys appointed by the Committee is to be entered
alphabetically after the List of those recommended by the Subscribers; the first Column above for “ Names of Subscribcrs recommending” being omit-
ted, and the second Column headed “Overplus Boys appointed by the Committee” introduced in lieu thereof. No Boy whose conduct is commendable,
is to be dismissed on account of a Subseriber’s dying, or discontinuing his Subscription, or omitting to renew his Recommendation; unless he shall be in
the way of Boys recommended by other Subscribers.
84
The following Modes of keeping the Account of Sub-
scriptions are submitted as eligible.
==
Account of Subscriptions received by A. B. Collector for the
British School for Boys, at B
-
1307.
Nov. 4 George Copeland * sº -
6|John Abraham sº tº sº
Dec. 8 || William Alexander - º º
1808, Jan. 3 || Samuel Bevans ſº wº iº
1808, January 4th, Paid the Treasurer
-- A. B.
1808.
Sep. 11 |George Copeland lº º º
Nov. 10 || John Abraham jº tºº *
Dec. 4 ||Joseph Davies, a Donation wº
8 || William Alexander - tº tº e
21 | Samuel Bevans, - tº wº sº
1809, Jan. 2 ||Joseph Calland - - º
Feb. 2 || William Brown - sº tº tº
1809, February 3d, Paid the Treasurer
w A. B.
- 1
i
2
2
1
0
Mote. The Donations being marked as such, all the other Sub-
scriptions may be deemed annual.
§

Account of the Subscriptions to the British School of B–
*...* .
…i-
Subscribers Names
All habetically.
Places of Abode.
When Due, and when Received.
Sums Subscribed,
and when.
Due 1st Sep. 1807.
Due 1st Sep. 1808
Due 1st Sep. 1809
Copeland George
Calland Joseph
Davies Joseph
Drew Robert
.Aylesbury St. JVo. 36.
JWorth Square, Mo. 2.
South Parade, JVo. 4.
2l. 28.
| Ol. 10s }
Loºver St. JWo. 10.
6.
1807, Nov. 4.
1809, Jan.
ll. 18.
Donation
1808,Dec.4.
4l. 4s. 1809, Nov. 5.
..]December 8. .
November 6. . .
November 4, 1807.
o º o e ©
..]December 8. .
.jJanuary 2, 1809.
..]December 4, 1808
. November 5, 1809.
November 10. . .
September 14, 1808
..[Removed to Dover.
JAugust 5, 1810.
Died April 5.
Abraham John
Alexander William
Bevans Samuel
Brown William
James St. JVo. 7.
High Street, JWo. 4.
Green St. JVo. 10.
Fore Street, JVo. 20.
2l. 2s. 1807, Nov.
3l. 3s. 1808, Jan.
2l. 2s.
ll. 1s. – Dec.
1809, Feb.
. January 3, 1808.
Q e e & e
..]December 21. .
.jFebruary 2, 1809.
..]Declined October.
November 12.
December 23.
Donation.

86
H IN T S
FOR THE FORMATION OF
AUXILIARY SOCIETIES
IN AID OF THE
BRITISH AND FOREIGN SCHOOL SOCIETY.
RULES AND REGULATIONS.
I. THAT this Meeting cordially approve of the object and
constitution of THE BRITISH AND For EIGN SCHool SocIETY,
II. That a Society be now formed, to be called THE AUx1-
LIARY School SocIETY FOR AND ITS vic INITY,
for the purpose of establishing Schools within these Districts,
and of co-operating with The British and Foreign School So-
ciety in promoting the great Cause of UNIVERSAL EDUCA-
TION,
III. That, conformably to the fundamental principles of the
Parent Institution, the Schools to be established by this So-
ciety shall be open to the children of persons of every religious
denomination. No Catechism peculiar to any religious sect
shall be taught in the Schools, and the general Reading Les-
sons shall consist of extracts from the authorized version of
the Holy Scriptures.
IV. That the parents or relations of every child admitted
into the schools of this Society, shall engage that their Children
shall attend every Sunday at such place of religious worship
as they may prefer, under the superintendence of such per-
sons as may be appointed by the Committee.
V. That all persons subscribing One Guinea per Annum, or
Ten Guineas or upwards at one time, and all Executors pay-
ing Bequests of Fifty Pounds, or upwards, shall be Members
of this Society.
VI. That the business of this Society, shall be conducted by
a President, Vice-Presidents, Treasurer, three Secretaries, and
a Committee consisting of Forty-eight other Members, and
that five Members constitute a Gluorum.
VII. That every Clergyman and Dissenting Minister who
is a Member of this Society, shall be entitled to attend and
vote at the Meetings of the Committee.
87
VIII. That the Committee shall meet once every month, or
oftener, on some day to be fixed by themselves.
IX. That the Committee shall divide the district embraced
by this Society into sub-divisions, and appoint two or more of
their Members for each, for the purpose of soliciting subscrip-
tions and donations from the Inhabitants.
X. That in consequence of the Parent Institution furnishing
Schoolmasters and Mistresses properly qualified and trained in
the British System, and also providing Slates, Lessons, &c. to
be paid for by the Auxiliary Society at the usual charge, until
it shall remit part of its surplus funds; the Auxiliary Society
shall be entitled to receive them without any charge, pro-
vided the amount does not exceed one half the sum remitted.
XI. That, for the purpose of giving full effect to the benevo-
lent design of the British and Foreign School Society, in their
universal extension of the blessings of Education, the Com-
mittee shall make it their business to inquire, by means of
District Committees, what number of children and adults are
unable to read, and report the same monthly to the General
Committee. - -
XII. That, for the purpose of still further promoting the
great cause of Education amongst the labouring classes of so-
ciety, through their own agency, it is highly expedient to en-
courage the formation of ScHool Assoc IATIONs throughout
these districts, of which every person subscribing One Penny a
week or over, shall be a Member. The funds of such Societies
to be exclusively applicable to the maintenance of the re-
spective Schools of the districts in which they are established.
XIII. That a GENERAL MEETING of the Subscribers be held
on such a day as the Committee shall appoint, annually, when
the accounts, as audited, shall be presented, the Proceedings of
the past year stated, a new committee appointed, and a Report
agreed on, to be printed under the direction of the Committee,
and circulated among the Members; and that copies of all the
District Reports of the Proceedings of the School Associations
be sent as soon as convenient to the Committee of the Parent
Institution.
XIV. That on the formation of a new Committee, the Trea-
surer, Secretaries, and such three-fourths of the other Mem-
bers as shall have most frequently attended the Committee,
shall be re-eligible for the ensuing year.
XV. That Subscriptions and Donations be now entered in-
to; and that they be also received by the Treasurer, Secre-
taries, and Members of the Committee. -
88
SCHOOL ASSOCIATIONS.
RULES AND REGULATIONS.
THAT in consequence of the 12th Resolution of the Auxiliary
Society, the whole District shall be formed into 1%ivisions of
such size, that each may be presumed capable of supporting
Schools for 3 or 400 Children of each sex.
That a short paper, stating the advantages of Education—the
privileges of members, &c. shall be printed, and circulated
amongst the Poor. l
That after the Divisions are agreed upon, means be taken to
procure a large and respectable Committee in each, and that
these Committes shall sub-divide their department into Streets,
&c. and a Sub-Committee shall be appointed for each of these
smaller Divisions, which shall be furnished with Books ruled
in columns, with heads of inquiry, as to Names, Residence,
Occupation, Religious denomination, Number of Children above
six years of age—how many educated, and where—how many
without education—whether willing to subscribe, and how
much, &c.—and that the printed papers, descriptive of the plan,
shall be distributed to every house a few days before the in-
quiry is begun. That these Committees’ meet as frequently as
they conveniently can, in order to receive the Report of their
Sub-Committees. ~
That the information thus obtained of the state of the Dis-
tricts be transmitted to the Committee of the Auxiliary Society,
which shall thereupon take measures to provide School-Rooms
for the accommodation of the Children, and shall give notice to
the Parent Society to provide suitable Teachers, Lessons,
Slates, &c.
That by extended subscriptions of small sums weekly, from all
who are willing to contribute in the Division, a fund be raised
not only sufficient to defray the current expenses of the School,
but also to provide articles of clothing for the most deserving of
the Scholars. - -
Every Subscriber of one penny per week or upwards, to be a
member of the Association, and have the privilege of recom-
mending one child to the School for every penny per week sub-
scribed—Persons in all ranks of Society to be also invited to
subscribe.
89
That by an arrangement of Sub-Committees, chosen from
among the Subscribers, application shall be made at every
House in the Division, and the Subscriptions be collected week-
ly—these Collectors to pay the money to the Treasurer, and
report regularly to every Committee with a list of the Contri-
butors.
That all the Subscriptions raised by the Association, in any
Division, be expended upon the Children in that Division.
That the General Committee of the Division shall appoint a
Chairman and Secretary, and meet at least once a month to
consider the Reports of the Visitors of the School, the Collec-
tors, &c. the Secretary having power to summon a Meeting at
any intermediate time, on a written application signed by three
members.
That the accounts of the School be balanced every half-year
or oftener, if the Committee shall see fit, and a Report of the
state and progress of the School made in writing to a Half-yearly
General Meeting of the Subscribers; and the surplus, after de-
fraying the current expenses of the School, shall be invested by
the Committee in the purchase of useful articles of Clothing
for the Children, or in any other way which the Committee may
judge most for their benefit.
That the providing the Clothing be intrusted to a Committee
of Females, who shall make their Report to the General Com-
Imlttee. -
That the Girls School shall be under the management of a
Female Committee, who shall conduct it according to the gene-
ral Rules, and shall report regularly to the General Committee
of the Division.
That all the Children, on their entering the Schools, shall be
registered under the religious denomination to which their Pa-
rents belong, and that they be required to assemble at the
School-House, at an early hour, say 9 o'clock on every Sunday
morning, where they are to be met by certain persons from the
different religious denominations, who shall attend the Children
of their own sect to a place of worship; and that these Persons
be furnished with Tickets, one of which they shall deliver to
each Child after the worship is over, as his certificate to the
Master of the School on Monday morning.
That the regular attendance of the Children at some place of
divine worship be essential to the receiving of Prizes.
That the distribution of Prizes shall be made publicly in the
School-Room, at each General Meeting, and at the same time
there shall be a Public Exhibition of the School.
That a printed Report of the state of the School, with the
names of those who have received prizes, &c. shall be published
M
96)
immediately after every General Meeting; but the cost of each
Report not to exceed one half-penny, and those to be regularly
distributed by the Collectors throughout the Division.
That the distribution of Prizes shall be as general as possi-
ble.
That the Committee shall establish a gradation in the value
of Prizes—founded upon the number of Tickets each Scholar
may acquire.
That the School be regularly visited by two members of the
Committee of the Association, in rotation, who shall enter into
a Book to be provided for that purpose, the Date of their at-
tendance, the Number of Children present, and the State of the
School at the time—this Book to be kept in a box or drawer in
the School Room, under lock and key, accessible only to the
Committee. -
That the Committee keep a List of those Children who, hav-
ing distinguished themselves for good conduct, shall have near-
ly completed their Education, and endeavour to find suitable
places for those who may need it; and that Children so placed
out be occasionally inquired after and visited; and also that the
Auxiliary Committee be solicited to appropriate a part of its
funds in bestowing rewards upon those who shall have support-
ed a good Character for one, two or more years.
That every half-year a conference be held in the District,
consisting of Deputies from the Committees of all the Divisions
in the District, and to this Meeting every Association shall
send its Report, stating the number of Scholars, their progress
in learning, general conduct, distribution of Prizes, &c.; and an
Abstract shall be prepared from these Reports, for the Aux-
iliary Committee of the District.
That a Report from the Auxiliary Society be sent every half
year to the Parent Institution.
That a Library be attached to every School, the Books to be
lent out to the Scholars, under regulations to be fixed by the
Committee.
That no Books shall be admitted into the Library, but such
as are approved by the Parent Society, or by the Auxiliary
Society of the District.
That no religious opinions peculiar to any sect or party be
taught in any of the School-Rooms.

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