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

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