which would enable them, effectually, to carry on their own education at a subsequent period: these evils are now so evident, so acknowledged, so much complained of, that the necessity for an improved system of education is the general theme. Would not the proposed division and junction, tend, in some degree, towards the attainment of so desirable an object? and is there not a probability, that these alterations would be conducive to still more extended improvement? Would not hourly communication and active co-operation with those engaged in the same duties, and with the same pupils; understanding and sharing each other's cares, anxieties, labours, plans, and responsibilities;-would not this participation and this co-operation, infuse the life, the energy, the 'power, the devotedness, which appear to be too frequently wanting in a conductor, in his present solitary condition?

The master, it is true, bestows daily a certain portion of his time on the school-business; but does he concern himself, so much as would be desirable, in general moral development? Does he receive pleasure from the society of his pupils, out of school

hours? Does he bestow. pains, beyond school-lessons, in leading them to delight in intellectual pursuits; assisting them in laying up a store of ideas; training them to the profitable employment of leisure, in establishing for them habits founded on principle? Does he endeavour to inspire an ardent love of truth and rectitude? Does he train them to reflection? Does he direct them to inward resources, and gradually introduce them to the most important of all studies, the study of man, and the knowledge of God, and thus lay a solid foundation for future virtue and happiness.

Do the finest decorations of a house which professes to be dedicated to education, consist, in his opinion, of articles contributing to the improvement and the rational enjoyment of his pupils; and in the various performances of the pupils themselves? Is there in a house maintained by the Parents, and dependent on them for support, one room only dismally devoted to lessons, and restraint, and rebuke? or does the whole house present one cheerful scene, affording constant means for mental and moral cultivation? All this is indispensable to the success that would

satisfy a heart conscientiously devoted to the cause-indispensable to the welfare of the pupils in after life.

Another point requiring reform is the infliction of corporal punishment, which is now said to be reserved for the children of the rich. Till this system be abandoued, WITHOUT RESERVATION, it will be vain to expect moral improvement, rational habits, or dignified conduct among this class. That corporal punishment is not essential to the government of a school for the rich, has been proved by conductors of large establishments-one containing 140 pupils. "The plan has now been in operation four years.. We cannot imagine any motive strong enough to force us back to the old practice."-Hazelwood, 1822. "Corporal punishments are abolished. This practice is equally degrading to the scholar who suffers, and the master who inflicts punishment; and, I firmly believe, has done more mischief to our classical schools, than any other causes whatever."High School, Edinburgh, containing between 500 and 600 pupils*.

"It is strange that persons of quality, nice enough of their honour in other points, should suffer their children to

Parents who have performed their duty, are more peculiarly sensible of the deficiencies and the defects of existing establishments: they consequently feel more than common reluctance to entrust the continuance of their children's education to schools as at present constituted. The adoption of the measures recommended would, it may be hoped, render schools more effective; be productive of results conducive to the good of all parties; and prove highly gratifying to Parents, whose scruples and anxieties such arrangements would tend, in great measure, to remove, by making schools more nearly resemble the parental abode: thus

be whipped and abused by every one, whose understanding a little Greek and Latin, is the only title he has to the birchen sceptre, wherewith he tyrannizes like the abdicated Dionysius.

"Curtius tells us, that the power of scourging the children of the Macedonian nobility, resided only in their kings; and a beating, even by their command, was looked upon to be so disgraceful, that Alexander the Great, for executing it, had almost paid his life, for satisfaction to the disgraced youth.

"But though our noblemen sometimes may indulge them this power, I wonder our Strabos should so willingly forfeit the favour and respect of their pupils in time to come."

rendering them more perfect representations of parental education, instruction, superintendence, and society.

If it be admitted that union would prove beneficial, it is presumed that it will appear more peculiarly desirable among Pestalozzians, who are so few in number, so widely dispersed, and whose labours, in their present detached and insulated position, are comparatively little known and less appreciated.

Could they be induced to unite on broad Christian and Pestalozzian principles; would they apply their united powers in the establishment of a school, in which none but Pestalozzian education-talent should be allowed; would they, in the spirit of charity, instead of confining the knowledge which they may have acquired of the Pestalozzian system to their own family or small establishment, diffuse, by union and example, its cheering influence on all; would they consent to resign the solitary throne, and to admit (not rivals) but co-adjutors—we might yet indulge the hope of witnessing a Parent Pestalozzian establishment arise, open to the enquiry, the investigation, the improve