The Interrogative system is so well known and approved, that nothing needs be said in its favour. It is universally applicable, from the First Instructor to the most difficult problem of Euclid; and setting aside the knowledge directly conveyed by its employment, the mental habits of thoughtful investigation, which it generates, are invaluable. A gentleman, who witnessed its operation for the first time at A-, remarked, that even if the scholars never acquired English, they would experience the benefit of their mental discipline so long as they lived.

On mere writing, no teacher of Natives needs lay much stress. They are expert imitators, and will learn the mere art with little assistance from him. Indeed he will probably find that some of his scholars in a few months surpass himself. But to prevent their becoming habitually careless in copying, he should always correct the spelling and pointing of what they write; or else, which is better, let them correct each other's. A black board, such as that used in the teaching of geometry, is extremely convenient, for many purposes, in every school; but especially in writing, because one copy by the master then serves for all. In this country, proper text books, on particular subjects, are often not to be had. When such is the case, it is an excellent plan for the master to write lessons on the board; giving as the writing exercise of one day, the reading lesson for the next. Thus boys may form text books for themselves, and get them partly impressed on their memory, in the time often wasted upon the mere mechanical imitation of copy-slips.

APPENDIX TO § III.-CLASS-LISTS; AND ABSENTEES. Classlists render very important assistance to the school-master. They form a daily, and a faithful record of behavior; in which nothing but habitual good conduct, can give any boy a conspicuous place; for desultory efforts will avail nothing. Public examinations are temporary excitements; but the list, with its correlative, competition for places, or getting up,' is a constant stimulus to exertion. It is also the most effectual check, that can be devised, on irregularity in attendance. A boy who is absent for one day, might comfort himself with thinking to make up for lost time by great exertion on the next. But a single day's exertion, however successful, will not do: he must stand first, 20, 30, or 40 days, to balance his account with the inexorable list. We have seen a boy, who came late, and was obliged therefore by a standing rule to sit last instead of first, which would have been his station had he come in time, weep heartily on finding those above him more than ordinarily able, and abundantly willing, to dispute his re-ascent.

APPENDIX TO § IV.-HOURS OF ATTENDANCE; AND MANNER OF EMPLOYING THEM. Six hours of teaching in a day, are amply sufficient both for master and scholars. If this time is

employed as it ought to be, nature itself will cry hold at the end. Eight and ten hours are well enough, where the master sits quietly at his desk, while the scholars dose over their books. But in a school on the right plan, where the master is not at rest for a single moment, and where-the noise of teaching several classes at once being very great-he is obliged to speak always at the top of his voice, we venture to affirm that he cannot work with effect more than six hours.

In the Mufassil, adults who cannot, or else will not attend school, often request a teacher to instruct them either in the morning or evening. This he should never consent to do; nor should committees require it to be done, if they would have a flourishing school. The teacher's intellectual and physical energies are not more than enough for the school itself; and if they are expended elsewhere, that must suffer. In a late No. of the OBSERVER, Mr. Johnson, of Kotah, mentions that he is occupied in teaching from"day-break till nine o'clock in the morning," and from "ten till four in the afternoon." This indeed is riding the willing horse to death.'

Thus far of the master. As to the scholars, it is found universally, that five or six hours of close application wholly exhaust their spirit. Besides, it should be kept in mind that they have to prepare all their lessons at home; no time being allowed for that purpose in school. In the evenings they usually assemble at each other's houses, for the sake of mutual assistance, and spend several hours over the succeeding day's lesson. This custom should be encouraged; as it relieves the teacher from much tedious discussion of little difficulties which those who have read the lesson are perfectly capable of explaining to the rest.

It is shown by the Outline, § IV. that the boys of each class were left during some one hour in the day to employ themselves. This measure was taken, at first, from necessity; the master's time being fully occupied: but it was continued, even when by the aid of monitors every hour might have been filled up with teaching. In fact, the time in question was found to be well spent. What had been heard just before from the master, was recalled, reflected upon, and so impressed on the memory; notes of new things were written down; questions were asked and answered by the boys amongst themselves, free communication being permitted for that purpose; and thus, all that the quickest, and most attentive scholar had retained, was circulated throughout the class.

APPENDIX TO SV.-MONITORS. The practice of employing the elder boys of a school in teaching the lower classes, has been said to possess no one recommendation, but cheapness. We think differently. If boys are taught well, they will teach well; and as one or two whole classes can be made monitors, the labor and sacrifice of time fall but lightly on any ind vidual. Besides, boys,

like men, feel a natural satisfaction in communicating their own knowledge to others; and when they see that by assisting their master to teach the lower classes, they directly benefit themselves, in obtaining more of his time and attention, they will teach with great zeal and spirit. Some of the most expert, lively, and succesful instructors of beginners that we ever saw, were monitors. Further, in this country, there is said to be a great want of teachers. Now the monitorial system tends directly to supply this want: it not only forms scholars, but teachers trained to the work from their youth up. Even if it saved nothing and had no other recommendation, this last circumstance alone would render it worthy of adoption in every Native School.

APPENDIX TO § VI.-DISCIPLINE. The teacher who leaves Calcutta, and enters upon an untried field of labor in the Mufassil, where he finds those whom he has engaged to instruct, destitute of a single habit or feeling (except a faint inclination to learn English) that does not militate against his success, is almost necessarily discouraged. In the Upper Provinces, especially, the people are so different from the gentle and submissive Bengális, that he will be apt almost to look upon them as personal enemiesenemies to his occupation, his system, his manners, and every thing belonging to him. Let him however, if he can, take courage, and set to work. Things may mend, and that quickly.

Every teacher of natives should constantly bear in mind the fact, that whatever authority he acquires, will depend solely on his personal influence: there are no fathers and mothers to assist him, as in England. But on the other side, the materials upon which he has to operate, are beings peculiarly reasonable and reasoning. His very youngest disciple is such, and that to a degree which English youths are late in reaching. He should therefore choose bis measures accordingly and address himself to the affections and understanding of his scholars. Seizing, as a foundation, upon the only favorable disposition which they possess, namely, moderate inclination to learn-for it is indeed moderate at first-we conceive his first object should be to impress on their minds that he is anxious for their improvement. This can be effected only in one way. If he puts heart and soul into his work, they will quickly draw the desired conclusion for themselves: but his professions are useless; nothing but the reality will avail.

This point being gained, the teacher has achieved a great stride towards his right position in the school-that of absolute master. In a short time, the boys will make such improvement as will lead them to conclude, further, that their master is able to teach. This is another great step.

Now, if in aid of these two favorable impressions, he will make conscience-while resolutely suppressing open insolence, even by expulsion if necessary-of treating petulance with forbearance, and

mistakes with patience; in fact, of being, while a stranger amongst his scholars,

To all their faults a little blind,

And to their virtues very kind;

we venture to promise him one of the most delightful victories in the world. Public opinion in the school will soon begin to show signs of ranging itself on the right side; commands will no longer be, as formerly, signals for universal rebellion; one or two of the least refractory boys will venture to give tokens of submission; others will follow their example; until at last, obedience becomes no less the fashion, than obstinacy was at the beginning.

But lest this happy result should be retarded, the master must be cautious in another point: he must impose laws and regulations, even such as are most essential, only by very slow degrees. For some time, none should be insisted upon, that are not absolutely necessary. For instance, the boys should not be rigorously confined to a particular seat, nor be prevented from talking to each other, nor from going out whenever they ask; nor should they be harshly dealt with even for lateness or absence. If they are, not seeing how materially such restraint conduces to order, and consequently to the general good, they look upon it as gratuitous tyranny.

Besides, a raw native is wholly destitute of self-control. When thirsty, he thinks nothing less than a matter of life and death, should prevent his instantly going to drink. For such mere animals, the master should at first make the yoke as easy as possible; he may increase the burden when he has secured the aid of public opinion, and can make evident the advantages of restraint and order.

In the school at A-, shortly after its commencement, boys left the room so often, and remained absent so long, that many were at length denied leave. The measure, however, was premature-created much discontent-and was abandoned. But a month or two later, the higher classes began to think their master's time and instruction precious; and to consider the frequent interruptions which occurred in his teaching, from boy's continually asking leave to go out, as vexatious to him, and injurious to themselves.

By observations taken (without the master's knowledge), it was ascertained that a certain class, during one hour's instruction, usually lost 13 minutes, owing to this cause alone. The proper time for a law had now arrived. Thenceforward any boy was permitted to leave the room without asking leave, on condition of his taking the last place in his class when he returned. Few then went out at all; yet none were dissatisfied; and the matter was settled for ever. Many other restraints, irksome in themselves, may first be proved beneficial; and will then be endured without complaint.

By means like those detailed in the preceding paragraphsso nearly, at least, as infirm practice usually treads a straight tract of theory-the school at A-, which contained a set of boys, careless, obstinate and insolent to an extreme, was at last reduced to order, and willing obedience. Indeed so marked did the authority of the teachers become, that parents often applied for its assistance when their own power had failed; while in other cases, boys were actually discouraged. and forbidden from attending school, merely because their friends distrusted the length to which the master's influence extended. Public opinion-in schools, as elsewhere, the legislator's most efficient ally, or else his most dangerous enemy-had completely changed its direction. The following circumstance, though trivial in itself, will illustrate this, better perhaps than a more weighty matter would do; as a straw indicates how the current sets, better than the lead. It may also encourage teachers, by showing what changes of temper are possible even in a few months.

"About three months ago," says the master in a letter to a friend, "I heard and saw a boy whistle in the school; for which I sent him to the bottom of his class. I had scarcely turned away, when another whistle was heard, from a different quarter; and on my turning towards that, another from behind; the perpetrators of which I could not discover. The affair therefore ended for the time with a threat of punishment to any boy who should be detected. Would you think it, for weeks after this, I was continually annoyed with whistling; and never being able to detect a single offender, was obliged to swallow the insult daily. However, as work increased, and obedience grew into fashion, the whistling died away, and at last ceased entirely. Now, a week or two ago, I was again startled by the recurrence of the old, genuine whistle. The school heard it too, and (consciencestricken, I think) suddenly became silent; when on my turning towards the place whence the rebellious sound had come, before I could utter a syllable, twenty voices at once denounced the offender. I had no need to punish this boy: public odium effectually did that; and a whistle has never been heard since."

The last instance of any thing like general rebellion, occurred shortly after this letter was written; but it came too late, and failed completely. One of the first class having made some trifling request in the name of all, was denied; and the matter apparently was forgotten. On the next morning, however, when the school had assembled, the whole class was found to be absent. Had only one or two boys been missing, the harkára would have been sent to bring them. As it was, the circumstance led to inquiry; during which, one of the number arrived, who confessed, amidst the laughter of the whole school, that his class had assembled at a neighbouring house to consult on measures for enforcing compli