V. MONITORS. The monitors mentioned above, were the more intelligent boys of the first class. Their assistance, of course, was not available at the commencement; but in two months they became useful, and after six months, really expert teachers. Boys of the two higher classes were very willing, and indeed anxious to teach; because they saw that by so doing they secured to themselves a greater share of the master's time and attention. Latterly, the fourth and fifth classes were taught, almost entirely, by boys of the first class, who had themselves begun English only five months before.

VI. DISCIPLINE. Corporal punishment was not resorted to. At first, the boys were extremely self-willed and insolent; but as they really wished to learn, and indeed attended the school solely to please themselves,-parental authority having little to do in the matter,—they were brought to submit at last, chiefly by convincing them that submission facilitated their improvement.

Little boys were occasionally confined in an empty room for an hour or two, as a punishment for wanton mischief, or absence without cause; but no punishment whatever was inflicted on account of lessons. It was generally understood, and admitted, that he who neglected his book, was laying up a heavy punishment for himself.

Nor, on the other hand, was any attempt made to cheat boys into learning. Difficulties were never concealed, nor palliated. After they had been plainly stated, in their true magnitude, and the most likely means of overcoming them had been pointed out, the learner was required, as a reasonable being, prepared to sacrifice present ease for the attainment of future good, to put forth his whole strength, and attack them with more spirit and perseverance, because they were difficulties. Hence the merest children often tasted the pleasure of victory over what was confessed to be difficult; instead of being disheartened by meeting with obstructions where they expected none. Picture-alphabets, picture'-books, geographical puzzles,' arithmetical games,' and all similar trumpery, are as much beneath the notice of the true artist,' as the rod itself. The employer of such traps must forget, or cannot know, that reason, reflection, and self-esteem, are to be found even in his youngest scholars: while the culture of mental application and perseverance, he utterly neglects.

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Boys who, after repeated admonition and confinement, persisted in irregular attendance, were at last expelled. But far the most effectual punishment for any crime, consisted in placing the cul

* Our intelligent correspondent will excuse us, if we declare ourselves by no means prepared to join in the severe condemnation he here passes on our early and valuable friends the "Picture Books." As incentives to exertion, and as means of communicating striking and permanent impressions-far more so in many cases than mere description by letter-press-we believe them valuable auxiliaries to every teacher.-ED.

prit at the foot of his class-omitting to ask him questions-and treating him with marked coldness and neglect. Under this regimen, boys have been known to beg that the rod might be applied at once, and their offences forgotten. For such tempers its use would indeed be a coarse expedient.

VII. PROGRESS OF THE FIRST CLASS FOR SEVEN MONTHS: READING GRAMMAR-GEOGRAPHY- HISTORY WRITING. After this general view of the school, it will be only necessary to follow the progress of the first class. of the first class. A few pages of the Instructor No. I. having been studied, as described in § II., it was explained to the class, that the names of persons and things formed a distinct sort, or caste of words, called Nouns; and in addition to all that had hitherto been done, each boy in turn was required to select a noun from the day's lesson, by the exercise of his own discrimination. When nouns could be distinguished with facility, the meaning of singular and plural was explained; and then, if a singular noun occurred, its plural was mentioned, and vice versa. It was quickly discovered, by the boys themselves, that the most common mode of making a plural is the adding of 's'; but that when certain letters, such as 'ch,' end the singular, s, if added, cannot be pronounced; and that, for this reason, 'es' is added in such cases; and so on.

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They were next taught to distinguish verbs; the characteristic given, being "that a verb is a word which, without the aid of any other word, commands." After the trial of various modes of describing verbs, this was found to be the best. The imperative was called the maşdar, or source, and also the hukm ; the verb itself being named by the boys hukm-ki-bát. When such a word as 'went' occurred, there was a difficulty in finding the imperative; but none in deciding it to be a verb, because the boys were instructed to refer, in cases of this kind. to their own language; in which they knew that gayá came from its imperative já. The times of verbs-present, past, and future-were then mentioned, and readily understood.

At this point, a memorandum-book of country-paper, ruled in three columns, was introduced. In it the boys wrote the verbs which occurred in their lessons-first, the imperative, second, the imperfect, third, the perfect participle-from a copy written by the master, with chalk, on a black board. A pattern being given, the boys themselves made their books, ruled them, provided pens, and wrote, without any superintendance.

It was soon observed, that verbs commonly form their past tense and participle by adding 'd,' or 'ed,' to the present. A remark having been made to that effect, by the class, verbs of this sort were no longer inserted, but they were called regular. The others, being amongst the most common and expressive words in the lan guage, continued to be written as they occurred.

Pronouns were then described as the substitutes of nouns, and were also pointed out: the boys' own appellation for this part of speech, being noun-ká-mukhtkhár. Adjectives, and the remaining parts of speech, followed in like manner.

At the end of three months then, the teaching of the 1st class was nearly as follows:-The lesson, with its translation, which had been carefully read over on the preceding day by the master and scholars together, and learned at home, was first repeated by each boy, for the purpose of correcting errors in pronunciation; second, the spelling of the words was asked; third, the Hindusthání words and phrases were required, in answer to the English, and vice versâ; fourth, the meaning and spirit of the text were elicited by cross-questioning; fifth, the parts of speech were selected, in the manner described.

At the end of six months, several changes had taken place. The class, having finished the Instructors Nos. I and II., had commenced the "First Geography for Natives," and Marshman's "Ancient History." The parts of speech were no longer required except occasionally; because these, together with their variations, and the more useful rules of Syntax, were well known. No spelling was asked, except that of new words; and less attention was paid to translation. But on the other hand, the work of questioning upon the meaning of sentences, and spirit of the text, had greatly increased. Geography and History afforded ample scope for the improvement.

As by this time, new irregular verbs rarely occurred, the books for transcribing them were turned into common-place books; in which the boys, at their own discretion, wrote any new thing whatever, such as an irregularly formed plural or comparative,-the spelling of a useful English word, which they had heard but not read, the rules for doubling the final consonant on another syllable's being added, and so on.

It had been remarked incidentally, for some time, that two kinds of changes take place in the spelling of words; one, by which a word alters its meaning, and yet remains the same part of speech, as in act, acts, acted; and another, by which the word not only alters its meaning, but becomes a new part of speech altogether, as in act, actor, active. Knowing how to form and interpret the former kind of variations, the class's attention was now directed towards the latter. A new book was made, and the most useful words in the day's lesson were selected and copied into it, together with their more common derivatives. Thus, under the verb act,' would be found, act, (noun,) actor, actress, action, inaction, active, inactive, activity, inactivity, actively, inactively, and so forth. This book was designed to be the ground-work for a future explanation of the prefixes and terminations.

Geography was taught from the maps, accompanied by a short tract intended, not as a substitute for them, but as a guide to their study. From this book, a few sentences were read every day, with incessant reference to the maps. History was taught exactly as the Instructors had been; care being taken to require the application of geographical knowledge whenever opportunity presented itself.

As a regular exercise in writing, the class had begun to copy a few sentences of each day's lesson on paper; all mistakes in which were corrected by the master.

At this point we shall stop, and close the account with a summary of the work done by the highest class during the first seven months. These boys had read the first and second Instructors, knew the Hindusthání, the spelling, and the meaning of the words and sentences; had acquired a knowledge of grammar, which comprehended the principal rules for spelling, all the variations of the different parts of speech, the most useful rules of syntax, and a partial knowledge of the subject of derivation;-had begun geography, knew the shape, size, and motions of the earth, had finished the map of the world, and were proceeding with that of Asia ;-had begun history, and read Marshman's "Brief Survey" to the third chapter;-and lastly, had learned to write, in some instances very well, and in all tolerably.

To this bare, but perhaps, from that circumstance, more intelligible outline of what was done, we think a few of the reasons for doing it, in cases, at least, where they do not appear on the face of the procedure itself, may form a useful appendix. These, with various remarks on school business generally-chiefly the fruits of experience—will be arranged, for the sake of reference and comparison, under the same heads, and in the same order, as the preceding outline.

[Being reluctantly compelled to postpone the conclusion of this article, we request any reader who may not approve the system above described, to suspend his judgment till he has the opportunity of perusing the reasons for adopting it, which the appendix contains. This will appear in our next No.-ED.]

II. ANECDOTE.-Folly of Delay in attention to Religion.

A certain nobleman kept a fool, to whom he one day gave a staff, with a charge to keep it till he should meet with one who was a greater fool than himself. Not many years after, the nobleman fell sick, even unto death. The fool came to see him. His sick lord said to him, "I must shortly leave you." "And whither are you going," said the fool. "Into another world," replied his lordship. "And when will you come again? Within a month?" "No." "Within a year?" "No." "When then?” “Never.” "Never!" said the fool; and what provision hast thou made for thy entertainment there, whither thou goest?" "None at all." "No!" said the fool, "none at all!" Here then take thy staff; for, with all my folly, I am not guilty of any such folly as this.”

III.-Essay on various Points of Christian Morals, connected with cases of Marriage, Separation, Divorce, &c., with a special reference to the cases that are now occurring among Converts from Heathenism, in India.

In concluding the subject of marriage, which occupies the entire of the 7th chapter of the 1st Epistle to the Corinthians, St. Paul discusses three questions of considerable moment to the professors of the Christian faith. These are-1st, whether a believing wife or husband is bound to an unbelieving partner; 2ndly, whether second marriages are allowed to Christians; 3rdly, whether betrothment obliges to perfect the matrimonial contract. These we propose successively to examine.

And 1st, as to the continuance of the marriage tie between parties, the one of whom continues heathen, the other having embraced the Chris tian religion. On this head, the Apostle declares, 1st, the Christian may not divorce or separate from the heathen partner in virtue of his or her Christianity simply. The original law of God is not dissolved by any change of religious profession, even from the false to the true, because the marriage union is a natural association, distinct from all purely religious considerations, though ever to be regulated by them, where the true light shineth. Hence the civil law has always, in all countries, concerned itself in maintaining the obligation of marriage as a civil contract, and has enacted pains and penalties for the violation of its sacredness and perpetuity. Were it necessarily a religious service, as the Church of Rome has unscripturally made it, then it would follow that where the parties have no religion, or profess and practise a false one, there no true marriages could take place. So absurd a position as this, however, has never been laid down, and the papists, to be consistent with themselves in making matrimony essentially a sacrament, have laid a snare for the consciences of the undevout, by obliging them with unsanctified hearts to approach a mysterious institution that pledges them to a consecration to God, which they do not either wish or intend. As if, not satisfied with the decent and serious solemnization of a civil union, in the use of prayers and holy exhortation, as amongst ourselves, we proceeded further to compel the acceptance, for instance, of the Lord's Supper, by parties nowise fitted or disposed for so sacred a service. Akin indeed to such unhallowed desecration of a divine sacrament was the obligation among ourselves as Protestants, to qualify for office by communicat ing at the Lord's Table; which, though assuredly designed as a pious act to which all Christians are religiously bound, in order to shew our adherence to the Protestant faith, had yet, it is to be feared, by a sad and shameful abuse, become a snare to the consciences of many, as it had been a scandal to all; not, however, in the intention or anticipation of those who appointed the test, so much as through the impious sacrilege of those who, of worldly minds and unholy lives, dared to abuse the rites of religion, in order to reach the perishable gains and unsanctified honors of this world. Such shall undoubtedly have final reason, unless they repent of this their wickedness, to rue the impiety and hypocrisy of which they are guilty before God and man! But to return from this digression-in the 12th and 13th verses, St. Paul expressly declares, that the act of embracing the faith of the Gospel in no wise sets the party at liberty from the obligations of a previous marriage." But to the rest speak I, not the Lord: if any brother hath a wife that believeth not, and she be pleased to dwell with him, let him not put her away. And the woman which has an husband that believeth not, and if he be pleased to dwell with her, let her not leave him :" i. e. though I have no express command on this subject, further than the general and universal law before given in the 10th verse," Unto the married I command, yet not I, but the Lord, Let not the wife depart from her husband; but, and if she de