In what Schools least efficient.-Assistant Monitors.-Ge-

neral informers reprobated. In what manner most expe..

dient to introduce the Monitorial System.

Page

89

CHAP. VIII.

ON CLASSIFICATION.

Whether large or small classes are preferable.-Rules accord-

ing to which a Pupil is posted to a particular class.--Dis-

tinct classification necessary for each department of edu-

cation.

103

CHAP. IX.

ON EMULATION, PLACES, AND PRIZES.

Mode of taking places.—Emulation, on what grounds con-

demned by some theorists.-Its advantages.-Objection

arising from its perversion answered.-Objection founded

on Scripture answered.-Self-emulation recommended.-

Prizes. Objection to them answered.-How they may be

rendered most efficacious.-Conduct-prizes considered.

111

CHAP. X.

ON PUNISHMENTS.

Punishments how far essential to a School. Corporal punish-

ment how far essential.-Abolition of it attempted in

Sessional School.-Accounts of successful attempts not

always to be relied on.-Lancaster's punishments con-

sidered.-Ridicule, to what extent it may be employed as

a punishment.-Punishment by confinement.-Poenas.—

Loss of grade. Frequency of punishment a sure sign of

incapacity on the part of a Teacher.

128

Page

CHAP. XI.

EXPLANATORY METHOD OF INSTRUCTION.

Objects contemplated in the Explanatory Method. Its Use

in giving Pleasure to the Pupil.-Its Use in Communicat-

ing to him the Particular Instruction contained in each

Passage Read.-Its Use in giving him a General Com-

mand of Language. How far essential with regard to a

Vernacular Tongue. How far essential to Children in the

Higher Ranks. How far essential to Children of all ca-

pacities. Account of an Idiot Boy.-Account of a Blind

Boy. Explanatory Method founded in Nature.-How

Practised by Burns' Preceptor.-How Practised in the

National Schools. How suggested to the Conductors of

the Sessional School.-Its results both there and elsewhere. 142

CHAP. XII.

READING LESSONS.

Alphabet.-Lessons consisting of Words of Two Letters,

how Read, Spelt, and Explained.-Nature of the Explana

tions at this stage.

170

CHAP. XIII.

READING LESSONS CONTINUED.

Lessons consisting of Words of Three Letters, how Read,

Spelt, and Explained.

CHAP. XIV.

READING LESSONS CONTINUED.

The Children, when able to put Four Letters together,

read only Interesting and Instructive Passages.-Speci-

183

mens of these, and of the Explanations upon them.-

Contents of the SECOND BOOK.-Specimens of the Exa-

minations upon it.

CHAP. XV.

READING OF THE MORE ADVANCED CLASSES.

Page

190

NATIONAL SCHOOL COLLECTION, its Contents -Specimen

of the Examinations upon it.-Examinations, by whom

Conducted on Public Days.-What these Public Days

are. Objection that such Examinations teach only words

answered.-Candour evinced by Visiting Teachers.-IN-

STRUCTIVE EXTRACTS.-Contents of this Work.-Speci-

men of Examinations upon it.-Mode of Reading.-Mode

of Spelling.

204

CHAP. XVI.

DAILY RELIGIOUS EXERCISES.

Daily Religious Instruction, how far essential.-School

Prayers. All the Books contain Religious Instruction.—

Bible Reading.

CHAP. XVII.

ON GRAMMAR.

219

Grammar, how far an essential Branch of Education.-

Education in English Grammar, how far superseded by a

knowledge of the dead languages.—Necessity of attention

to its Principles as well as its Rules.-Taught without any

systematic Book of Grammar.-Exposition of the Method. 223

Writing, its importance.-Objections to Teaching the Lower

Ranks to Write noticed.-Slate Writing.

CHAP. XIX.

Page

240

ON ARITHMETIC.

Arithmetic, a department in which either Activity or Indo-

lence may be Strikingly Exemplified.-Activity exhibited

in it by the Sessional School Pupils.-How promoted.-Its

Good Effects.-Rapidity and Accuracy of Calculation not

Inconsistent.-Mental Arithmetic. Taking of Places in

Arithmetic. This branch of Study how early commenced. 242

CHAP XX.

ON GEOGRAPHY.

Geography.-Its Importance.-How Taught in the 'Session-

al School.

CHAP. XXI.

CONCLUSION.

Benefits derived from the Edinburgh Parochial Institutions.

-Supposed dangers of General Education considered.

252

256

INTRODUCTION.

"Care I for the big assemblance?—give me the spirit, Master Shallow." SHAKSPEARE.

AN account of the method of instruction pursued in THE EDINBURGH PAROCHIAL INSTITUTIONS has been so long and so urgently called for, by the friends of education in various quarters, that it appears more necessary to explain, why this wish has hitherto remained ungratified, than to offer any apology for a publication, which, whatever may be its demerits, will hardly have to defend itself against the charge of being thrust obtrusively upon the notice of the public.

The truth is, that the conductors of this establishment never had the slightest desire to hold themselves out as the inventors of a new system, but have, on the contrary, uniformly attributed any success, which may have attended their humble labours, not

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