because there was so little of the world known at the time when it was christened." When asked what he thought of the large black circles on the map of the world, he said "they represented the two edges of the hemisphere into which small globes are sometimes divided."

I asked several whether they enjoyed these lessons, and they assured me they did. The teachers said the same thing. The pupils did not, while we were present, go up and down in the class, but I believe this plan is usually adopted. On my second visit one of the female teachers collected about 40 pupils and asked them a number of questions on glass," in the object-lesson fashion. Correct and spirited replies were given. Its composition was stated, the story of its discovery related, and its properties described. Their replies to several questions I put to them at the close of the lesson showed they felt an interest in the subject. The dinner time, however, having arrived, I asked those who preferred dinner to school to hold up their hands, and I admit that a sufficient number responded to show that the former had greater attractions for them than the latter. I have said there are six teachers engaged in the asylum. It will be asked what is their remuneration? The schoolmaster's salary is £50 a year. Estimated annual value of allowances* £59 9s, 5d. Total value of post, £109 9s. 5d. The assistant receives £45, the allowances being equivalent to £59 9s. 5d. Total £104 9s. 5d. Second assistant, £30; estimated value of allowances, £5417s. 11d. Total, £84 17s. 11d, The head mistress has a salary of £42 10s.; the allowance being estimated at £61 6s. 5d. Total value of post, £103 16s. 5d.-the difference between this and the schoolmaster's salary being less than commonly happens amongst school teachers in England. Her first assistant's salary is £30 10s; allowances, £61 68. 5d; total value, £91 16s. 5d. The second assistant £20; allowances £57 17s. 11d.; total value, £87 17s. 11d. To those who are disposed to be sceptical as to the utility of asylum schools, who think that after all they are somewhat of a pretence and a show, I would ask-Is it likely that the governors of the Richmond Asylum would be willing to spend upwards of £580 a year upon them in remunerating their teachers, unless the results prove their undeniable utility? Or is it probable, that if it be a delusion, an experiment tried in 1855 should have resulted in a system which shows such unmistakable signs of vitality in 1875 ?

The schoolmaster has held his office for about 14 years, his assistants 13 and 7; the schoolmistress 20, and her assistants 13 and 6.

It speaks well for all concerned that these teachers have held their posts so long. I and my fellow Associates were forcibly struck with their earnestness, their patience, and their intelligence. Given these qualities, and we may be sure that good effects will follow from their teaching, while without a personal interest in and patient devotion to this arduous and no doubt trying work, disappointment will as surely follow the attempt to introduce school teaching more generally into our English asylums. Upon the teachers devolve other duties than giving instruction. They superintend the patients at dinner time, before and after which grace is chanted by the attendants and patients, the words and music being the same as are in use at the Earlswood Idiot Asylum. The senior teacher has charge of the lending library. They conduct the choir in both the Roman Catholic and Protestant places of worship, and they undertake the special superintendence of a vocal and instrumental concert at a dance which takes place every fortnight.

For the benefit of those who may be inclined to introduce school teaching into the asylums under their charge (and I trust that this will be the case with many who have not yet done so), I add an exact statement of the mode in which the day is apportioned to the various subjects taught in the junior, middle, and senior divisions of the school, commencing on the male side:

• Under this head are included furnished apartments, rations, vegetables, fuel, light, washing, and attendance.

In a letter to the writer, Dr. Kirkbride observes most truly, "Like most other means of occupation or amusement, to be successful, it requires on the part of the Superintendent, a determination that they (schools) shall be."

As will be seen from the above, these are National Schools. In 1865 a code of rules for the establishment and regulation of schools in lunatic asylums was issued by the Lord Lieutenant in Council. They are subject to inspection like ordinary schools, and have to use the books prepared by the National Board of Education. Gratuities are granted from time to time to the teachers.

The daily average number of patients attending school during the last year was, as already stated, 250, but it may be interesting to add how many attended under the various heads of instruction. Thus under reading, 270 attended; under writing on slates, 75; under writing on copies from books or headlines, 91; from dictation, 169; under grammar, 196; under geography, 158; under arithmetic (tables, simple rules, &c.), 88, (from ball frame) 46, (compound rules) 48, (proportion and interest) 28, mental arithmetic, 149; drawing class, 20; object lessons, 145; marching to music, 230; mixed concerts (bi-weekly), 72; fortnightly concerts, 50, attending singing classes daily, 70; assisting in teaching, 15-a particularly noteworthy fact; assisting in keeping accounts, 10; promoted from a lower to a higher class, 61. I will only add that the total number of pupils on the rolls of the school within last year, not reckoning the same pupil twice, was 496. The total number of patients under treatment during that period amounted to 1376.

The books made use of in the schools, those published under the direction of the Commissioners of National Education, are well adapted for the purpose. The reading books are six in number, and rise by easy gradations from the easiest to the most advanced lessons. In addition to these is an excellent girls' reading book. The copy books are those known as Vere Foster's. Some of them in use were interesting psychological studies, and afford a capital opportu nity of obtaining specimens of lunatic handwriting.

This short sketch of the system of instruction so energetically pursued by Dr. Lalor at the Richmond Asylum would be imperfect, were I not to refer to the pleasing exhibition of musical talent, singing, and recitation which we witnessed during our visit. Upwards of 40 patients assembled in one of the school rooms-the females being somewhat in excess of the men, while a male patient, an excellent musician, presided at the harmonium. The vigor and spirit with which he played and sang called down repeated applause. Some solos were beautifully sung by the female patients. A selection of songs has been made for the use of the school, containing such pieces as "Hail, Smiling Morn," "The Men of Harlech," "Let Erin Remember," "The Shamrock," &c. The class joined heartily and with great effect in singing—

"Some folks like to sigh, some folks do, some folks do,
Some folks like to die, but that's not me nor you.

Long live the merry, merry heart

That laughs both night and day,

Like the queen of mirth, no matter what some folks say," &c.

It would be difficult to believe that the obvious pleasure with which this was sung, reflected as it was on the countenances of the singers, did not indicate the advantage likely to be derived from the practice in driving dull care away. There were several admirable recitations from the men; one being from Campbell's "Pleasures of Hope." A brass band, the members of which were dressed in uniform and numbered about 20, played outside, and were considered by those able to judge, to perform their part well. Lastly, a number of patients who marched through the rooms in military order showed how carefully they had been drilled. I may here mention that there are excellent school rooms in this asylum (used for day rooms as well) of ample length and height, the walls mostly hung with educational pictures representing animals and vegetables, published by the Society for Promoting Christian Knowledge. On the occasion of our visit many fancy articles were exhibited, such as artificial paper flowers, babies' shoes, netted articles, and needlework of various kinds.

The following is a complete programme of the " school exercises” on the day

we visited the Richmond Asylum, among which it will be seen the Doctor included two important items not usually supposed to belong to them. So far as the members of the Association were concerned with "dinner," I will only say that although they had had a sumptuous breakfast at 9 o'clock, provided for them by Drs. J. and M. Eustace, the arduous labours of the day made them thoroughly appreciate Dr. Lalor's hospitable table at four.

Time. 1.0 to 2.

2. to 3.0

3.0 to 3.45

PROGRAMME OF SCHOOL EXERCISES.

Richmond Asylum, Thursday, 12th August, 1875.

MALE DEPARTMENT.

Reading, Geography, and Object Lessons alternately for respective
Classes.

FEMALE DEPARTMENT.

Reading, Geography, and Object Lessons, alternately, for respective
Classes.

Happy be Thy Dreams, Solo.

Recitation (The Deserted Village).
PART II.

The Men of Harlech, Chorus.
In Happy Moments, Solo.

The Heavens are Telling, Chorus.

3.45 to 4.0 Physical Exercises, Marching, &c.

God Save the Queen.

I conclude by expressing my strong conviction that the introduction of schools into all County Asylums is of the greatest importance. Surely the gloomy monotony which is apt to creep into these institutions would be greatly lessened, if not prevented, by systematic instruction imparted in an able and interesting manner, and by the more frequent use of musical instruments. One great advantage of united tuition is that it brings a number of patients together, and subjects them to a certain amount of wholesome rivalry. It excites whatever desire to excel may remain in the breast of a lunatic, arouses the sluggish faculties, and stimulates laudable feeling. The attention is diverted for at least some hours from the delusions under which the patient labours, and is concentrated upon other subjects. It seems to me, indeed, impossible that the occupation and diversion of the mind which a school (including music, singing, &c.) provides can be other than beneficial. The immediate effect in causing actual recovery may not be apparent,* and Dr. Lalor did not pretend that such was the case, but I was informed that an excited patient not unfre quently becomes tranquil after being brought into the class. Nor can it fail sometimes to avert, or at least to postpone the period when a patient threatened with fatuity sinks into helpless dementia. As regards incurable cases, upon

As curable patients would, of course, predominate among the pupils, no fair comparison can be made between the recoveries among the latter and the total population of the asylum; but it may be stated that in 1874, 76 pupils, or 30.5 per cent. were discharged recovered, whilst the percentage of recoveries on the total number under treatment was only about 11. The recoveries at this asylum from 1862 to 1874 (inclusive), reckoned on the admissions, amount to 45.5 per cent., a result which will compare satisfactorily with corresponding statistics in England, and it might not be illogical to connect the fact, in part at least, with the School System pursued by Dr. Lalor. During the 13 years ending 1871, the recoveries in England and Wales were, for county and borough asylums, 35.47, and for all our asylums and hospitals, 33.87. 31

XXI.