existing principle, may be rendered, under God's blessing, the most powerful, moral, and intellectual lever of society."

Mr. Stow, we have said, dislikes the term education, as it is generally understood: but, we would ask, is the fact of a defective or faulty meaning being by some attached to a term, a sufficient reason for altogether abandoning the use of that term; and especially if it should, when rightly understood, be well enough fitted to be the vehicle of the sense sought to be conveyed? Besides, the term education is, in fact, as little open to objection as that of training: for Mr. Stow himself acknowledges that schools are sometimes to be met with, furnished with the external appliances of the Training System, and professedly conducted on that system, but which, from some faults or short-comings in their management, he will not allow to be really training schools. Now is not this what has brought education— and in many cases perhaps not undeservedly-into disrepute, viz., that a spurious and counterfeit article has been palmed upon the people, under a good name?

The term training, too, is often employed in a looser and less specific way than the term education. Thus, a gardener trains an espalier, the horse-breaker trains a horse, Van Amburgh trains his lions, and wicked parents train their children to steal; but to neither of these cases can we apply the term educate, except in a very loose way, and one scarcely justified by usage. Now this more specific application of the term is, we think, some argument in favour of its being entitled to a preference.

Is it not found-
The same word,

In answer to such objections as these, Mr. Stow appeals to Scripture, citing the well-known passage from Prov. xxii. 6,-" Train up a child in the way he should go; and when he is old he will not depart from it;" at the same time observing, that it is to training only the promise is attached. But is not this going too far? ing a doctrine upon the use of an individual term? too, has, by the translators of our English Bible, been variously rendered "instruct," "catechise," "teach," &c. The term "train," therefore, in the passage cited, would seem to be merely a choice of expression. Mr. Stow has, however, a decided predilection for the term, and sees in it an expressiveness peculiar to itself. "The wise man," he observes, "has said, "Train up a child,' and we know of no other expression that can explain our full meaning."

He inveighs against the mistake very generally committed, of confounding teaching and training. Experience, he maintains, proves that we cannot train without teaching, but we may teach without training; and that training therefore includes teaching. According to Mr. Stow, teaching is not training, nor is moral education moral training. These are two things essentially and inherently

different, and this distinction forms the gist of the argument in favour of the Training System. Mr. Stow illustrates the subject thus. In the case of teaching, the pupil is told by the master, but is left to train himself in whatever way he may choose. On the other hand, "the trainer not only gives the precept, but must also shew the example. The child, however, is not under training until he actually puts in practice the moral and other lessons he is taught, whether the doing be an exercise of thought, action, or outward demeanour." Again, the following is considered by Mr. Stow as a just and happy illustration of the distinction between teaching and training. "I know," says a gentleman, in speaking of the Training System, "I know the distinction between teaching and training. To tell a boy at school not to fight or quarrel with his companions out of doors at play, is teaching, or instruction; to see that he keeps from quarrelling, and if he does so, to exercise his mind on the evil of it, on his return to school, is training."

"The distinction between teaching and training," observes Mr. Stow, "might be illustrated in a thousand forms. As a general principle, whatever a child refuses, or neglects to do, he ought to be made to do; and this is best accomplished by the trainer, or parent calmly, yet firmly, ordering the child to do the thing under his own immediate superintendence. A child may be clumsy in his manners, or disorderly in his habits. For example, if instead of hanging up his cap on the proper nail or peg, he throws it on the floor, lift it who may-cause the boy to lift it himself, and to place it calmly on the peg. See that he does this properly and instantly, on receiving the command, and repeat the dose until he requires the habit of doing so of himself."

"It is recorded of Dean Swift, that he had often been teaching his servant in vain to close the library door, when she left the room. One day she entered her master's study, and requested permission that she might go to the marriage of a friend, a few miles into the country, which was granted. The door as usual, was left open; annoyed at this, the Dean permitted the girl to leave the house several minutes, and then ordered another servant to follow, and to say to her that her master wished to speak with her. She reluctantly obeyed the summons, and returning in great haste, enquired what her master wished to say. The Dean calmly replied, O, nothing particular; shut the door.' What teaching had failed to do, training in this instance fully accomplished, the door was ever afterwards properly closed."

We have dwelt at some length upon this point; the distinction

* The Training System, p. 83.

between training and teaching, because it forms the basis of the entire system. From the elucidations here given of it, (and they are in substance, Mr. Stow's own) it would seem, that by training we are to understand, not merely the imparting of knowledge, but the superinducing of good habits upon such knowledge. The very great importance of the formation of right habits at an early period of the individual's life, is a discovery which does not in any way peculiarly belong to Mr. Stow; and indeed, it is one to which, in this sense, he lays no claim. The paramount importance of the formation of good habits, as a branch of education, using the word in its widest sense, is a matter sufficiently obvious to every one reflecting on the subject; so much so, that man has been quaintly, but pithily defined as a bundle of habits."

Bishop Butler, in his sermon on the text, "Train up a child &c." preached before the charity schools of London, in 1745, observes that this "Training them up," is a very different thing from merely teaching them some truths necessary to be known, or believed. It is endeavouring to form such truths into practical principles in the mind, so as to render them of habitual good influence upon the temper and actions, in all the various occurrences of life. And this is not done by bare instruction; but that, together with admonishing them frequently, as occasion offers; restraining them from what is evil, and exercising them in what is good. Thus the precept of the apostle concerning this matter is, to "Bring up children in the nur ture and admonition of the Lord;" as it were by way of distinction from acquainting them merely with the principles of Christianity, as you would with any common theory.

Locke's language on this subject is equally pointed and worthy of attention. "Nobody," he observes, "has made anything by the hearing of rules, or laying them up in his memory. Practice must settle the habit of doing, without reflecting on the rule; and you may as well expect to make a good painter or musician, extempore, by a lecture, or instruction in the arts of music and painting, as a coherent thinker, or strict reasoner, by a set of rules shewing him wherein right reason consists. The faculties of the soul are improved and made useful to us, after the same manner as our bodies are. Would you have a man perform any mechanical operation dexterously and with ease, let him have ever so much vigour, suppleness, and address, yet nobody expects this from him unless he has been used to it, and has employed time and pains in fashioning and forming his hand, or other parts to these motions. Just so it is in the mind."

The merit which Mr. Stow claims, and which rightly belongs to him is that of having introduced systematic physical, moral, and intellectual training into the ordinary routine of the day-school, and having

so blended them as to form "one complete, natural system, for the culture of the whole child; in other words, the whole faculties of man."

Mr. Stow contends that, with the means and apparatus of our ordinary day-schools, moral training cannot be effectively carried out; but that with the machinery and plans of his system, it can. For our own part, we are inclined to think that the individual's habits and manners are formed, and in his earlier years at least, depend more upon the influences exercised upon him by his companions, his home, and his parents (especially the mother), than upon any influence that can be called into exercise during the five or six hours which he spends in the day-school. But Mr. Stow seems to think otherwise. The training school, he observes, in the intellectual and moral department, in the gallery and in the play-ground, possesses a power, viz: the sympathy of numbers, which the limited number of a family does not possess.

To enable him to carry out his views, Mr. Stow employed what he calls

"The Training School Apparatus, or Platform."

The principal of these are, 1st, The play-ground, or as Mr. Stow delights to call it, the uncovered school; and, 2nd, The Gallery.

Both these appliances, Mr. Stow holds to be indispensably necessary to the success of a training school, and ridicules the idea of any attempt at carrying out his system without them. Some managers of schools, he says, without having provided either a playground, or gallery, engage masters possessing a knowledge of the system, and promise that if they succeed they will afterwards provide the necessary apparatus. This, Mr. Stow considers is just as absurd in expectation, as it would be for road proprietors to order a locomotive engine, and to say, We will try it on our own turnpike road, and if it succeeds, we will then provide a rail-road.

The play-ground ought to be contiguous to the school, and large and airy. It should be furnished with a circular swing, and other apparatus for gymnastic or physical exercises. It is also very desirable to have it laid down with smooth gravel, and surrounded with a border containing flowers, currant, and goose-berry bushes, or other fruits. Here the children are permitted, under the eye and superintendence of the master, to play and amuse themselves without any restraint. The play-ground thus not only contributes to the health of the pupils, but also affords a field for the developement of their true characters and dispositions. The advantage of having the master to superintend the play-ground in preference to any one else is, that he may review, before all the children while seated in the gallery,

whatever conduct may have transpired in the play-ground, which he may think deserving of such notice. By such means the master endeavours to eradicate evil habits, and to form good ones in his young charge. The shrubs and flowers in the borders are calculated to elevate and improve the taste of the children. They also afford the master an opportunity of practically impressing upon the children the important principle that they are "to look at every thing and touch nothing."

The gallery, as a part of the apparatus of the Training System, is not less indispensably necessary than is the play-ground. It is constructed of a number of steps placed on an inclined plane, and gra duated in height and width so as to suit the children for which the gallery is intended. The pitch of the inclined plane ought to be neither too steep nor too flat, but such as will enable the teacher, when stationed a few feet in front of the gallery, to embrace the whole of the children within the sphere of his vision, by a slight motion of his head, without changing his position. It should also be so large as to seat the whole of the children attending the school. A gallery, such as we have in view, is very generally, if not always, found in our infant schools. The peculiarity, however, of the Training System is, that in it the gallery is not confined to the infant school, but forms a necessary part of the furniture of the schools for elder pupils, who, indeed receive instruction and training in the gallery as long as they continue to attend school.

The advantages which the gallery possesses in the case of elder pupils, as well as infants, are many and considerable. The influence arising from the sympathy of numbers, when the children are thus brought together, is powerful, and when a right direction is given to it by the master, is productive of beneficial results. By means of the gallery too, the pupils can more easily fix their eyes upon the teacher, and he can readily see each of them while imparting his instruction. The attention is thus more easily arrested and preserved. The children, when seated in the gallery, can also see, better than they otherwise could, any object or graphic illustration that may be brought under their notice in the course of the lesson. The gallery is also favourable for simultaneous answering, which is a branch of method employed in the Training System. In short, it is as impracticable, as Mr Stow observes, for a teacher to train morally and intellectually without a gallery and play ground, as it would be for a mechanic to work without his tools.

Common schools for instruction, says Mr. Stow, useful as they are, leave the moral and physical habits of the scholars without suitable training, for this obvious reason, that the one school-room presents no platform for the development of the dispositions and characters of