Before this time, they used to say, "Please, sir, may I sit down?
I do not like to be a monitor." Perhaps I might prevail on some to hold the office a little longer, by explaining to them what an honourable office it was: but after all, I found that the penny a week spoke more powerfully than I did, and the children would say to each other, "I like to be a monitor now, for I had a penny last Saturday; and master says, we are to have a penny every week; don't you wish you were a monitor ?" "Yes, I do; and master says, if I am a good boy, I shall be a monitor by and bye, and then I shall have a penny." I think they richly deserve it.

Some kind of reward I consider necessary, but what kind of reward, must, of course, rest entirely with the promoters of the different schools.[A] [Footnote A: In many of the infant schools I hull visited, I found the spelling and reading very much neglected, that neither the monitors nor children look at the lessons, but merely say them by rote; if the monitors are punished for inattention they wish to give up the office, because there is no reward attached to it; but if there is a reward attached to it of any kind, the children have sense enough to see that the thing is fairly balanced, for if they are rewarded for doing their duty they see no injustice in being punished for neglecting it.] Perhaps nothing would tend more to the order and efficient conducting of an infant school, than the plan of giving rewards to the monitors.
From the part they take in teaching and superintending others, it seems due to them,--for the labourer is worthy of his hire.

If we are to make use of monitors at all, I am now convinced that they _must_ be rewarded; parents do not like their children to work for nothing, and when they become useful, they are taken away entirely, unless rewarded.

The training system uses monitors only in that which is purely mechanical; or, to infuse into the external memory that which is to be learned by rote, singly or simultaneously, by the pupils, such as chapters out of the Scriptures, catechisms, creeds, poetry, psalms, hymns, prayers, and commandments, and whatever is (as it is called) to be learned by heart, but to develope the faculties of the pupils--to really teach religion, morals, intellectuals, or anything which applies to the interior of the pupils, they are useless.
A most important means of discipline appears in what we term "trial by jury," which is composed of all the children in the school.

It has been already stated that the play-ground is the scene for the full development of character, and, consequently, the spot where circumstances occur which demand this peculiar treatment.