=Results of the Monitorial System in the United States.=--In the United States the monitorial system was introduced into New York City in 1806. The ‘Society for the Establishment of a Free School,’ after investigating the best methods in other cities and countries, decided to try the system of Lancaster (see p. 260). The method was likewise introduced into the charity schools of Philadelphia (see p. 261). The monitorial system then spread rapidly through New York, Pennsylvania, Massachusetts, Connecticut, and other States. It is almost impossible to trace the exact extent of this organization in the United States, but before long it seems to have affected nearly all cities of any size as far south as Augusta (Georgia), and west as far as Cincinnati. There are still traces of its influence throughout this region,--in Hartford, New Haven, Albany, Washington, and Baltimore, as well as in the places already mentioned (Figs. 27, 28, and 29). In 1818 Lancaster himself was invited to America, and assisted in the monitorial schools of New York, Brooklyn, and Philadelphia. A dozen years later the system began to be introduced generally into the high schools and academies. Through the efforts of Dr. John Griscom, who had been greatly pleased with the monitorial high school of Dr. Pillans in Edinburgh, a similar institution was established in New York City in 1825, and the plan was soon adopted by a number of high schools in New York and neighboring states. Likewise, the state systems of academies in Maryland and in Indiana, which became high schools after the Civil War, were organized on this basis. For two decades the monitorial remained the prevailing method in secondary education. Training schools for teachers on the Lancasterian basis also became common. [Sidenote: Increased school facilities] [Sidenote: and improved organization and methods.]