The whole educational scheme of De la Salle was admirably complete; but perhaps the most interesting feature of the whole—now that we are familiarised with his systems for teaching special subjects by their spread in their original or a modified form to most European countries—was his very simple plan for enforcing discipline. He was always loath to believe unfavourable accounts of any pupil, and in the first place took pains to discover whether the failings were the result of the misdirection of those in authority or of the pupil’s own wilfulness. When there was evidently a necessity for punishment, the culprit was put in a quiet and fairly comfortable cell. Once shut in alone, his notice was attracted to stands obviously intended for flowers, to empty cages and other things which reminded the little prisoner that there were good and beautiful enjoyments for those who deserved them. One of the first questions the boys generally asked was why there were nails for pictures, cages for birds, &c., and yet neither pictures nor birds. In answer, they were told that as they improved they would be supplied with all these good things; that if they left off using profane or bad language, a bird would be put in the cage; that as soon as they became industrious and worked well, their prison vases would be adorned with flowers; that when they acknowledged their previous wrong-doing, pleasant pictures would be hung on the panels; that when their repentance was seen to be sincere, they would rejoin their schoolfellows; and that in time they would be allowed to go back to their families. The system worked so well, and is still found to succeed so thoroughly, that it is almost a wonder it has not become more general. It has certainly many advantages over the plan of giving boys so many hundred lines to write, which is a mere task, soon forgotten, and benefiting no one. But as there are only seven schools, and those of very recent foundation, in England, we may perhaps still have to wait before hearing that this discipline is at all general. In the meantime, all interested in the training of the young might derive valuable hints from studying this and other methods initiated by the pioneer of popular education not only in France, but in all Europe. THE MISSING CLUE. A TALE OF THE FENS. CHAPTER I.—THE ARRIVAL AT THE ‘SAXONFORD ARMS.’