Visitors also came from foreign lands. Bernadotte's son, Prince Oscar, afterwards first king of Sweden of that name, travelled to Hazelwood, examined the novel system, and, later, established at Stockholm a “Hillska Scola.” From France, among other people, came M. Jullien, once secretary to Robespierre—what thrilling tales of the Great Revolution must he not have been able to tell!—and afterwards a wise philanthropist and eminent writer on education. He sent a son to Hazelwood. President Jefferson, when organising the University of Virginia, asked for a copy of “Public Education,”[4] the work describing the system and the joint production of Rowland, who found the ideas, Matthew, who supplied the composition, and, as regards a few suggestions, of a younger brother, Arthur. Greece, Spain, far-off Mexico even, in course of time sent pupils either to Hazelwood or to Bruce Castle, Tottenham, to which then picturesque and somewhat remote London suburb the school was ultimately transferred. “His Excellency, the Tripolitan Ambassador,” wrote my father in his diary of 1823, “has informed us that he has sent to Tripoli for six young Africans; and the Algerine Ambassador, not to be outdone by his piratical brother, has sent for a dozen from Algiers.”[5] Happily, neither contingent put in an appearance. In both cases the enthusiasm evoked seems to have been short-lived. [Illustration: By permission of Messrs. De La Rue. BRUCE CASTLE SCHOOL, TOTTENHAM.] An old Hazelwood pupil, Mr E. Edwards, in his written sketch of “Sir Rowland Hill,” said of the school that no similar establishment “in the world, probably at that time, contained such an array of costly models, instruments, apparatus, and books. There was an observatory upon the top of the house fitted with powerful astronomical instruments. The best microscopes obtainable were at hand. Models of steam and other engines were all over the place. Air-pumps and electrical machines were familiar objects. Maps, then comparatively rare, lined the walls. Drawing and mathematical instruments were provided in profusion. Etching was taught, and a copper press was there for printing the pupils' efforts in that way. A lithographic press and stones of various sizes were provided, so that the young artists might print copies of their drawings to send to their admiring relatives. Finally, a complete printing press with ample founts of type was set up to enable the boys themselves to print a monthly magazine connected with the school and its doings.” Other attractions were a well fitted-up carpenter's shop; a band, the musicians being the pupils; the training of the boys in vocal music; a theatre in which the manager, elocution teacher, scene painter, etc., were the young Hill brothers, the _costumière_ their sister Caroline, and the actors the pupils; the control of a sum of money for school purposes; and the use of a metallic coinage received as payment for