I know not whether the Commissioners of Education found the monitorial system of instruction in such of the old hedge schools as maintained an obstinate resistance to the innovations of modern plans. That Bell and Lancaster deserve much credit for applying and extending the principle (speaking without any reference to its merits) I do not hesitate to grant; but it is unquestionably true, that the principle was reduced to practice in Irish hedge schools long before either of these worthy gentlemen were in existence. I do not, indeed, at present remember whether or not they claim it as a discovery, or simply as an adaptation of a practice which experience, in accidental cases, had found useful, and which they considered capable of more extensive benefit. I remember many instances, however, in which it was applied--and applied, in my opinion, though not as a permanent system, yet more judiciously than it is at present. I think it a mistake to suppose that silence, among a number of children in school, is conducive to the improvement either of health or intellect, that the chest and the lungs are benefited by giving full play to the voice, I think will not be disputed; and that a child is capable of more intense study and abstraction in the din of a school-room, than in partial silence (if I may be permitted the word), is a fact, which I think any rational observation would establish. There is something cheering and cheerful in the noise of friendly voices about us--it is a restraint taken off the mind, and it will run the lighter for it--it produces more excitement, and puts the intellect in a better frame for study. The obligation to silence, though it may give the master more ease, imposes a new moral duty upon the chil--the sense of which must necessarily weaken his application. Let the boy speak aloud, if he pleases--that is, to a certain pitch; let his blood circulate; let the natural secretions take place, and the physical effluvia be thrown off by a free exercise of voice and limbs: but do not keep him dumb and motionless as a statue--his blood and his intellect both in a state of stagnation, and his spirit below zero. Do not send him in quest of knowledge alone, but let him have cheerful companionship on his way; for, depend upon it, that the man who expects too much either in discipline or morals from a boy, is not in my opinion, acquainted with human nature. If an urchin titter at his own joke, or that of another--if he give him a jab of a pin under the desk, imagine not that it will do him an injury, whatever phrenologists may say concerning the organ of destructiveness. It is an exercise to the mind, and he will return to his business with greater vigor and effect. Children are not men, nor influenced by the same motives--they do not reflect, because their capacity for reflection is imperfect; so is their reason: whereas on the contrary, their faculties for education (excepting judgment,