The book may be properly distributed into two parts: the first of which from page 1 to page 125 inclusively (comprehending the three first chapters) unfolds and reviews the system: all that remains from page 126 to page 218 inclusively (_i. e._ to the end)--comprehending four chapters--may be considered as a second or miscellaneous part, treating of some general topics in the business of education, but with a continual reference to the principles laid down in the first part. An appendix, of twenty pages, contains a body of illustrative documents. The first of the three chapters, composing what we have called the first part, is entitled _Outline of the System_: and, as it is very brief, we shall extract it nearly entire. 'A schoolmaster being a governor as well as a teacher, we must consider the boys both as a community and as a body of pupils. The principle of our government is to leave, as much as possible, all power in the hands of the boys themselves: To this end we permit them to elect a committee, which enacts the laws of the school, subject however to the _veto_ of the head master. We have also courts of justice for the trial of both civil and criminal causes, and a vigorous police for the preservation of order. Our rewards consist of a few prizes given at the end of each half year to those whose exertions have obtained for them the highest rank in the school; and certain marks which are gained from time to time by exertions of talent and industry. These marks are of two kinds: the most valuable, called premial[36] marks, will purchase a holiday; the others are received in liquidation of forfeits. Our punishments[37] are fine and imprisonment. Impositions, public disgrace, and corporeal pain, have been for some years discarded among us. To obtain rank is an object of great ambition among the boys; with us it is entirely dependent on the state of their acquirements; and our arrangements according to excellence are so frequent--that no one is safe, without constant exertion, from losing his place. The boys learn almost every branch of study in classes, that the master may have time for copious explanations; it being an object of great anxiety with us, that the pupil should be led to reason upon all his operations. Economy of time is a matter of importance with us: we look upon all restraint as an evil, and to young persons as a very serious evil: we are therefore constantly in search of means for ensuring the effective employment of every minute which is spent in the school-room, that the boys may have ample time for exercise in the open air. The middle state between work and play is extremely unfavourable to the habits[38] of the pupil: we have succeeded, by great attention to order and regularity, in reducing it almost to nothing.