the natural consequences of the error itself to fall upon the child, and the child in feeling it will abstain from the evil in future, for no one indulges in evil, abstractedly considered as such; every fault committed arises from the idea that there is something, at least for the time, pleasant in it. But should this be too remote for the child to perceive, then punishment should always have reference to the offence committed. A child, for instance, may be permitted to play in a garden, on condition that nothing is wilfully damaged. If he trample upon flower beds, or eat unripe fruit, he not only receives a punishment from the fruit itself disagreeing with him,, but, having broken the condition on which he was permitted to play in the garden, he must for the future be excluded from the enjoyment of the privilege, at all events until such times as to show he is heartily sorry for his fault, and will not be likely to fall into the commission of it again.

The only effectual prevention of error is to show WHY IT IS ERROR; but while the usual short and lazy way of punishment by the rod is adopted, error is either perpetuated or rendered worse. I am of opinion that parents generate the fearful propensity of lying by the use of corporal punishment. It has been said, it is right to do battle with an obstinate child, and by gaining the victory make the child aware of the habit, and prevent it for the future. But I know from experience that such victories leave a resentfulness and a soreness about them, which take years of kindness to efface. I am fully convinced that the only way to remedy evil is to overcome it by good; and when a child is punished wrongfully, as in my case, it is very apt to generate revengeful feelings, and to embitter the mind by a sense of the wrong it has endured. To return from this digression.

The day after my arrival at my uncle's house, I accompanied him, to my great delight, to the Abbey Cloisters, and with him was then ushered into the presence of one of the prebendaries of Westminster, the Rev. Dr.

Fynes, and here, for the first time, I learned that my uncle was using all his influence to get me admitted into the Foundation of King Charles I. at Westminster. My uncle, happily for me, possessed interest sufficient to get me entered, and early in the month of July, 1805, I left my uncle's house, and was admitted within the precincts of the institution, with liberty to range the Abbey, cloisters, and all the crypts and chapels which abounded within its venerable walls, on all holidays and saints' days.

Second Period:

FROM NINE TILL FOURTEEN YEARS OF AGE.

1805 TO 1810.

'Come; let's tame the fags!'

SCHOOL PROVERB.

'Among the motives to action by which mankind are governed, there is none which exercises a wider influence than the love of power. One cannot become domesticated in a seminary for youth without seeing it strongly displayed: even the greatest care on the part of the master can seldom prevent the exercise of cruel tyranny on the part of the stronger children over the weaker.'

REV. S. Noble.

I THINK, as just stated, it was about the month of July, 1805, when I entered on the Foundation of King Charles I., at Westminster, and as I was totally ignorant of the manner in which public schools were conducted, and of the way in which the boys acted towards each other; being of a quick irritable disposition, although naturally timid and retiring, I was constantly in scrapes, and often subjected to physical suffering.

I may here remark, that the Foundation at Westminster, by Charles I., is similar to that of Christ Church, London, founded by Edward v., the education being the same, and the dress the same (with the exception of color, Christ Church Hospital being blue, and the color of the Foundation at Westminster being green). The dress of the boys in the Foundation on which I was placed, consisted of green trowsers, a green petticoat (which last has since been laid aside), and a long green garment, with a single row of brass buttons, from the waist up to the

neck, a college band, and a 'leathern girdle about the loins'; with shoes ornamented with large brass buckles, and a cap about the size of a muffin, and usually carried in the hand, but very rarely on the head. I remember hearing my uncle say that it cost all the influence he possessed (and that was not a little) to get me admitted. The number of boys was limited to twenty-four; and the charter enacted that they should be all orphans. I verily believe, however, that I was the only orphan in the establishment at the time I was admitted, and there were many whose parents were not only living, but wealthy; and, indeed, the children of the wealthy seemed at all times to have the preference in point of admission.

I cannot forbear remarking here on the injustice practised at this and several other charitable institutions. The design of the founder was to provide an asylum for such children as were deprived by death of their natural guardians; thus giving them a home in their tenderest years, and providing them with such an education as should enable them to make their own way in the world after suitable training. How mean, then, must it have been for persons in good circumstances to take advantage of a provision designed for the orphan children of the poor and destitute; and how unjust on the part of the governors of the Institution to sanction it. The parents

of one of my most intimate friends in the school, at the period of which I write, kept their carriage, and none of the pupils beside myself were, strictly speaking, orphans. But to return :—

When once admitted, we were all treated equally enough. The situation of the school was isolated at that time, but it is now the centre of a large population. It adjoins the Bridewell at Tothill Fields, and is approached by a gate in the centre of what appears a long dead wall. On entering the gate, which opens into a porch, a door on the right leads to the school room, and on the left to the lobby, leading to the Lusorium; at the end of which is a small room, called the wardrobe, where the dresses

of the boys were arranged in order. Over the schoo room, lobby, Lusorium, and wardrobe, reached by a broa flight of stairs in the lobby, are the dormitories or sleepin rooms of the boys. Each boy has a bed to himself, whic he has to keep in perfect order, under the direction of monitor or superintendent. These several apartment are well aired, and rather loftily built, occupying one sid of a square.

Passing from the porch, you come to the play grounċ of the boys, a large open space, of about half an acre cut off from all communication with the world without. On the left of this square, by a flight of steps, you enter a spacious hall, hung round with ancient paintings, and furnished after the manner of the time of Charles I., with high-backed, richly-carved oak chairs, a long oak table reaching nearly from one end of the hall to the other, with an ample fire place in the centre of one side of the hall. The hall itself may be about forty feet long and twenty feet wide. This was called the Governors' Hall, in which all meetings of the Institution were held, and all business transacted; and in which, once a year, the magnates of Westminster School met and feasted.

Adjoining the Governors' Hall was the Boys' Hall, a neat square room, supplied with tables and forms, which served as the refectory on Sundays and festivals, and also was used as the church. Divided by a porch, but on the same level, and on the same side of the square, was the kitchen, a spacious room, in which the provisions of the Institution were prepared. Every boy was furnished with his own utensils of eating and drinking, which were engraved with his name, and were of pewter, and polished as bright as silver. On ordinary days, however, the boys ate from trenchers, which were kept in a state of the greatest cleanliness, being scoured regularly after use, and nearly as white as the table cloths on which they rested.

On a third side of the square, and to the right of the school, was situated the house of the master, who, for the