ignorant parents; second, for the crime of being left in ignorance; and, third, for the crime of having nothing to eat.

"Dinna be telling when ye gang hame that ye rode on the Aberdeen railway, made by a hundred men, who were all in the Stonehaven prison for drunkenness; nor above five could sign their names.

"If the Scotch kill ye with ower feeding and making speeches, be sure to send this hame to tell your fouk, that it was Queen Elizabeth who made the first European law to buy and sell human beings like brute beasts. She was England's glory as a Protestant, and Scotland's shame as the murderer of their bonnie Mary. The auld hag skulked away like a coward in the hour of death. Mary, on the other hand, with calmness and dignity, repeated a Latin prayer to the Great Spirit and Author of her being, and calmly resigned herself into the hands of her murderers.

"In the capital of her ancient kingdom, when ye are in our country, there are eight hundred women sent to prison every year for the first time. Of fifteen thousand prisoners examined in Scotland in the year 1845, eight thousand could not write at all, and three thousand could not read.

"At present there are about twenty thousand prisoners in Scotland. In Stonehaven they are fed at about seventeen pounds each, annually. The honest poor, outside the prison upon the parish roll, are fed at the rate of five farthings a day, or two pounds a year. The employment of the prisoners is grinding the wind, we ca' it; turning the crank, in plain English. The latest improvement is the streekin board; it's a whig improvement o' Lord Jonnie Russell's.

"I ken brawly ye are a curious wife, and would like to ken a' about the Scotch bodies. Weel, they are a gay, ignorant, proud, drunken pack; they manage to pay ilka year for

whuskey one million three hundred and forty-eight thousand pounds.

"But then their piety, their piety; weel, let's luke at it; hing it up by the nape o' the neck, and turn it round atween our finger and thumb on all sides.

"Is there one school in all Scotland where the helpless, homeless poor are fed and clothed at the public expense? None.

"Is there a hame in all Scotland for the cleanly but sick servant maid to go till, until health be restored? Alas! there is none.

"Is there a school in all Scotland for training ladies in the higher branches of learning? None. What then is there for the women of Scotland?

"A weel, be sure and try a cupful of Scottish Kail Broase. See, and get a sup Scotch lang milk.

"Hand this bit line yout to the Rev. Mr.

to skore out fats nae true.

"God bless you, and set you safe hame, is the

the old Scotch Bachelor."

Tell him

prayer

of

I think you will agree with me, that the old testifying spirit does not seem to have died out in Scotland, and that the backslidings and abominations of the land do not want for able exponents.

As the indictment runs back to the time of Charles II., to the persecutions of the Quakers in the days of Barclay of Ury, and brings up again the most modern offences, one can◄ not but feel that there are the most savory indications in it of Scotch thoroughness.

Some of the questions which he wishes to have me “speer” at Aberdeen, I fear, alas! would bring but an indifferent answer even in Boston, which gives a high school only to boys, and allows none to girls. On one point, it seems to me, my friend might speer himself to advantage, and that is the very commendable efforts which are being made now in Edinburgh and Aberdeen both, in the way of educating the children of the poor.

As this is one of the subjects which are particularly on my mind, and as all information which we can get upon this subject is peculiarly valuable to us in view of commencing efforts in America, I will abridge for you an account of the industrial schools of Aberdeen, published by the society for improving the condition of the laboring classes, in their paper called the Laborer's Friend.

In June, 1841, it was ascertained that in Aberdeen there were two hundred and eighty children, under fourteen years of age, who maintained themselves professedly by begging, but partly by theft. The first effort to better the moral condition of these children brought with it the discovery which our philanthropists made in New York, that in order to do. good to a starving child, we must begin by feeding him; that we must gain his confidence by showing him a benevolence which he can understand, and thus proceed gradually to the reformation of his spiritual nature.

In 1841, therefore, some benevolent individuals in Aberdeen hired rooms and a teacher, and gave out notice among these poor children that they could there be supplied with food, work, and instruction. The general arrangement of the day was four hours of lessons, five hours of work, and three substantial meals. These meals were employed as the incite

ment to the lessons and the work, since it was made an indispensable condition to each meal that the child should have been present at the work or lessons which preceded it. This arrangement worked admirably; so that they reported that the attendance was more regular than at ordinary schools.

The whole produce of the work of the children goes towards defraying the expense of the establishment, thus effecting several important purposes, reducing the expense of the school, and teaching the children, practically, the value of their industry, in procuring for them food and instruction, and fostering in them, from the first, a sound principle of self-dependence; inasmuch as they know, from the moment of their entering school, that they give, or pay, in return for their food and education, all the work they are capable of performing.

The institution did not profess to clothe the children; but by the kindness of benevolent persons who take an interest in the school, there is generally a stock of old clothes on hand, from which the most destitute are supplied.

The following is the daily routine of the school: The scholars assemble every morning at seven in summer, and eight in winter. The school is opened by reading the Scriptures, praise, and prayer, and religious instruction suited to their years; after which there is a lesson in geography, or the more ordinary facts of natural history, taught by means of maps and prints distributed along the walls of the school room; two days in the week they have a singing lesson; at nine they breakfast on porridge and milk, and have half an hour of play; at ten they again assemble in school, and are employed at work till two. At two o'clock they dine; usually on broth, with coarse wheaten bread, but occasionally on potatoes and ox-head soup, &c. The diet is very plain, but nutritious and abundant,

and appears to suit the tastes of the pupils completely. It is a pleasing sight to see them assembled, with their youthful appetites sharpened by four hours' work, joining, at least with outward decorum, in asking God's blessing on the food he has provided for them, and most promptly availing themselves of the signal given to commence their dinner.

From dinner till three, the time is spent in exercise or recreation, occasionally working in the garden; from three to four, they work either in the garden or in the work room; from four till seven, they are instructed in reading, writing, and arithmetic. At seven they have supper of porridge and milk; and after short religious exercises, are dismissed to their homes at eight.

On Saturday, they do not return to school after dinner; and occasionally, as a reward of good behavior, they accompany the teacher in a walk to the country or the sea coast.

On Sunday, they assemble at half past eight for devotion; breakfast at nine; attend worship in the school room; after which they dine, and return home, so as, if possible, to go with their parents to church in the afternoon.

At five they again meet, and have Sabbath school instruction in Bible and catechism; at seven, supper; and after evening worship are dismissed.

From this detail it will be seen that these schools differ from common day schools. In day schools, neither food nor employment is provided teaching only is proposed, with a very

little moral training.

The principle on which the industrial school proceeds, of giving employment along with instruction—especially as that employment is designed at the same time, if possible, to teach a trade which may be afterwards available

appears of the