The rank of the boys was fixed each week, and fixed on a different arrangement:—
“For one week the rank of each boy depends upon his progress in Greek, as far down the school as that language is taught. Those who do not learn Greek follow according to their proficiency in some other study. Latin determines the order for another week, geometry for a third, and so forth. Most of the studies determine the arrangement for a single week each; but a few, which are very important, decide it for two distinct weeks in each half-year.”
This peculiar arrangement is thus defended:—
“It is of great importance that the pupil should, very early in life, have an opportunity of tasting the pleasure of success; and, in order to ensure so desirable an end, we have been careful to attach rank to excellence in each department, sometimes ranging our pupils in the order of classical attainments; then as mathematicians; then according to manual excellence; and, lastly, according to their general conduct and behaviour. Thus each boy in his turn attains rank and consideration in that branch of study wherein nature has fitted him to excel, and where comparatively moderate efforts will ensure success.”
Twice each half-year the rank of the boys was determined by their conduct:—
“In arranging the boys according to propriety of manners and general good conduct, which is done twice in the course of each half-year, the teachers determine the rank of every boy to the best of their discretion. In doing this, however, they are materially assisted by the various records which are preserved of the good and bad conduct of the scholars. On the day previous to an arrangement of this description, all such records are posted into a ledger, where each boy has a debtor and creditor account, which every one has an opportunity of inspecting, that he may satisfy himself as to its correctness.”
The “Edinburgh Review” for January, 1825, contains a lively description of the school in “the report of a very intelligent friend, who lately inspected the whole establishment in the most careful manner.” This friend was Captain Basil Hall.
“After observing generally that he has no hesitation in saying that the scheme works admirably in practice, he proceeds:—
“‘The most striking circumstance, perhaps, is the universal cheerfulness and the kindly terms which the boys are on with the masters. I had abundant opportunity of satisfying myself that this was sincere. There was also an air of hearty attention to their business, which I never saw in any other school—no languor, no yawning—but all activity, and abstraction from everything but the lesson. They all seemed to go about their work like persons who knew their business, and had no doubts about success; and the frequent changes from topic to topic kept this degree of animation always afloat. The various musterings, ringing of bells, music and marching, which certainly in the book appear a little like trifling and loss of time, are, in practice, excellently adapted to maintain good order, and are all performed so rapidly, that although I was quite familiar with the description, and was warned by the master from time to time what was going to be done, I could not, sometimes with the closest attention, follow these movements. In a written description it will sometimes happen that what in fact is the work of a moment, and must be performed in some manner at every school, occupies as much space and is as prominently put forward as the essential instruction which these mere forms are but the preparation for. And I think it right to state that, after seeing the whole proceedings of a day, I am not aware that any of those musterings and other arrangements, having punctuality as their object, could be dispensed with without harm. The music consists of a band of twelve boys. Their instruments are the same as those used by military bands, and they play extremely well. The study of music, of drawing, of fencing, and several other similar accomplishments, is quite voluntary. The play hours of the boys are occupied partly in mere play, but chiefly in objects having some useful end in view. They have a printing-press of their own, and publish a monthly magazine embellished with etchings on copper, and lithographic prints, all executed by the boys. Reports of their trials are given at length; the school discipline is canvassed; accounts of the expenditure of their funds are drawn up in a business-like manner; and, in short, the whole system is a curious epitome of real life. It is extremely important to remark that all this, being quite general, the every-day business of their lives, produces no coxcombry amongst the boys. They are not converted, as I had apprehended they would be, into little men. They are still boys, but boys with heads and hands fully employed on topics they like.
“‘They were all very neatly dressed, and remarkably clean and tidy—all rosy and healthy-looking, and merry as any children could be at home. The house is thoroughly ventilated. Their library is well arranged and catalogued. It is managed, like everything else, exclusively by the boys. Everybody is allowed to propose any book for purchase, and the name is submitted to a committee, who decide.’”