are well regulated. They are during this time accustomed to
orderly habits, to neat and clean clothes, and to ideas of the
value of instruction, of the respect due to the teachers,
and of the excellence of the schools, by parents who have, by
their training in early life, acquired such tastes and ideas
themselves. Each child at the age of six begins to attend a
school, which is perfectly clean, well ventilated, directed by
an able and well-educated gentleman, and superintended by the
religious ministers and by the inspectors of the Government.
Until the completion of its _fourteenth_ year, each child
continues regular daily attendance at one of these schools,
daily strengthening its habits of cleanliness and order,
learning the rudiments of useful knowledge, receiving the
principles of religion and morality, and gaining confirmed
health and physical energy by the exercise and drill of the
school playground. _No children are left idle in the streets
of the towns; no children are allowed to grovel in the
gutters; no children are allowed to make_ their appearance
at the schools dirty, or in ragged clothes; and the local
authorities are obliged to clothe all whose parents cannot
afford to clothe them. The children of the _poor_ of
Germany, Holland and Switzerland acquire stronger habits of
cleanliness, neatness and industry at the _primary_ schools,
than the children of the _small shopkeeping_ classes of
England do at the private schools of England; and they
leave the _primary schools_ of these countries _much better
instructed_ than those who leave our _middle class private
schools_. After having learnt reading, writing, arithmetic,
singing, geography, history and the Scriptures, the children
leave the schools, carrying with them into life habits of