e arose from the anti-hoisting party at the
conclusion of the doctor's announcement. They had more than carried
their point; for, intending only to protect Paul Linton, they had
obtained the complete abolition of the practice. Bert was greatly
elated, and could talk of nothing else when he got home. Father, and
mother, and sister, had to listen to the fullest details of the struggle
and its surprising issue, and Bert fairly outdid himself in the vigour
and minuteness of his description. When the fountain of his eloquence at
last ran dry, Mr. Lloyd had a chance to say, with one of his expressive
smiles:

"And so my boy has come out as a reformer. Well, Bert, dear, you have
taken the first step in the most thankless and trying of all careers,
and yet I would not discourage you for the world. I would a thousand
times rather have you a reformer than an opposer of reforms. I wonder
what work God has in store for you."

CHAPTER XXIII.

PRIZE WINNING AND LOSING.

There were many ways in which the methods employed at Dr. Johnston's
school were unique. The system of registering attendance, proficiency,
and conduct has been already fully explained. It was hardly possible
that this could have been more perfect. No boy could be absent without
being missed, and an explanation or excuse of a thoroughly satisfactory
nature was required the next day. No mistake could occur as to the
standing of the pupils in the different classes. The record of each day
was all comprehensive. It constituted a photograph, so to speak, of each
pupil's doings, in so far as they related to his school, and the doctor
was exceedingly proud of the journals, which he kept with scrupulous
care and neatness.

Another feature of the school, peculiar to itself, was the system by
which a knowledge of arithmetic was fostered, and the faculty of using
it quickly was developed. The whole of one morning each week was devoted
to this. The scholars were grouped in classes according to their
varying proficiency, care being taken to give each one a fair chance by
associating him with those who were about as far advanced as himself.
These classes were then arranged upon seats very much after the fashion
of a Sunday school, save that instead of a teacher being in their
centre, they were placed around a backless chair, in such a manner that
it was equally convenient of access to all. Each boy had his slate and
pencil in readiness.

The school having been calle