2nd. Year. Withrow, W. H. Victoria College; Squier, W. Victoria College; Wilson, A. H, Victoria College. 1st. Year.-Gordon, J., Queen's College, Galway.

Medals, Scholarships, and Prizes. Faculty of Law.-Adam Crooks, M.A., B.C.L, presented Messrs. J. H. Spencer and J. Livingstone with a silver medal each, for their proficiency in this department. Faculty of Medicine, M. Barrett, M.D. presented for medals:-Messrs. Bascom, J. (gold medal); Playter, E: Tisdell, F. B; Morton, E. D; Ogden, W. W; Martin, De W. H. (Silver.) Faculty of Arts. -Greek and Latin-Fraser, J. T; gold medal; Modern Languages-Boyd, J. A; gold medal; Natural Sciences-Wadsworth, J. J. gold medal; Metaphysics, Ethics, and Civil Polity-Ogden, W. W; gold medal; Natural Sciences-Sinclair, W, silver medal; Oriental Languages-White, J, prize. Scholarships. Faculty of Law. 2nd. Year, Hamilton, J. C. Faculty of Medicine. Matriculation. Kilpatrick, G; 1st year. Thom, C.; 1st year, McCool, D. B; 1st year, Tisdell, J. C; 2nd year, Bolster, J; 3rd. year, Elliot, J; 3rd year, Hudson, A. Faculty of Arts. Greek and Latin.-1st year, Kilpatrick, G; 1st year, Harbottle, R; 2nd year, Crawford, W. G; 2nd year, Woods, S; 3rd year, Reeve W. A; Srd. year, Ross, J. B; 4th year, Fraser, J. T Mathematics.-1st year, Wright, T. W; 1st year, Lafferty, A. M; 2nd year, Loudon, J; 2nd year, Fisher, J; 2nd year, McLennan, J. A; 3rd year. Thom, J. H; 3rd year, Ormiston, D. Modern Languages.-1st year, Me Williams, W. G; 2nd year, Gibson, J. M; 4th year, Boyd, J. A. Natural Sciences.-- 1st year, McMurrich, W. B; 2nd year, Roger, W. M; 3rd year, Grant, A; 4th year, Sinclair, W. Ethics, Met. and Civil Polity.-2nd year, Buchan, J. M ; 3rd year, Grant, G; 4th year, Ogden, J. O. General Proficiency 1st year, Hamilton, W. W. Orential Languages-3rd year, Grant, G

The Prizes having been delivered,

The Chancellor then rose and said,-On behalf of the Convocation now assembled, and whose proceedings have just closed, he begged to thank them for being present and witnessing the distribution of prizes, because he took the assemblage present as an evidence of the continued interest taken in the University. He found that in the faculty of the law last year the number leaving the University was 18, the whole number of matriculants 75. This year the number leaving was thirty-one; whole number of matriculante, 68. He found that in 1859 the number of matriculants was 35, in 1860, 45. In Medicine the number in 1859 was 8; 1860, 8. In law the number in 1859 was 29; 1860, 15. The numbers in law arose from the circumstance of the standard in that faculty being greatly increased. previous to the commencement of the academic year. The cause of that might be attributed to the change in the Statute. The attention of the Legislature had been called to the subject, and they have now passed an act, that all young men studying for the law must first obtain a degree from the Law Society before they can become solicitors or attornies. Again thanking them for their attendance, the Chancellor declared the Convocation dismissed.

enthusiastically received. He addressed the students generally in his usual felicitous manner, encouraging them by many illustrious examples to be diligent and persevering.

The Faculty and Undergraduates then returned to the College in the same order as before with the same harmonious accompaniment. The various Degrees were then conferred by the President in his private room as follows:

B. A.-William Beattie, Stephen F. Lazier, John W. Beynon, G. M. Meacham, David W. Dumble, Mark Scanlon, Wm. C. Henderson, Henry Tew, Andrew G. Hill, George Washington, Thomas Holden, William A. Whitney, W. H. Law, Nicholas R. Willoughby, Edward Robinson (T. C. D.) M. D.-Daniel W. Carroll, Edward W. MeGuire, John Clements, M. B. McCausland, Robert A. Corbett, William H. Miller, Noble B. Dean, James Newcombe, Donald Gillespie, George A. Norris, John Harvey, Charles Ouellet, Elbridge A. Herriman, John Philp. William A. Howell, Bennett Richards, Richard Lund, James Sutton, Elthem Wood.

M. A.-Rev. Albert Carman, B.A., Prin ipal, Belleville Seminary. The following honorary Degrees were also passed by the Senate : M. D.-Mr. Wm. Beamish, of Waterloo, C. W., licentiate of the Medical Board of Upper Canada. M. A.-Rev. E. B Harper, Secretary of the Wesleyan Conference, Canada D. D.-Rev. George Osborn, one of the General Secretaries of the Wesleyan Missionary Society, London, England; and Rev. Enoch Wood, Superintendent of Wesleyan Missions, Toronto This closed what we may call the official public business of the day and of the Session; but we were detained a few minutes longer by another interesting ceremonial-the presentation to the President of a truly splendid and beautiful silver tea service, consisting, as usual, of a salver or tray, kettle, coffee-pot, tea-pot, cream-ewer and sugar bowl, executed in the best style of English art, the gift being a recent importation from England, by J. G. Joseph & Co., jewellers, Toronto, and is valued, we believe, at $200. The tray is oval in form and of very tasteful design and workmanship, as indeed, are all the other portions of this very beautiful memorial of the affectionate regard cherished by the students of Victoria College to their distinguished President. The salver and kettle bear the following inscrip

tion:

"Presented to Rev. S. S. NELLES, A. M., President of the University of Victoria College, as a token of high esteem, by the students of the session, 1859-60."

Each of the other pieces bears the simple inscription-"President NELLES." A highly appropriate address was read by Mr. William Beatty, one of the new graduates, who had been previously chosen by his fellow-students to act as their spokesman on the occasion.-Cobourg Star.

THE U. C. MODEL SCHOOLS -The Annual Public Examination of the Model Schools took place on the 22nd instant, and was attended by a large number of interested visitors. It is now upwards of twelve years since the establishment of this institution in connection with the Normal

UNIVERSITY OF VICTORIA COLLEGE.-The Session 1859-60 of the above University was brought to a close on the 27th inst. The session had in all respects been a pleasant and harmonious one, and the number of the graduates elect not only larger that of any preceding year, but larger than had been sent forth by any other Canadian College in any single year of its existence. The shadow of this bright picture was the absence of the learned and much esteemed President of the Institution from his usual place, in consequence of the fracture of his leg, which took place about a month ago.

The Professors and Undergraduates of the University proceeded from the College to the Church in regular order, headed by the venerable Dr. Rolph, Dean of the Medical Faculty, and Professor Kingstou, M.A. The proceedings being opened with the usual devotional exercises, Professor Kingston as chairman briefly referred to the absence of the President and its cause, then glanced at the harmony and successful labors of the session just closed, and finally spoke with natural gratification and becoming pride of the progress made by Victoria College, which on that day sent forth fourteen young graduates in Arts, to enter upon the great duties of life, a larger number than any other Canadian College had ever sent out in one year.

After the delivery of the usual Essays by the Candidate-bachelors, the graduates in medicine were most ably addressed by the Hon. John Rolph, LL.D., Dean of the Medical Faculty, Toronto. The Rev. Dr. Ryerson was then introduced to the audience by the Chairman and most

there were any among the numerous assemblage of spectators yesterday present also at the first examinations of the School, they must have been forcibly struck with the great improvement that has taken place, in both the attendance and proficiency of the pupils, and in the facilities offered for their tuition. When first opened, the class-rooms were in an old building attached to Government House, successively used as a stable, a theatre, a school room, and again as a stable. At that time, the accommodation being of course limited, only boys received education in the School. Now, the buildings are extensive as well as handsome, and gils share equally with boys in the instruction imparted within their walls. All important branches of knowledge are taught by competent teachers, and in a manner that cannot fail to be of lasting benefit to the pupils. The number of children present yesterday exceeded 150 of each sex, who are divided into three divisions, over each of which an efficient teacher presides. In the boys' department Mr. Carlyle has charge of the first, or senior, division; Mr. Disher of the second, and Mr. Campbell of the third. The first division in the girls' department is instructed by Mrs. Clark; the second by Miss Shenich, and the third by Miss Clark. The musical instructor in the schools is Mr. Sefton, under whose attentive training the children have made much progress. The cultivation of the physical powers of the youth has not been neglected; and perhaps the most favorite branch of instruction among them is that superintended by Capt. Goodwin, who teaches the boys gymnastic exercises of every kind, and the girls the healthy and graceful calisthenic art. The principal branches in which the pupils were exatnined during the day were Reading and Spelling, Grammar, Geography, Arith

metic, Physiology, Algebra and Geometry, History and Domestic Economy, with the Theory of Music. The pupils answered readily the questions put them by their tutors, and evidently bad carefully studied in order to pass a good examination. The stimulus to study held out in the shape of handsome prizes of books had created a healthy excitement, and each laudably emulated the other, and all showed proficiency of a marked character. In the senior division of the girls' department, three or four of the scholars were remarkably well advanced in the geometric science, demonstrating abstruse propositions in the fifth and sixth books with an ease and familiarity that would be envied by any boy of twenty. The age of these girls did not exceed fifteen years; so it may be imagined how excellent had been their instruction. In other branches of learning, too, the pupils generally were well" posted up." The number of visitors was largely increased in the afternoon, blocking up the passages and class-rooms in such a manner as to leave little space for the scholars, and every one, as we have remarked, manifested a warm interest in the proceedings. At four o'clock the girls were exercised in calisthenics by Capt. Goodwin, and shortly afterwards the boys exhibited their gymnastic feats in the capacious play-ground attached to the institution. Some of the latter were remarkably agile and daring in their performances, and their exploits created considerable applause.

About half-past four o'clock the visitors and pupils assembled in the theatre of the Normal School, where prizes were distributed to the most deserving scholars by the Rev. Dr. Ryerson, Chief Superintendent of Edu cation, as follows:

BOYS' DEPARTMENT, FIRST DIVISION.-Best scholar in the school John B. McCarty, who is awarded a scholarship in the Model Grammar School (The other prizes were too numerous to insert in the Journal.)

After the distribution of the prizes, the piece, Hurrah! Hurrah for Canada!" was well sung by Henry Jones, prize-boy for singing, all the pupils joining in the chorus, and Mr. Sefton accompanying on a melodeon "Rule Britannia," and "Night's Shades have passed," a nice composition in which boys and girls sang alternately, followed-both being executed in very good style. An agreeable episode then transpired. Several of the girls of the senior division, forming a committee of the whole school, stepped forward. for the purpose of presenting their teacher, Mrs. Clark, with a handsome gold watch. A very complimentary and affectionate address was read by Miss Clarice Hamilton, who enunciated the words in a clear, sweet voice, that was heard in every portion of the spacious apartment. The valuable present was handed to Mrs. Clark by Miss Menet, of the second division; and a handsome bouquet was offered by an equally handsome little girl, named Rose Delaporte, of the third division. Mrs. Clark made a feeling and appropriate reply; and in thanking the scholars for their elegant gift, took occasion to make a few advisory remarks to those of the elder pupils whose studies in the school had that day ended. The presentation, which was a very pleasing affair, was rapturously applaud ed by the spectators, who filled the gallery of the theatre.

The Rev. Dr. Ryerson then advanced, and said the exercises of the present session had now been brought to a close, or shortly would be, by the pupils singing the National Anthem. In terminating these exercises, he had great pleasure in saying, that never since the commencement of the Normal and Model Schools had the same order and efficiency prevailed in every branch of education as at the present time. At no period in the whole course of his experience had he been more struck with surprise, or felt greater admiration, than at the examinations he had the opportunity of witnessing that day-at the thoroughness, clearness, and simplicity exhibited by the pupils in every branch of knowledge, and the care and attention evinced by the teachers in properly training the children. It was the province of the Model Schools not only to teach the pupils, but to show to the students of the Normal school and the country generally, how children ought to be taught. It was with this view that the selection of teachers for the Model Schools had been made; it was with this view that the buildings in which the children were educated, had been erected; and it was with the same view that all the operations of the institution were conducted. It was important that those who were trained in the Normal School-and trained, he would say, on principles justly considered the most advanced-should have a practical illustration of the best method of teaching. Such an illustration was to be found in the method pursued in the Model Schools, in which those students spent several months during the time they attended the Normal School. This was the purpose for which the Model Schools had been instituted; and at no period of their existence, it gave him pleasure to add, did they appear to answer better

that object than at the present moment. He then paid a high compliment to Mr. Sefton for the great advancement displayed by the children in the department of vocal music, an improvement due altogether to that gentle. man's care and ability to instruct. There was another branch to which he would also allude, and in which not a little difficulty and embarrassment had heretofore been experienced. It was that of drawing. Under the able tuition of M. Emile Coulon, however, the pupils now exhibited a highly gratifying improvement, as was proved by the excellent specimens of their taste displayed in the different class-rooms. With regard to the other branches of education, he need make no lengthened observations. Every one acquainted with the schools knew that, from the commencement, nothing that should have been done had been omitted by Mrs. Clark and those who were associated with her. (Loud applause.) He would likewise notice the last branch, though by no means the least important one, in which the pupils were exercised, and over which his friend Capt. Goodwin, so well known in Toronto, had ably presided. (Cheers from the boys.) He (Dr. Ryerson) knew that every boy's face would brighten, and every boy's eye pleasantly twinkle, at the sound of the name of Capt. Goodwin. (Renewed cheers.) He had no doubt that the physical training of both the boys and the girls would exert no small influence over their health, their activity, and their energy, in future life. He (Dr. Ryerson) went on to remark, that in the Model School they had a practical development of the best theory laid down for the education of youth. They presented to the land of their birth or of their adoption an exemplification of a mode of instruction which had commanded, so far as he knew, the unqualified and highest admiration of visitors from the other side of the Atlantic, from several States of the neighbouring Union, and from all parts of our own country. And he hoped that in the progress of society of this country and the advancement of its people, they would witness that energy of mind, that honesty of purpose, and that faith in the fostering care of Providence which a school of this character so fully developed. (Applause.) He (Dr. Ryerson) then expressed his thanks to the teachers for the pleasure the examinations had afforded him, and said that doubtless the work in which they were engaged would exert an influence that would be felt throughout the length and breadth of our beloved land. (Applause.) He concluded by announcing that the children would sing, with united voice, "God save the Queen," and adverted in graceful terms to the forth coming visit of the Prince of Wales, son of that noble woman, and more than Queen, who swayed the sceptre of government over us, and on whose dominions the sun never set. The rev. superintendent sat down amidst

loud applause.

The children then sang the National Anthem, and the proceedings terminated with the benediction, about a quarter-past six o'clock. The Rev. Dr. Ryerson announced, at the close, that the vacation would extend until the first Monday in August next.—Leader.

VISIT OF THE YORK AND PEEL COUNTY COUNCIL TO THE EDUCATIONAL DEPARTMENT.-On the occasion of the recent visit of the Warden and members of the Metropolitan County Council to the Educational Department for Upper Canada, the Council passed the following resolution. It is grati fying to witness this practical interest in the operations of the "People's Department," of the Government on the part of the local municipal authorities.

“Resolved—That the members of the Council having visited the Normal and Model Schools, desire to express the satisfaction which they feel with the general appearance and internal arrangements of those institutions.

"That they were much pleased with the specimens exhibited of Canadian Manufacture, in the articles of maps and school apparatus, showing that they can now be produced in our own country, not only of equal finish and durability, but at prices much lower than for those imported from Europe or the United States.

"That they desire further to express their sense of the courtesy extended to them, on the occasion of their visit, by the Deputy Superintendent of Education." A true copy.

CONTENTS OF THIS NUMBER.

1. BRIEF SKETCH OF THE PRESENT CONDITION OF EDUCATION IN THE PRINCIPAL COUNTRIES IN THE WORLD

(2) Educational Question in Ireland. (3) Elementary Education in
Ireland. (4) The Rev. Wm. Fraser on Education in Scotland. (5)
Education in Tuscany. (6) Education in Algiers. (7) English
Taught in Norway Schools

II. PAPERS ON PRACTICAL EDUCATION-(1) Means of Securing Punctu-
ality and Regularity in School.
III. EDITORIALS (1) Holidays and Vacations, &c., in the Common and
Grammar Schools of Upper Canada. (2) Next Session of the Normal
School. (3) Newly Revised Terms of Admission into the Normal
School, Toronto. (4) Provincial Certificates granted by the Chief
Superintendent of Education

IV. PAPERS ON SCIENTIFIC SUBJECTS-(1) Eclipse of the Sun. (2) The way to tell the time of Night by the Stars. (3) American Expedition to the alleged Open Polar Sea. (4) Gold Medal presented to Lady Franklin

V. PAPERS ON NATURAL HISTORY-(1) The Fisheries of Canada. (2) The
Destructive Effects of Salmon Spearing. (3) The Titanium Ores of
Canada

BIOGRAPHICAL SKETCHES-No. 14. William Woodruff, Esq. No. 15 Sir
Charles Barry. No. 16. George P. R. James, Esq.

VII. MISCELLANEOUS (1) Pray for the Little Ones. (2) Evening Prayer
Taught by a Mother. (3) Charity never Faileth..

III. PAPERS ON COLONIAL SUBJECTS (1) British and Colonial Documentary History, (2) Fort Niagara One Hundred Years ago. (3) Brockville Prison Library...

EDUCATIONAL INTELLIGENCE

X. LITERARY AND SCIENTIFIC INTELLIGENCE

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BRIEF SKETCH OF THE PRESENT CONDITION OF EDUCATION IN THE PRINCIPAL COUNTRIES OF THE WORLD.*

A brief review of the present condition of education in the more prominent countries of the world, may be interesting. In England, the facilities for acquiring a thorough university education are excellent, for those who have sufficient means at command; the course of study at Cambridge and Oxford, though perhaps giving too much prominence to classical and mathematical studies, is still well calculated to develope the intellectual powers. The London University, and some of the colleges of the dissenters, give more attention to popular science. The great endowed schools of Eton, Rugby, Harrow, Westminster, Winchester, Christ's Hospital, &c., &c., are for the most part, devoted to classical and mathematical training.

:

In provision for the education of the masses, England is yet behind many of the countries of Europe. Still, under the persevering efforts of Lord Brougham, Sir J. Kay Shuttleworth, the Earl of Shaftesbury, Lord Stanley, and other distinguished friends of education, there has been decisive progress within a few years past the factory children are not now brought up in utter ignorance; a cheap yet instructive literature pervades every hamlet, and has developed, even in the lowest classes, a love of reading; evening schools for adults, and Sunday-schools, which there, as well as on the continent, are very often occupied with instruction in reading and other elementary branches, are very largely attended.

* From the History and Progress of Education, by Philobiblíus. New York: A. S. Barnes & Burr, 1860.

Canada.

No. 7.

The education of deaf mutes and the blind, is more limited than in France or this country, being generally confined to reading, writing, and the acquisition of some mechanical art, on the part of the deaf and dumb; and reading by touch, singing, playing on musical instruments, and knitting, mat-braiding, weaving, or basket-making; for the blind.

The Reformatories of England are deserving of high praise, both for their number and success. Hundreds are every year rescued by them from a life of crime, and rendered good and intelligent citizens.

Scotland is inferior to England in its facilities for higher education; and the low salaries afforded to the professors in its universities, prevent, in many cases, highly qualified scholars from accepting the posts; but in secondary and primary education, it is fa

schools is no

Its humanita south of the

Ireland, so cation and

country of Europe. Within a few years, good schools hate vele greatly multiplied; and, ere long, her peasantry will be beyond those of England in intelligence. This is the result of the system of national education, established there about thirty years since, which, from small beginnings, has at last drawn into its It proschools the great bulk of the children of the country. vides for combined secular, and separate religious instruction, and thus obviates the great difficulties under which the English schools have labored.

In France, superior education, as it is called, especially in mathematical and physical science, is not inferior to that of any country in the world; and the colleges and lyceums which are found in every considerable town in the empire, are generally well conducted.

Primary education was very much neglected from the time of the Revolution of 1793 to the accession of Louis Philippe; but the efforts of that monarch, seconded, most zealously, by Guizot, effected, in the course of the next eighteen years, a wonderful change; and, in 1850, only two thousand five hundred communes, out of more than thirty-eight thousand, were without one or more primary schools, and one-ninth of the whole population were attending school. The charitable, reformatory, and special schools of France are generally well conducted, and the success of some of them that of the institutes for the deaf and dumb, and for the blind, and the reformatory colony at Mettray-has been such as to attract the attention of all the nations of Europe.

Of the educational condition of Spain and Portugal, we cannot speak so favorably. Harassed, for years, by internal discords and civil wars, the glory which once belonged to their universities has long since departed; even the children of the wealthy and noble are but indifferently taught, and the offspring of the poor seldom find any other school than that at their own fireside. The rigid adherence of the people to the Catholic faith, has prevented the introduction (once attempted) of more modern systems of instruction, like that of Pestalozzi.

In Italy, the States of the Church do not lack for schools or colleges. Education is superintended by a company of cardinals, who under the designation of the Congregation of Studies, make the examinations, and, personally or by deputy, appoint the professors and teachers. The primary or communal schools are under the immediate supervision of the bishops, who are also generally chancellors of the universities. There are also regional schools, and schools for each sex, under the direction of several of the religious orders. Most of the schools are free, or nearly so, in many of them the teachers being supported by endowments.

Sardinia, which, up to 1848, was behind most of the other countries of Europe in education, has since that time, almost taken its place among the foremost. The system of education embraces superior and inferior primary schools, for all the children of the kingdom; secondary schools, colleges, universities, and special schools; the Pestalozzian method is generally adopted, and normal schools, well conducted, are fast supplying competent teachers. With better text-books, and a few years' experience in her present system, the population of Sardinia will speedily become one of the most intelligent in Southern Europe.

Tuscany, under Austrian influence, has adopted to a considerable extent, the Austrian system of education; her schools are, for the most part, in good repute, and the Universities of Pisa and Sierra retain something of their ancient renown. [See page .]

The Kingdom of Naples, or the Two Sicilies, is in a very low educational condition. Sicily has more schools than the continental portion of the kingdom, but they are not well conducted, and beyond reading and writing, the children make very little progress. colleges and universities have some reputation, but the despotic character of the government is unfavorable to much intellectual freedom or activity.

Its

The

Turkey has schools for its Moslem population, and its laws make it obligatory on every parent to send his children to school. teaching is in Turkish and Arabic, and is not generally of the highest order; there has been, however, material improvement since 1847, when a system of intermediate schools was established, which took the place of the secondary schools of other countries. Previously there only existed the mekteb, or elementary schools, and the medressehs, or gymnasia. There are some special schools, but education is at a low ebb.

Greece has, since its independence, made zealous efforts for the improvement of public instruction. There is an efficient university at Athens, secondary schools in each considerable town, and, in most cases, elementary schools in each commune. The Pestalozzian system is generally adopted. As yet, however, not much more than one-fourth of the children are under instruction.

Russia has made very strenuous exertions, of late years, to improve the educational condition of its people. Its universities and its special schools of military, mining, engineering, manufacturing and agricultural science, are worthy of very high commendation for the extent and thoroughness of their instruction. Provision is made for the elementary instruction of the children of the soldiery, who are generally expected to follow their fathers' profession; but, although ukases have been issued, ordering the establishment of schools in every commune, yet not one-seventh of the children of European Russia receive any instruction whatever.

Lapland and Finmark are almost destitute of schools, though many of the Lapps and Fins acquire a knowledge of reading, and some of them have become eminent as scholars. The people of Iceland are generally intelligent, but their education is, for the most part, domestic, or communicated by their pastors. In Norway, though the sparseness of the population is a great drawback to the maintenance of good schools in the country, education is very general. Only about one-eighth of her population dwell in towns. For these, the advantages of education are hardly surpassed by any country in Europe: there are elementary and upper districtschools, citizens' schools, answering very nearly to our academies; Real schools, in which technical science is taught in connection with the knowledge of modern languages; Latin or cathedral schools, furnishing a classical education; military, agricultural, drawing, and polytechnic schools; normal schools, and a university. In the country, there are what are called ambulatory schools, kept by teachers who go from hamlet to hamlet, and teach for about eight weeks

in each.

In Sweden, education is very general. Through the efforts of Mr. |

Siljeström, a law has been passed, requiring at least one stationary school in each parish, and normal schools for teachers, in addition to the ambulatory schools which are still necessary in the districts of scattered and sparse population. The system of schools is quite complete, but the quality of the teaching is susceptible of improvement. In physical education the Swedes are not equalled by any country in Europe. Their universities at Upsala and Lund have a high reputation.

Denmark has for many years maintained a high standard of education; the proportion of pupils in school to the whole population, is said to be greater than that of any other country in Europe. The Pestalozzian method is generally adopted; and there is a complete system of graded schools, from the university to the primary school. The States of Germany, with hardly an exception, occupy a high educational position. There is, however, a difference in these States. Prussia, Saxony, and Wurtemburg are perhaps entitled to the first rank, Austria to the second, and Bavaria, Mecklenburg, and perhaps some other of the smaller States to the lowest. In Prussia, as well as in several of the other German States, a modification of the Pestalozzian method is adopted. The elementary text-book in the primary schools, is a Reader (a modern Orbis Pictus), in which the rudiments of geography (the geography of Germany), natural history, arithmetic, language, &c., are arranged as reading lessons; and all instruction not found in the Reader, is communicated orally by the teacher, assisted, however, by maps, drawings, specimens of natural history, &c., which are found in every school-room. Eight years' attendance upon the schools is compulsory upon the children; they pass from the primary to the burgher schools, the Real schools, the gymnasia, and the university, if they choose to obtain a thorough education. The plan of education adopted in Saxony and Wurtemburg, differs but little from that of Prussia. It is perhaps somewhat more thorough and liberal in Saxony, and its results are highly satisfactory.

Austria proper has, within a few years, made great advance in her elementary schools, and has established many Real schools, which differ from those bearing the same name in North Germany, in being more technical in their character, and in pursuing a more extended course. Though there is still great room for improvement, yet Austria occupies a very fair position among the countries of Europe, in the intelligence of its people. Since 1855, attendance upon the schools has been made compulsory; and great efforts have been made to extend to Hungary, Bohemia, Croatia, and Austrian Italy, similar regulations to those maintained in the Archduchy of Austria.

In Bavaria, Mecklenburg, and some of the other small German States, the governments have taken less interest in the promotion of elementary education than in the States already named. Higher education, is, however, well cared for in Bavaria.

In the variety and extent of their charitable educational institutions, the Germans have surpassed all the other nations of Europe. They have a great number of institutions for the deaf and dumb, ten or twelve for the blind, two for idiots, and four or five for cretins; creches and kinder-garten (children's gardens), for infants; some hundreds of reformatories, for all classes of juvenile offenders and vagrants; orphan schools, almost without number; industrial schools; "work schools," for pauper children, &c.

On the great African continent, we find but little attention paid to education. Egypt and the Tributaries of the Porte, in Northern Africa, have schools after the Moslem fashion, in which the children of the true believers are taught to read the Koran, and acquire a little rudimentary knowledge of arithmetic. Algiers, as a French colony, is receiving the French system of communal and higher schools. [See page .] The English and American settlements at Sierra Leone and Liberia, have established schools in accordance with the plans of the mother countries, Liberia having organized also a college. The Cape Colony has free schools in every district, and two colleges; but the vast territories which comprise the interior and eastern coast of the continent, can hardly be said to have any system of education.

Those tribes and countries into which the Arabs have penetrated, have usually a few persons who can read and write; and in the Portuguese settlements, which occasionally dot the coasts, may be found some persons of Portuguese extraction, who possess a tolerable education;-but aside from these, and the few schools which the missionaries have been able to establish at their various stations, there is nothing which can, in the ordinary sense of the term, be called education.

Portions of Asia are less degraded. In Persia, there still remains the tradition of the learning which once made Bagdad and Ispahan the centres of intelligence for the worshippers of Mahoinmed; and many of the Persian mullahs are, at the present day, accomplished in the Arabic lore, which was so highly prized in the days of the

Abassides.

Further east, the nomadic tribes which roam over the wide steppes of Independent and Chinese Tartary, and the thievish, freebooting

Afghan and Beloochees, have little respect for books or learning. The principal towns of Siberia have schools and educated people; but they are exiles from Russia, or officers and their families who are located there on duty.

In China and Japan, the systems of edcuation have changed but little, probably, for two thousand five hundred years. In Thibet, the condition of education does not vary, materially, from that of China, Siam, Tonquin, and Burmah, professing substantially the Büdhist faith, have also the Budhist educational system; while the inhabitants of Malacca and the Malaysian Isles are hardly to be considered as possessing any education.

In India, while the Brahminical system has made small advance from its method of instruction two thousand years ago, the East India Company have made some efforts to establish colleges for the education of such of the Brahmins as might fill offices in the employ of the Company.

In Australia, schools have been established and liberally supported by the government; and two colleges, one at Sydney, and the other at Melbourne, have been founded. Tasmania, New Zealand, the Society and the Sandwich Islands, all have good schools; and, in the two latter groups, the natives are, many of them, acquiring considerable education. At Oahu, one of the Sandwich Islands group, a college has recently been established.

Turning our attention to the American continent, we find in Newfoundland an improving state of education; in New Brunswick, a larger number of schools in proportion to the population, and a college; in Canada East, a good school system, embracing all grades from the university to the primary school, and an annually increasing attendance and efficiency; in Canada West, an organization unsurpassed in its results, for attendance and intellectual progress, by any in the world.

In the United States there is a great variety in the educational condition of different sections of the country. The Northern States have generally efficient school systems. The Southern States, on the other hand, have not generally attained to so high an educational position.

A few of these States have made praiseworthy efforts for a more effective school system; among these, North Carolina, Alabama, Missouri, Kentucky, Tennessee, and Louisiana are deserving of special mention.

The higher education is not equal to that of England, France, or Germany. Our colleges, numbering more than one hundred and twenty, though possessing more extensive grounds, and often much larger endowments, are not, with a few exceptions, superior, in the extent or thoroughness of their course of instruction, to the collegiate schools of England, the lyceums and colleges of France, or the gymnasia, Real schools, and Latin schools of Germany. Of true university instruction, with the exception of Harvard University, Yale College, and Columbia College, we have nothing deserving the name; and even these are far below the European universities.

But, in the wide diffusion of elementary education, and in the development of a high intellectual activity, no country of Europe can compare favorably with the New England States and New York. A comparison of the per centage of children in attendance upon the schools in these States, to the whole population, with Prussia, Austria, Saxony, and Denmark, where attendance is compulsory, will show conclusively the efficiency of their school organization.

Humane and reformatory institutions are quite numerous in the United States; there are more than twenty deaf and dumb institutions, nearly the same number for the blind; seven schools for idiots, and nearly or quite fifty reform schools. Besides the professional seminaries, special schools of military, naval, engineering, chemical, and agricultural science, also exist,-and the last are becoming quite

numerous.

The Hispano-American States-Mexico and Central Americaowing in part to their frequent revolutions, and in part to the large admixture of races, are in a very low educational condition, much lower even than when provinces of Spain. No public-school system exists; and, though there are a few good private schools, and some conventual schools, and a university at the city of Mexico, the great mass of the people are most deplorably illiterate.

In the West India Islands, Cuba has made some efforts for the improvement of education, since 1842, and has now two very good universities and several colleges. The number of elementary schools is estimated at about six hundred, and of pupils not over ten thousand, about one in one hundred of the population. In the rural districts, profound ignorance prevails, while in the cities there are a considerable number of good schools. The wealthier classes, very generally, send their children abroad for an education.

In Jamaica, popular education is more advanced, and a very considerable proportion of the people of color are beginning to under stand its advantages. The children in school constitute one-thirtieth of the whole population. Hayti has few schools, and no public provision is made for education. The children of the wealthy are

generally sent to France for instruction. In the Dominican Republic, and in Porto Rico, the schools are few, and generally poor. Trinidad has some good schools. The smaller islands have generally made some provision for instruction, though of course, the advantages are usually limited.

In South America, we find the States of New Grenada, Venezuela, and Ecuador possessing few schools, and those of a very inferior character; a very large majority even of the white and creole inhabi tants cannot read or write, and of the Indians, the number who can do so is very small. In French and Dutch Guiana, the condition of things is not much better; while in British Guiana there are many good schools, and about one in thirteen of the population, including the Indians and Negroes, are in attendance upon them. Brazil is making great efforts to diffuse education among her people. The emperor is deeply interested in its promotion, and a very efficient system has been organized, but as yet cannot be enforced, except in the larger towns. There are colleges, or faculties of science, in most of the principal towns, universitses at San Paulo and Pernambuco, and academies or lyceums in the smaller towns. At present, not one-sixtieth of the inhabitants are in school.

The Argentine confederation, and the State of Buenos Ayres, have hitherto paid very little attention to education. The guachos, who form a majority of their native population, are a rough, semisavage race, who care nothing for books, and regard schools with contempt. In Buenos Ayres, there is a very considerable foreign population, who are generally intelligent, and who have encouraged the establishment of schools of a high grade.

Uruguay possesses even less educational facilities than the Argentine Republic. Paraguay, on the contrary, has a system of parochial schools, established by the Dictator Francia, and, relatively to most of the other South American States, may be considered as occupying a high rank in the matter of education. Chili is in advance of any other State of South America, in its educational condition. Its system of schools embraces all grades, from the university to the primary school; Bolivia and Peru are, like the States north of them, enveloped in ignorance. In the larger towns there are some schools, and in Lima, a university, dating from 1551.

The impulse which has been given to education throughout Christendom, within the last fifty years, has already accomplished vast results in improving all the apparatus of instruction and the methods of teaching. In the German States, it has induced thorough professional training, by means of normal schools and teachers' seminaries, the general abandonment of corporal punishment, the introduction of oral exercises, blackboards, and thinking-lessons;-in Great Britain, a reduction of the extreme severities of former times, better qualified teachers, and greatly improved text-books ;-in the United States, very great improvements in the architecture of schoolhouses, in the organization of normal schools, teachers' institutes and teachers' associations; the introduction of globes, blackboards, charts, &c.; a milder and better discipline, improved methods of teaching, and the substitution of really scientific and well-adapted text-books for the imperfect and ill-arranged treatises previously in

use.

Within a few years past, the competition in the production of school-books has perhaps been carried to an injurious extent; but no one can compare those now in use, with those in the schools fifty years since, without becoming satisfied, that the progress has been almost miraculous. The danger most to be feared at the present day, in these books, is that the process of simplification may be carried too far, and the pupil be led through a wearisome round of text-books, with but little real advancement in knowledge.

The improvement in school architecture has been very progressive. But the most efficient measures for the improvement of education, have been the establishment of normal schools, teachers' associations, and periodicals.

In the department of higher education, there has also been material advance. The curriculum of study has been enlarged, the requirements for admission raised; the examinations have become true tests of scholarship; higher attainments have been required in the professors; scientific schools have been established in connection with several of the universities, and separate schools of mines, chemistry, physical science, and civil engineering, organized.

Astronomical science, within the past fifty years, has made great progress, both in Europe and America; and in every department of physical research, more has been accomplished than in any previous century.

We may look with certainty for an advance proportionally much greater, in the coming fifty years. Civilized nations appreciate, as they have never done before, the advantages of education; and, ere long, the teeming millions of China, Japan, and India, driven from their slumber of three thousand years, by the impulses of the electric wire and the rush of the locomotive, will join with the enlightened nations of the West, in seeking a higher intellectual development, and the beneficial results of a purer science.