A TOUCHING INCIDENT.

A few weeks since, in coming down the North River, I was seated in the cabin of the magnificent steamer, Isaac Newton, in conversation with some friends. It was becoming late in the evening, and one after another seeking repose from the cares and toils of the day, made preparations to retire to their berths. Some, pulling off their boots and coats, laid themselves down to sleep; others, in the attempt to make it seem as much as possible like home, threw off more of their clothing-each one as his comfort or apprehension of danger dictated.

feeding the delicate, plastic mind with wholesome moral instruction. A teacher may discourse fluently upon the many ologies, osophies, &c., and at the same time lack capacity and tact for faithfully instructing in theoretical and practical ethics. How to read, write, play, sing, and so forth, our children are continually being taught; but why not occasionally, yes, regularly, teach them the object for which these and numerous other accomplishments are bestowed, viz., how to live good and useful lives.

Teachers, yours is the duty and sacred responsibility

"To pour the fresh instruction o'er the mind,
To breathe the enlivening spirit, and to fix
The generous purpose and the noble thought.”

After walking about the cabin for a time, the father and son stopped within a few feet of where we were seated, and began preparation for going to bed. I watched them. The father adjusted and arranged the bed the child was to occupy, which was an upper berth, while the little fellow was undressing himself. Having finished this, his father tied a handkerchief around his head to protect his curls, which looked as if the sunlight from his happy heart always rested there. This done, I looked for him to seek his resting place; but instead of this he quietly kneeled down on the floor, put up his little hands together, so beautifully childlike and simple, and resting his arms on the lower berth against which he knelt, he began his vesper prayers.

The father sat down by his side, and waited the conclusion. It was, for a child, a long prayer, but well understood. I heard the murmuring of his sweet voice, but could not distinguish the words he spoke. But what a scene! There were men around him-Christian men-retiring to rest without prayer; or, if praying at all, a kind of mental desire for protection, without sufficient courage or piety to kneel down in a steamboat's cabin, and, before strangers, acknowledge the goodness of God, or ask his protecting love.

This was the training of some pious mother. Where was she now? How many times had her kind hands been laid on those sunny locks, as she had taught him to lisp his prayers!

A beautiful sight it was, that child at prayer in the midst of the busy, thoughtless throng. He alone of the worldly multitude draws nigh to heaven. I thank the parental love which taught him to lisp his evening prayer, whether Catholic or Protestant, whether dead or living, whether far off or nigh. It did me good; it made me better. I could scarcely refrain from weeping then, nor can I now, as I see again that sweet child in the crowded tumult of a steamboat's cabin, bending in devotion before his Maker.

When the little boy had finished his evening devotion he arose, and kissed his father most affectionately, who put him into his berth, to rest for the night. I felt a strong desire to speak to them, but deferred it till morning.-When morning came, the confusion of landing prevented me from seeing them again. But, if ever I meet that boy in his happy youth, in his anxious manhood, in his declining years, I'll thank him for the influence and example of that night's devotion, and bless the name of his mother that taught him to pray.

Scarcely any passing incident in my life ever made a deeper impression on my mind. I went to my room, and thanked God that I had witnessed it, and for its influence on my heart. Who prays on a steamboat? Who train their children to pray, even at home?

HINTS ON MORAL INSTRUCTION IN COMMON SCHOOLS.

It is much to be lamented that more attention is not given to moral instruction in all our schools Committees and school-officers, in employing teachers, should consider it of paramount importance that they be possessed of the right principles, spirit, tact, and manner for interesting and judiciously

Every earnest, faithful, enthusiastic teacher can find sufficient time in his school-room to appropriate daily for general exercises in the first principles of ethics, and the simple, familiar,

ability and aptness to attain such daily exercises, he can, by a little fore-thinking, reading and preparation on the previous evenings, acquire sufficient to successfully interest and benefit his pupils, at the same time materially improving himself. He can adapt the instruction to their several capacities for comprehending such solitary and sober lessons.

Had

To be sure it implies no very low standard in a teacher to effectually and happily succeed in this two-fold office of instructor of heavenly minds, germs of immortality; but a qualified professional teacher is nothing short of what we need, and must have in this nineteenth century, to properly educate our youth. We are wholly opposed to this system of school-keeping quackery, so long practised and palmed off on us. we the prerogative, we should feel that we were doing a great service to the rising generation and humanity, by snatching from the spoiling tuition of the many untrained, and unqualified quacks who creep into the peculiarly responsible business of giving instruction in schools, every child who is under their baneful influence, and turn these miscalled teachers themselves out of the profession, to prosecute other callings, more congenial to their tastes and talents.

EDUCATION IN THE BRITISH ARMY.

To the Editor of the Journal of Education.

SIR,-Not finding among the many interesting articles on Education which have from time to time been inserted in your valuable columns, any one referring to the highly improved means now in action for the dissemination of that great blessing among the soldiers of the British Army, I take the liberty of forwarding to you herewith a copy of the latest War Office Regulations on that head, in the full expectation that it will, on many accounts, prove highly interesting to yourself personally, as well as very acceptable to a considerable portion of your readers.

As you may probably recognize in the anonymous signature attached to this communication, that of one who has before now humbly, yet heartily, "done battle" in favour of the good cause in which you are engaged, and who may not perhaps have fought altogether in vain, I have ventured without any apology, to add a few notes, and to italicize such portions of those Regulations as I deem particularly worthy of attention, and to superadd here a few lines more than I originally intended, with relation to instances in which the qualifications, rank, and remuneration of Regimental School Masters have been greatly advanced since my days, and which I think well deserving of being borne in mind in the further improvement of our own Common School System. For instance :

1st. It is worthy of remark, that in by-gone times the Regimental School Master was taken from among the common soldiers, and was required to possess no further qualifications than his immediate Commanding Officer might think requisite; and on assuming the office, he held only the nominal rank of Serjeant, and as such, was styled School-master-sergeant, but was liable to be reduced to the ranks by the same authority that appointed him; whereas now, all School Masters are appointed under the authority of the Secretary at War, and must have previously undergone a period of training at the Royal Military Asylum, and obtained a certificate of qualification

therefrom.

2nd. In addition to special enlistment and attestation, he is subject to be transferred from one regiment to another, and ranks next to the Serjeant-Major-the highest non-commissioned officer in a regiment-and is simply designated "School Master," with the pay of 2s. 6d. a-day and the prospect of a future increase of 6d. a-day more; besides, should no particular quarters be attached to the Regimental School,-being entitled to the same quarters, fuel, and lights, &c., as a Serjeant-Major; and on his being placed on the pension list he is entitled to 6d. a-day more than a Sergeant.

3rd. In addition to his duty of instructing adult soldiers and soldiers' children, he may undertake the education of the children of officers-receiving from the parents of the latter such compensation as may be mutually agreed upon. And

4th. In addition to the Regimental "School Master," there is also a regularly trained "Assistant," ranking and entitled to the same pay and pension as a Serjeant, and liable to be promoted to the station of School Master, with all its increased rank, emoluments, and other advantages.

Leaving your readers to refer to the Regulations themselves for the various interesting details, I am content to have pointed to the striking contrast between former and present times, and to add thereto the expression of a sanguine hope that, as "the School Master is now indeed abroad" in the British army, clothed with a moral power and influence which, united with other improvements, must ere long inevitably raise the standard of its gallant soldiers far above every other nation, so I trust things will continue "to progress" until even higher qualifications shall be expected in the Regimental School Master, and he shall be placed by a special commission, similar to that of the quarter master, on a par with the officers of the Regiment, and be invested with the office of chaplain, as far as the reading of prayers and the funeral service is concerned, where no regular clergyman can be obtained.

There is only one thing which I regret to see altogether over. looked, as worthy of being incorporated with those excellent Regu lations, namely, the authorized establishment of Regimental Libraries (apart from what are termed Garrison or Barrack Libraries) which, though prevalent in many, do not imperatively exist in all regiments, and of which it appears to me the School Master would be the natural Superintendent; for I still look back with heartfelt pride and satisfaction to the striking good effects produced in one particular Regiment in which I happened to be, about 22 years ago, the humble instrument of founding such an Institution as that to which I allude. But I fear that in the warmth of my feelings, I have been garrulously trespassing too much on your circumscribed space, and shall therefore conclude, remaining,

Your and Education's sincere well wisher, Montreal, November, 1850.

"L."

REGULATIONS FOR THE GUIDANCE OF REGIMENTS TO WHICH A TRAINED SCHOOL-MASTER IS APPOINTED BY THE SECRETARYAT-WAR.

SCHOOLMASTERS.

SCHOOLMASTER'S QUALIFICATION.-1. All Schoolmasters appointed under the authority of the Secretary-at-War must previously have undergone a period of training at the Royal Military Asylum and have obtained a CERTIFICATE OF QUALIFICATION therefrom.* (1.) ATTESTATION.-2. On the appointment of a trained Schoolmaster to a Regiment by the Secretary-at-War, a certified copy of his attestation will be transmitted to the Officer commanding, and his service in the Regiment should be recorded on the third page thereof, dispensing with the usual Regimental number.

ATTESTATION ON TRANSFER.-3. On the transfer of the Schoolmaster to another Regiment, the copy of his attestation, completed to the date of transfer, should be transmitted to the officer commanding the Regiment to which he is transferred.

RANK.-4. The Schoolmaster so appointed is to rank next to the Serjeant-Major, and his designation to be that of “ Schoolmaster.” PAY.-5. His pay will be 2s. 6d. a-day and beer money, with an addition of 6d. a-day after such period, in each case, as the Secretary-at-War may decide.†(2.)

NOTES. 1. The approximation of some of these Regulations to Rules adopted in the U. C. Common School system will be found equally remarkable and gratifying. 2. Contrast this with the paltry pittance paid throughout Canada to the Common School Teacher, and we may well blush! Even the 28 6d a-day gives the Regimental Schoolmaster a permanent minimum annuity of near £46 sterling, and the extra od a-day about £10 more; besides receiving gratuitous lodging, fuel, lights, and medical aid; and he has the satisfaction of looking forward to a comfortable pension in the evening of a

CLOTHING.-6. He will be entitled to receive clothing in every respect similar to that of the Serjeant-Major, except the SerjeantMajor's stripes.

SCHOOLMASTER'S POSITION ON PARADE, &c.-7. When the Regiment parades for inspection, musler, or to attend Divine service, he will take his place at the head of the children, wherever they may be stationed.

MESSING.-8. So long as he is single he may be a member of the Serjeant's mess, the usual stoppage being then made for his messing; but when married, he will mess in his own quarters.

QUARTERS.-9. Should no special quarters attached to the school be provided for him, he will be entitled to quarters as a SerjeantMajor.

FUEL AND LIGHT, AND FURNITURE.-10. He will also be entitled to the same allowance of fuel and light, and furniture, for his quarters, as a Serjeant-Major.

MARRIAGE.-11. The application from the Schoolmaster for permission to marry should be forwarded for the consideration of the Secretary-at-War by the Commanding Officer, accompanied by his opinion of the character and respectability of the person whom the Schoolmaster is desirous of marrying.

FURLOUGH.-12. All applications from the Schoolmaster for leave of absence should be forwarded by the Commanding Officer to the Adjutant-General, if the Regiment is serving at home, or to the General Officer commanding on the Station if the Regiment is abroad.

EXPENSES.-13. Applications from the Schoolmaster for reimbursement of expenses actually and necessarily incurred by him on joining the Regiment, or for carriage of books and stationary for the use of the School, should be forwarded quarterly by the Paymaster to the Secretary-at-War, for a special authority to charge the same in the Pay List, accompanied by the proper receipts and vouchers.

MONTHLY REPORT.-14. The Schoolmaster will transmit on the 1st of each month, through the Commanding Officer, a Report to the Inspector-General of Schools, on War-Office Form No. 367, of the number of adults and children attending the Schools during the previous month, and of their progress, filling up the column of remarks with such observations as he may consider necessary. This Report to be countersigned by the Officer Commanding, with any remarks he may consider it desirable to make.

MISCONDUCT.-15. The following is an extract from instructions issued by the direction of his Grace the Commander-in-Chief :"The Schoolmaster, when attested and enlisted under the provisions of the Mutiny Act, is amenable to trial for all offences against its provisions; but, considering the circumstances attending the education and position of the Schoolmaster, the Commander-inChief desires that, in case of any misconduct of the Schoolmaster occasioning his being placed in arrest with a view to his trial by Court-martial, the facts and circumstances of the case may be reported to the Commander-in-Chief for such directions as he shall think fit to give."‡(3.)

PENSION.-16. The Pension to which the trained Schoolmaster will be entitled, when placed on the Pension List under the Pension Regulation, will be 6d. a-day in addition to that of Serjeant.||(4.) SCHOOL FEES RATES.-17. On the appointment of a trained Schoolmaster to a Regiment, the rates prescribed by Her Majesty's Regulations to be paid by Non-commissioned Officers and soldiers, viz.: Serjeants, 8d. a month; Corporals, 6d.; Drummers and Privates, 4d.; instead of being paid to the Schoolmaster, are to be credited to the public.

SCHOOL FEES, HOW TO BE CHARGED.-18. The amount of Soldiers' subscriptions at these rates is to be charged to the men monthly from the dates on which they commence to receive instruction from the Schoolmaster, and is to be paid to the Paymaster, who is to give credit for the same in his current Pay List.

MONTHLY RETURN OF, TO BE RENDERED TO PAYMASTER.—19. The Schoolmaster is to furnish to the Paymaster a monthly list of the Non-commissioned Officers and men who have received instruc

well-spent life; whereas the average yearly uncertain income of the Canada Corumon School Teacher, however well qualnied, does not average more than £50 or £60 early; and out of that he has not only to defray house-rent, fuel, &c., but also to provide for the cheerless winter of a life devoted to a profession, the nature of which tends to incapacitate him for great bodily exertion at any time, and far less in his declining years.

3. This delicately respectful consideration for the peculiar position of the Regimental "Schoolmaster," though ranking as a Non-commissioned Officer only, forms an abeirable feature in these excellent Regulations, and speaks volumes for the illustrious Chief at the head of the British Army.

4. The retired Pension of a Serjeant is 28. sterling per diem.

tion from him, containing the names according to rank, and the dates from and to which they have attended the School. This Return will enable the Paymaster to charge the Officers paying Troops and Companies with the amount due from the men.

QUARTERLY RETURN OF, TO BE RENDERED TO WAR OFFICE.-20. The Schoolmaster is to render to the War Office, immediately after the expiration of each quarter, to 31st March, 30th June, 30th Sept., and 31st December, a separate Quarterly Return on War Office Form, No. 369, showing the amount that has been received during the period and credited to the public, upon which an authority will be furnished to pay him three-fourths thereof for his own use.

INSTRUCTIONS ON FORM OF QUARTERLY RETURN.-21. On Form No. 369, the Schoolmaster will be careful to state the number of separate individuals (Non-commissioned Officers and men) who have attended the School at any one time during the quarter, and will also strictly comply with the instructions thereon for filling it up.

SCHOOL BOOKS AND MATERIALS, FIRST SUPPLY OF.-22. On the appointment of a trained Schoolmaster to a Regiment, a set of books and materials will be furnished for the use of the School, and the allowance granted by Article 32 of the Regulations of the 1st July, 1848, for the Regimental School, will cease.

FURTHER SUPPLIES, AND APPLICATION OF.-23. Such further supplies as may be actually required will likewise be furnished on the transmission to this office of a requisition in duplicate, on War Office Form, No. 372. These supplies will include books, &c., for the general use of the School, copy-books for the use of the Recruits, and small quantities of stationary for the use of the Schoolmaster; but all Non-commissioned Officers and Soldiers who voluntarily attend the School are required to defray the expense of the copy-books that may be necessary for them, of the same description as those supplied for Recruits.

SCHOOL-BOOKS AND MATERIALS, DAMAGE TO.-24. To secure the preservation of the books and Materials supplied by the public for the use of the School, Non-commissioned Officers and Soldiers attending the same, who may commit any damage to the School property, either willfully or through carelessness, will be required to pay the amount thereof as fixed by the Schoolmaster, subject to the approval of the Commanding Officer in regard to such amount, and the sums so levied should be reported by the Schoolmaster to the Paymaster, who will recover the same, and credit the amount in his accounts.

REPAIRS.-25. Quarterly Returns on War Office Form, No. 403 should be transmitted to this Office in duplicate by the Paymmaster, showing the estimated cost of any repairs required to the School property, and also the amount which has been recovered from Soldiers and credited to the public for wilful damages.

CARRIAGE--26. Any expense incurred for the conveyance of School property, after its supply to the Regiment, from one station to another, is to be defrayed out of the commuted rates granted by Article 36, page 21, of the War Office Regulations of 1st July, 1848. SCHOOL ACCOMMODATION.-27. On the appointment of a trained Schoolmaster to a Regiment, should means not exist in the Schoolroom allotted to it, for effectually establishing the new system of instruction, the Commanding Officer should represent the same to the Secretary-at-War, with full particulars of the dimensions of the School, the defect thereof, and the manner in which they may be remedied.

FUEL AND LIGHT FOR THE SCHOOL.-28. If, in consequence of the number of men attending the School, the supply of fuel and light by the Ordnance Department for the use thereof be insufficient, a representation to this effect should be made by the Commanding Officer to the Secretary-at-War, stating the quantity of coals and candles supplied, the number of lights the latter affords, the dimensions of the School, the number of men attending the same, and the increased quantity which is deemed absolutely necessary. It should also be stated whether means exist of supplying the School with gas.

ASSISTANT SCHOOLMASTERS.

ASSISTANT SCHOOLMASTER'S APPOINTMENT.-29. The Assistant Schoolmaster is attached temporarily to such Garrisions or Regiments only as have a trained Schoolmaster appointed by the Secretary-at-War, for the purpose of assisting the Schoolmaster in his duties when such assistance may be required, and will be liable therefore to be removed to other Stations by the Secretary-at-War as he think may proper.

PAY, QUARTERS, FUEL, AND LIGHT-30. The Assistant School

master, when appointed by the Secretary-at-War, will be entitled to the pay and beer money of a Serjeant, and also to Quarters, and Fuel and Light, as such, if he cannot be accomodated in the Schoolmaster's Quarters, which he should always be when practicable.

MESSING.-31. He will be a Member of the Serjeant's Mess, and be subject to the usual stoppage from his Pay for his Messing, unless specially permitted by the Commanding Officer to provide his own Mess.

ASSISTANT SCHOOLMASTER.-CLOTHING.-32. He will wear the same dress as that previously provided for him at the Royal Military Asylum, viz.:-one frock coat, one pair of cloth trousers, one pair of boots, to be renewed annually one cap with oilskin cover, one worsted girdle, biennially. Requisitions for fresh supplies of clothing, when due, may be made to this office, on War Office Form No. 76.

NECESSARIES. 33. In regard to necessaries (shirts, socks, &c.,) as each Assistant Schoolmaster, at the time of his quitting the Military Asylum on appointment, is in possession of a certain supply, he will be required to complete himself in whatever he may further require out of his Bounty, and keep these articles up afterwards out of his Pay.

UNDER WHOSE SUPERINTENDENCE.-34. The Assistant Schoolmaster will be under the immediate superintendence and control of the trained Schoolmaster of the Garrison or Regiment to which he may, for the time being, be attached by the Secretary-at-War, and will be liable to obey all directions he may receive from such Schoolmaster in regard to his duties in the School, and in preparing Returns, &c., connected therewith, subject, of course, to such orders as may be issued by the Officer commanding the Garrison or Regiment.

SCHOOLMASTER TO REPORT UPON CONDUCT OF.-35. The Schoolmaster of the Garrison or Regiment to which an Assistant Schoolmaster may be attached, will consider it his duty to advise the latter as to his general conduct, and he will include, in his monthly report to the Inspector-General of Schools, a report as to that conduct and the manner in which generally he has performed his duties as Assistant Schoolmaster during the previous month. The Secretaryat-War relies with confidence upon his setting a proper example to the Assistant Schoolmaster under his care, and training him, as far as he can, for a useful prospective career.

ASSISTANT SCHOOLMASTER.-ACCESS TO BOOKS.-36. The Assistant Schoolmaster is to have access to the Books furnished for the use of the School, after school hours, for the purposes of study, and the Schoolmaster will afford him any assistance in his power to advance him in his studies.

QUALIFICATION FOR, ON PROMOTION TO RANK OF SCHOOLMASter. -37. In the event of the Assistant Schoolmaster being selected by the Secretary-at-War for promotion to the higher rank of Schoolmaster, on account of zeal and intelligence in the performance of his duties, and exemplary conduct as Assistant Schoolmaster, he must, for the purpose of qualifying himself for the higher appointment, undergo a further course of instruction in the Military Asylum, and during such period he will neither be allowed pay nor to reckon service towards pay or pension.

SERVICE AS ASSISTANT WHEN PROMOTED.-38. Should he be so selected, and receive the appointment of Garrison or Regimental Schoolmaster, the service performed by him as Assistant Schoolmaster, after the age of 18, will reckon only as half towards the completion of the service required in the rank of Schoolmaster, or to obtain the Pension attached to the same under the Regulations. PENSION.-39. The Assistant Schoolmaster will have the same claim to Pension as a Serjeant.

CHILDREN'S SCHOOLS.

RULES.-40. The relative duties of the Schoolmaster and School mistress, in regard to the instruction of the children, and the allow ances granted to them for such duties, in Garrison or Regimental Schools, to which a trained Schoolmaster has been appointed, are prescribed by the Warrant and Regulations dated 30th March, 1850. INSTRUCTION OF OFFICERS' CHILDREN.-41. The children of Garrison or Regimental Officers may receive instruction from the trained Schoolmaster, but payment must be made by the parents of the same, at such rates as may be agreed upon between them and the Schoolmaster. (Signed) F. MAULE.

War Office, 19th April, 1850.

there is no general system, there is no common standard of comparison, no defined objects to be attained, and therefore no well considered adaptation of means for the attainment of those objects. An university and common school system in a country, and yet no grammar school system, is like a line of telegraph or railroad completed at both ends, but unconnected and unfinished in the middlean economical absurdity and loss to all parties concerned. Besides, all the parts of a system of public instruction should form one connected whole by a chain of mutual dependence and relation-the common school leading to the grammar school, and that again to the university, and the university preparing for the professions and for public life, and providing teachers for the higher schools, and becoming the fountain and radiating centre of a country's literature and patriotism. One part of the system should not be antagonistic to another part-should not be so viewed by any portion of the community. The whole people should view the University and Grammar Schools as much theirs, as the Common Schools; but this can only be the case when there is an obvious national adaptation in the efficiency, character and spirit of the higher seminaries of learning. If the attainments of the liberally educated men in a country are associated with a sense of greater personal indebtedness to their country-a warmer affection for it—a feeling of deeper obligation to advance its civilization and promote its interests-a spirit of identity with their country and.of sympathetic regard for the well-being of all classes of their fellow-countrymen as such; then will the alma mater that bears such fruits of virtuous patriotism, in connexion with solid learning, be viewed by every lover of his country with the warmest interest and affection, and be regarded as a chief element of its advancement and greatness. But if, on the other hand, there is neither breadth nor depth in the system of university education in a country-nothing beyond what is merely verbal in language and purely rudimental in science, nor sufficient to excite the love and continued pursuit of either the one or the other-enough to create conceit, but not enough to teach humility-enough to pamper a shrivelled exclusiveness, but not enough to expand into broad catholicity; if the graduated representatives of such a system exhibit, in general, no mental superiority in the professions over those who have entered them from a private or grammar school-no greater capacity for the higher departments of practical life-no more love of science or literature, or more elevated and broader views of human relations and human affairs-no more expansive patriotism, or more ardent and generous effort to diffuse far and wide the pleasures and blessings of knowledge,-then must there be something so defective in the structure and animating spirit of such a system as to deprive it of the respect and sympathies of the country at large, and ultimately to endanger its very existence. As no public man can be written down, or put down except by himself or by his own acts, so no public institution can otherwise than deepen and widen the foundations of its strength in the esteem and affections of a country as long as it pays back to such country, for value received, a fair equivalent in literature, science, virtue, and patriotism.

I have been, more deeply than ever, impressed with the importance of these views by what I saw and heard in Rhode Island and Massachusetts, as well as by what I have since read and heard respecting the Queen's Colleges in Ireland. When at Providence, I called upon the Rev. Dr. WAYLAND, the President of Brown University, and author of two of the most valuable and widely adopted text-books used in the American Colleges and Academies--the one on Moral Science and the other on Political Economy-a man who has, during a quarter of a century, occupied the first rank among American scholars. As he had happened to have previously heard of my name, he received me as a friend rather than as a strangerinvited me to dine with him-and entered into the whole question of public education with the most lively interest during a conversation of some hours. Having learned the particulars in which our system of Common School Education agreed with and differed from the New England system, and what was the extent of the public provision made in Upper Canada for University, as well as for Grammar and Common School Education, and likewise the nature of our system of government, he expressed his admiration and delight-saying that Canadians had no reason to desire annexation to the United States, that the developments of our school system, and the proper management of our University Funds, would confer upon us advantages surpassing those of any State in the Union, and especially as our system of responsible government was adapted to

all the wants of civilization and humanity. He remarked, with great force, upon the principle that each country should have its own system of education, from the primary school up to the university, which though common with the well considered systems of education in other countries, in fundamental principles, should have its own peculiar developments, modifications, and applications. Look, said he, to your own country in every part of your educational system-identify it with the wants and circumstances of your people, and they will not fail to support it. In illustration, he adverted to the great success of the measures which he had adopted in regard to a Reform of the System of Collegiate Education" in Brown Universitymeasures which had already resulted in voluntary subscriptions to the amount of one hundred thousand dollars for the endowment of that institution, in that little State of Rhode Island, and notwithstanding the existence of so many colleges within less than twelve hours' travel.

As I have sent you copies of Dr. WAYLAND'S elaborate Report on this subject, for the information of the principal public men in U. C., I need not attempt to explain it ; nor will my limits permit me. I will merely observe, that his proposed reform is based upon the fact, that four years is too short a time for students to become classical scholars, and study the other branches of science and knowledge which the wants of the age and country demand-that the classical course ought to be made more comprehensive and thorough for those who pursue it, instead of being infringed upon by other studies; but that a college ought to teach something else than the languages and literature of Greece and Rome-that the larger portion of persons intending to pursue business, and even the professions, desire and require a knowledge of several branches of practical science, which every college supported by the public ought to supply, and from which students ought not to be excluded by the condition of two or three years' study of the classics-that each college ought to provide by the establishment of professorships and lectureships for the various scientific wants of this age of manufactures, mechanism, navigation, and improved agriculture. This scheme of Dr. WAYLAND'S has found great favour with the American public; and it is likely to produce quite a revolution in their collegiate system, to the advantage of both classical learning and practical science. It must also tend to promote very essentially the material interests of the nation.

At Boston I became acquainted with the Rev. Dr. SEARS, Secretary of the Massachusetts Board of Education-a man who spent three years in the German Universities after he had completed his collegiate course in the United States; who was formerly President of the Baptist Theological College near Boston; and who, from his high character, his large and liberal views, his practical talents, and patriotic devotion, seems to be pre-eminently qualified to take up the Massachusetts system of public education where the Hon. HORACE MANN, on being elected to Congress, left it, and mature and carry it into practical effect in all its details-a task which is not adapted to Mr. MANN's theoretical and imaginative turn of mind. Dr. SEARS is very ably assisted in his office by the Rev. Dr. JACKSON, a Congregational Minister, educated to the law, and once a successful practitioner at the bar. He still continues the pastoral charge of his congregation. His salary as assistant in the Office of the Board of Education is $1,200 per annum. Dr. SEARS' salary is $2,100, besides his travelling expenses, which, he told me, amounted to about $400 a-year. He is also allowed $2,000 a-year to employ assistants in conducting the Teachers' Institutes (12 in number) in the several counties of the State. Dr. SEARS makes the regulations for conducting these Institutes-appoints the times and places of holding them-generally presides over the exercises of them, but does not teach, though he remarks upon the various topics taught in them and the manner of teaching, and lectures during two or three evenings of each week's Institute. He greatly admires our Canadian school system as established under the new law; he thinks that with such legal provisions and the means provided to give them effect, Upper Canada must soon excel any of their States in the march of general and sound education, and said he would rejoice if they could, in turn, appeal to the successful example of Canada for the incorporation of some provisions of our school law into theirs for the more complete organization of their school system.

Dr. SEARS kindly accompanied me to Cambridge, in order to call upon the Hon. Edward Everett, and visit Harvard College. We were peculiarly fortunate in the day of our visit, as it was the day of