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plied with wine and other popular liquids in which to drink "the health of the Englishmen who were sleeping on Mont Blanc." This ceremony was performed very zealously, and repeated in the most willing manner again and again till long after midnight. When in the evening the party from Mont Blanc approached the village, nearly all the inhabitants assembled to meet them. Guns were fired in quick succession; the harp and fiddles of the valley were in quick requisition, and a sort of a half comical, half triumphal scene ensued. The travellers and guides looked very jaded and sun-scorched, and had very bloodshot eyes and rather dilapidated costumes, but, in other respects, seemed to be in tolerable condition. This successful ascent by four Englishmen, turns the scale of numbers in favour of the English the French tourists having been hitherto accustomed to point with satisfaction to the fact that more of their countrymen than of ours had succeeded in reaching the top of the King of the Alps. The present forms the 25th ascent-the first dating in 1787. The cost as well as the labour and danger of these daring excursions is very great. The talk of the village declares that the ascent will cost the party of four travellers fully £150. Cleopatra's needle, a relic of the remotest period of Egyptian history remains on the sand in the harbour of Alexandria, waiting until it may suit the English to take some efficient steps for its removal. Authoritative reports from the spot informs us that the inscription is partly defaced upon one side, but in no other respect. The sand from the desert has in a great measure preserved the monument: but in the article in the Times, it is said that if the obelisk "be not removed at once, it will doubtless, ere long, become utterly ruined and worthless." This result will not be attributable to the ravages of time, but to the injuries inflicted by idle or mischievous persons on this valuable record and monument of by-gone days. When a proposition for effecting its removal to England was made, twenty years ago, in the House of Commons, the expense of such an undertaking was set at about £15,000. It is now stated that an offer has been made to bring the obelisk to England for £2,500. The month before last, the Marquis of Westmeath asked, in the House of Lords, at the request of many military and naval officers, who look upon this monument as a trophy of our warlike glory, if no steps were to be taken for its removal. The Marquis mentioned to the House, that the opinion of the late Sir Robert Peel, stated to himself, was, "that it was a monument which ought to be brought to London and erected as a memorial of Sir Ralph Abercromby and others who had fought and died in Egypt." The answer of the earl of Carlisle was, "that he apprehended that there were certain mechanical difficulties in the way "

Statistics of Liverpool. It would no doubt be gratifying to those gentlemen who had honoured him with their company, to be informed how rapidly the important seaport town of Liverpool had risen into its present position, and he would therefore briefly trace its history. In the reign of Charles I., they had but fifteen boats at this port, the tonnage of which amounted to 2,560. In the reign of Queen Anne their vessels had increased to 170. He thought they had seen enough that day to form an opinion as to the present number. In 1756, their dock dues amounted to £2,200; in 1801, they had increased to £28,000; and last year they were £230,000. Their docks now cover an area of between 200 and 300 acres, and has cost in their creation no less a sum than £10,000. The population of the whole county, in 1700, was 170,000, and at present it was upward of 2,000,000; but the increase in the inhabitants of the town itself had been still more remarkable, having been in 1700 only 6,000; in 1801 it was 78,000; and in 1851 upward of 400,000. In 1760 it took 4 days to go by coach from Liverpool to London; now they were enabled to reach the metropolis in six hours, while by those splendid vessels, one of which they were then on board of, they could travel from Liverpool to New York in nine or ten days.-[From a recent civic speech by the Mayor. Items.

The first part of a curious work has just been published in Paris-a catalogue of the manuscripts and autograph, stolen from the public libraries in France. Abstractions, during the last fourteen years, have amounted to not fewer than ninety-five, comprising 58,000 pieces. M. Arago has publicly announced that he holds two valuable letters,--one of Descartes, the other of Huygens,-and that, though he obtained them honestly, he will give them up, if it can be proved that they were pilfered.An unpublished correspondence of Charles the First with his confidential servant, Captain Titus, was lately bought at an auction sale in London, for £125. Titus was the author of the famous pamphlet against Cromwell, entitled, "Killing no Murder.”—The Quarterly Review enumerates the letters of Horace Walpole which have already seen the light, at 2,600. The publisher of the Mason correspondence announces it as "the last series,"" on the contrary," says the Review, "recollecting how comparatively few of the already published letters are addressed to the persons with whom we know he delighted to correspond, we are led to hope that we are not yet au fond du sac.”. -A Tablet has been erected to the memory of Wordsworth near the place where he lies buried. It is thus described by the London Spectator: 'Surmounted by a band of laurel leaves is the

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inscription, written by Professor Keble, under which the poet's head is sculptured in relief. The meditative line of the face, the thoughtful forehead and eye, the compressed sensitive mouth, are rendered with refined intelligence. In two narrow spaces, at each side of the head, are introduced the crocus and celandine, and the snowdrop and violet, treated with a rare union of national beauty and sculpturesque method and subordination. Throughout, the delicately-studied execution shows that the work has been a labour of love."An artizan employed in one of the iron foundry s in England, has produced a book, the leaves of which are iron, rolled so fine that they are no thicker than a piece of paper. It is neatly bound in red morocco, and contains forty-four of these iron leaves, the whole being only the fifteenth of an inch thick.- The celebrated Neapolitan Astronomer, Signor de Gasparis, has discovered another planet. This is the fifth we owe to his successful exertions. At present the planet has the appearance of a star of the ninth or tenth magnitude.A meteor was observed at Lyons on the 13th ult., at about 11 o'clock at night. It proceeded from the East, and remained for a short time as if poised over the Plaine du Dauphine. It then followed a sort of an irregular course from south to north, and, gradually descending, disappeared at once with a loud detonation. During the course of the ensuing winter, the Egyptian Government has determined upon running teamers regularly every fortnight from Cairo up the Nile as far as the Cataracts, making stoppages at all places of interest on the way. This will be a very great saving of time and expense.—It appears that last year there were taken 520 patents for England, 221 for Scotland, and 62 for Ireland; the proportion of patentees being, for the English Patents, 444 Englishmen, 27 Scotchmen, and 3 Irishmen; for the Scotch patents, 173 Englishmen, 26 Scotchmen, and 5 Irishmen; and for the Irish patents, 44 Englishmen, 6 Scotchmen, and 4 Irishmen; or a proportion, upon the whole returns, of some 500 Englishmen to five-andtwenty Scotchmen and about five Irish inventors. The sum of £750,000 has been spent in the ordnance survey of England, £620,000 in twentytwo years on the survey of Ireland, exclusive of £200,000, the estimated expense of revising and contouring the map of Ireland, which is now in progress, while in Scotland only 1-60th of the whole country has been surveyed and published, and the average annual expenditure in the survey since its commencement, in 1849, has been only £2,418.-The bills for establishing the European and American Telegraph Company and the United Kingdom Telegraph Company have received the royal assent.Mr. Bennet, C. E., of Westminster, proposes that a national monument to Prince Albert should be erected to commemorate the Great Industrial Exhibition of 1851, and the chief events connected therewith-the latter to be effected by castings in reliet in bronze, and by emblematical sculpture, illustrative of the noble object his royal highness had in view as the origi nator of the enterprise. The design exhibits a considerable amount of skill and ingenuity.The late Dr. Lingard has left his library to St. Cuthbert's College, Ushaw.-Mrs. Harriet Lee, the joint author, with her sister, Mrs. Sophia Lee, of "The Canterbury Tales," and other works, has just died at the advanced age of 94.-An exact inventory of the Imperial and Royal Cabinet of Coins and Antique Medals, at Vienna, has just been drawn up. The total number of pieces is 107,647, of which 25,602 are Grecian, and 35,044 Roman. In the latter, the numismatic cabinet of Vienna is richer than all those which exist even in Italy.Some Spanish professors have arrived in Germany, with commissions from their Government, to make all necessary enquiries respecting the progress of education in their respective branches, and also to purchase German works for the public libraries of Spain.Mr. Simondis, a Greek, pretends that he has discovered, by research among the archives of the Greek convents, a record of the spot where is deposited the original MS. of the Acts of the Apostles. He says that it is in the island of Antigonus.- A pension of £200 a-year on the civil list has been conferred upon Mr. Silk Buckingham, who has contributed much to literature, especially by his useful records of travel. A pension of £200 a-year has also been given to Colonel Torrens, the author of several works on plitical economy.-- -There are ten newspapers in Austria, fourteen in Africa, twenty-four in Spain, twenty in Portugal, thirty in Asia, sixty-five in Belgium, eighty-five in Denmark, ninety in Russia and Poland, three hundred in Prussia, three hundred and twenty in other Germanic States, five hundred in Great Britain and Ireland, and one thousand eight hundred in the United States. Traces of the exploring expedition of Sir John Franklin have at length been discovered, and the graves of three of his companions discover northward of Point;ionis, Wellington channel, the place of his first and protracted encampment.A gentleman has made a calculation which shows that if every article in the Crystal Palace were to be examined for three minutes, it would occupy 26 years to examine the whole.-Lord Seymour has expended £1000 in forming a mechanics' institute, a library, and a reading room for the free use of the inhabitants of Totnes without distinction of sect or party.-A pension of £300 a-year has been conferred upon Professor Wilson. The letter of Lord John Russell, intimating the bestowal of the pension, was dated from Holyrood Palace.--During some recent excavations made at Mont

d'Arene, near Rheims, a great number of curious objects were discovered, amongst which are some statuettes of rare perfection and beauty. A few days since a workman found a small leaden vessel, in which were enclosed, in a perfect state of preservation, 199 gold coins, bearing the effigy of Charles VII., and worth from 10f. to 15f. each. Mr. J. F. Cooper, the distinguished American writer died recently at his residence in the State of New York; also the Rev. Thomas Gallaudet, LL. D., the celebrated instructor of the deaf and dumb.— -M. Morin, Director of the Conservatory of Arts and Trades, at Paris, has just made to the Academy of Arts and Sciences a very interesting communication, which proves that the steam Locomotive Engine is a French Invention and that the credit thereof is due to an engineer by the name of Cugnot, by whom the first machine of the kind, designed for travelling upon common roads, was constructed about 1770, which machine was deposited, and still remains in the Conservatory.

Editorial and Official Notices, &c.

LAYING THE CORNER STONE OF THE PUBLIC SCHOOL HOUSE IN CHATHAM.-On Monday, the 1st instant, the ceremony of laying the corner stone of the public school house in the town of Chatham, was performed by Mr. W. D. Eberts, merchant in the town. The inhabitants, generally, entered into the ceremonial with a great deal of enthusiasm. We have heard the number present on the ground, estimated at one thousand; and we make no doubt, inclusive of the various lodges and societies which honoured the occasion with their presence, that this number was considerably exceeded. The occasion was also graced by the presence of a great many ladies, who apparently took a kindly interest in the proceedings; and we sincerely trust that all parties were gratified in the prospect of having so handsome a public ornament commenced under such favourable auspices.

The following was the inscription on the plate covering the cavity in the corner stone :

CANADA.

Hoc primo die Septembri, Anno Domini MDCCCLI. VICTORIAE, Dei Gratia, Fidei Defensoris, decimo quinto, anno Imperii Majestatis Magnae Brittanniae et Haberniae, Regni Conjuncti, Reginae apud Cathamiae Municipium Comitatu Cantii et Canadaé Provincia, subjiciente atque huic Regno pertinente.

LAPIDEM ANGULAREM LOCAVIT

Edificii ad PUBLICAM SCHOLAM propositi atq, Juventutem ad edocendam Municipii Cathamiae dicati.

GULIELMUS D. EBERTS

Mercator Cathamiensis, ex principio qui viciniae liberaliter Commercio et Incrementis faverat.

Geo. Duck, junior, Praesde, And. Currie, Ric. Monck, Rowleio Pegley M. D. Alberto P. Salter, et Gulielmo Smyth, Sociis et Complentibus "Concilium Commissariorum Scholasticorum Municipii Chathamiae in Comitatu Cantii." Georgio Witherspoon, Municipii Prætore. Thoma Cross, M. D., Educationis Municipii Curator. Johanne Turner, Dilineators. Jacobo Baxter, Johanne Baxter, et Petro Brown, Edificatoribus.

The following was the inscription on the trowel presented to Mr. Eberts:

"This trowel is presented by the Board of School Trustees of the incorporated town of Chatham, to William D. Eberts, merchant, on the occasion of laying the corner stone of the Public School ilouse in the town of Chatham, 1st September, A. D., 1851."

The corner stone was then placed in its proper position by the workmen; and Mr. Henry Baxter having handed the mortar, Mr. William D. Eberts spread the same on the stone, with the trowel above mentioned, and then applying the level, and ascertaining the correctness of the stone, in all positions, after giving it three slight taps with the mallet, amid the deepest silence, said :—

"I hereby lay the corner stone of this public school house, dedicated to the instruction of the youth of Chatham." The assembly then dispersed.-Kent Advertiser.

TARDY SCHOOL TEACHERS.-We submit to our common school teachers the following fact respecting the way in which they cure tardiness in the Sandwich Islands --"This is the law of my school," said a teacher in one of their school conventions; "if any one is tardy, or plays truant, he receives a certain number of blows

upon his hand with a ferule. If the teacher arrives at the school three minutes behind the time, then he takes the punishment from the scholars. And many a time has my hand smarted under their blows. We have now no more trouble from tardy pupils. All are on the ground before the time, and we have no noisy or unruly scholars."

SCHOOL STATISTICS-SANDWICH ISLANDS.-There are in the Sandwich Islands 441 Protestant schools, with 12,949 scholars, and 102 Roman Catholics, with 2,359 scholars total number of schools, 543; of scholars, 15,308. The amount paid for teachers' wages, in 1850, was $20,630 58 cents. The average yearly cost of each school was $47 68 cents; the average wages of each teacher, $37 99 cents. The income of the island, for the year ending March 31, 1851, was $330,546; the expenditure, $250,707. The revenue, in 1843, amounted to only $41,000.

AN INTERESTING INCIDENT.-A correspondent has sent us, in an account of the late meeting in Albany, of the American Association for the advancement of Science, the following noble and touching instance of magnanimity, alike honourable to the parties concerned in it, and to human nature itself:

"At the closing meeting on Saturday afternoon, one of the most interesting occurrences ever witnessed in this association took place. It is well known to many that a difficulty has prevailed for some years among some geologists and naturalists, originating at first in professional matters, but afterwards becoming personal. A lawsuit took place in the spring, growing out of this difficulty, between Dr. Emmons, of Albany, and Professors Agassiz and Hall. Most of the scientific men in the county sided with one party or the other, and much hard feeeling has been manifested.

On Saturday, after passing resolutions of respect to the memory of Dr. Morton, the distinguished naturalist of Philadelphia, Dr. Emmons, whom many considered to be deeply aggrieved, arose, and with some complimentary remarks, proposed a resolution of thanks to his heretofore bitter opponent, the president of the association, Prof. Agassiz. Such a proceeding, so unexpected, caused the president no little embarrassment.-He blushed, hesitated, and then with the whole-souled magnanimity for which he is noted, stepped forward in the assembly, and gave to Dr. Emmons, the man to whom he has not spoken for several years, a free and cordial embrace and greeting. The enthusiasm and excitement of the association manifested itself in loud applause, and this act of Prof. Agassiz was immediately followed by others, and, in a moment, the differences of years were settled. Another suit which was also pending, has in consequence of this, been withdrawn."

ONE. One hour lost in the morning by lying in bed, will put back all the business of the day.

One hour each day gained by rising early is equal to one month of labour in a year.

One hole in the fence will cost ten times as much as it will to fix it at once.

One diseased sheep will spoil a flock.

One unruly animal will learn all others in company bad tricks; and the Bible says, "One sinner destroys much good."

One drunkard will keep a family poor and make them miserable. One wife that is always telling how fine her neighbour dresses, and how little she can get, will look pleasanter if she will talk about something else.

WANTED, by a Teacher of many years' experience, who has

had a full College Course of Education in the Mother Country, a SITUATION IN A GRAMMAR SCHOOL, or other higher Institution. He can produce testimonials of classical attainments that will prove satisfactory. Address, JOHNSTON NEILSON, Carleton Place, C. W.

WANTED, a SITUATION IN A COMMON SCHOOL, by a Teacher

who has been trained at the Provincial Normal School, and holds a First Class Certificate. Apply by letter, post paid, to N. E., Newmarket.

TORONTO: Printed and Published by THOMAS HUGH BENTLEY. TERMS: For a single copy, 5s. per annum; not less than 8 copies, 4s. 44d. each, or $7 for the 8; not less than 12 copies, 4s. 2d. each, or $10 for the 12; 20 copies and upwards, 3s, 9d. each. Back Vols. neatly stitched supplied on the same terms. AB subscriptions to commence with the January number, and payment in advance must in all cases accompany the order. Single numbers, 74d. each.

All communications to be addressed to Mr. J. GEORGE HODGINS,
Education Office, Toronto

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verance....

IV. MISCELLANEOUS. 1. John Milton-an incident in his life. 2. Dr. John Leyden. 3. A Connecticut Parish. 4. Recent Ascent of Mount Blanc. 5. The Garden of Eden. 6. The Frenchman at his English Studies. 7. Lamartine's Portrait of M. de Stael. 8. The Good and the Beautiful. 9. Noble Sentiment of Sir H. Davy. 10. Good Nature. 11. Napoleon's Soldiers. 12. Teaching. 13. Soul vs. Marble. 14. Fame...

V. EDITORIAL. 1. Rights, Powers, and Duties of School Trustees and Municipal Councils in Townships. 2. Practical Lessons on Education from Boston. 3. Popular Education among the Ancient Hebrews. 4. Progress of the Common Schools in Upper Canada, from an American point of view. 5. Promotion of Education in England.....

VI. EDUCATIONAL INTELLIGENCE. 1. Canada. 2. British and Foreign. 3. United States.

VIL. LITERARY AND SCIENTIFIC INTELLIGENCE. .. .. ............... VIII. EDITORIAL AND OFFICIAL NOTICES. ADVERTISEMENTS..

.......

MODERN SYSTEMS OF EDUCATION AND THEIR

FOUNDERS.

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157 158 160

EMANUEL, COUNT DE FELLENBERG.-Born 1874. DIED 1846,
ETAS 72 YEARS.
No. IV.

The great educational establishment of M. de Fellenberg at Hofwyl, in the canton of Berne, has attracted more attention, and exerted a wider influence, than any one institution in Europe or America, during the present century. It originated in motives of patriotism and benevolence, about the year 1805, and was sustained for forty years by personal efforts and pecuniary sacrifices on the part of its founder, which have never been equalled among men of his wealth, and social position. Born to every advantage of education which wealth and rank could secure, advanced early to positions of trust and influence in public life, enjoying extensive opportunities of observation by travel in the most refined nations, thrown by the political convulsions of his country and of Europe, from 1790 to 1805, much among the people and their rulers, De Fellenberg became convinced that improvement in early education was the only resource for the permanent strength and elevation of the state of his own and other countries. To this object, at the age of thirtyone, he consecrated himself and his fortune. Being possessed of ample means, he resolved to form on his own estate, and on an independent basis, a model institution, in which it should be proved what education could accomplish for the benefit of humanity. Out of this determination arose the Institution at Hofwyl.

He commenced with two or three boys from abroad, with his own children, in his own house; and from time to time received others, but never more than two or three new pupils at once, that they might fall insensibly into the habits of the school, without producing any effect upon its general state. In 1807, the first building was erected for the "Literary Institution," and the number of pupils increased to eighty, mostly from patrician families. During this year he projected an institution for indigent children, and employed Vehrli, the son of a schoolmaster of Thurgovia, in the execution of the plan, after training him in his own family. The farm-house of the establishment was assigned for this school, and here Vehrli received the pupils taken from among the poorest families in the neighbourhood. He left the table of M. de Fellenberg, and shared their straw beds and vegetable diet, because their fellow-labourer on the farm, and companion in hours of relaxation, as well as their teacher, and thus laid the foundation of the "Agricultural Institution," or

1851.

No. 10.

"Poor School," in 1808. The principles on which this school was established, were to employ agriculture as the means of moral education for the poor, and to make their labours the means of defraying the expense of their education. In this institution, Vehrli attained that practical knowledge of teaching, which fitted him for his higher work in the Normal School at Kruitzlingen.

sors.

About the same time, a school of "Theoretical and Practical Agriculture" for all classes, was formed and provided with profesTo this school several hundred students resorted annually. In the same year, Fellenberg commenced the formation of a Normal School, or seminary for teachers, at his own expense, inviting one of the most distinguished educators of the day to conduct it. Fortytwo teachers, of the canton of Berne, came together the first year and received a course of instruction in the art of teaching. So great was the zeal inspired by the liberality of Fellenberg, and the course of instruction, that the teachers were content to prolong their stay beyond their first intention, and to lodge in tents, in lack of other accommodations on the premises. Owing to some jealousy and low party intrigue, the government of Berne interfered with his plan of bringing the teachers of the canton annually together for a similar course, and henceforth the benefits were open only to teachers from other cantons, and to such as belonged to the School of Agriculture. The teachers, after one of these annual courses, presented an address to de Fellenberg, from which the following is It is addressed to "the worthy Father and Friend of

an extract.

the People." "When we reflect that without education no true happiness is to be attained, and that this can only be secured by means of welltaught and virtuous teachers; and when we recollect that you have devoted yourself to the object without regard to the sacrifice it may require, we must rejoice that this age is favoured with such a friend of his country; and when we remember the kindness and friendship with which we have been treated at Hofwyl, we are compelled to give you our affection as well as our admiration, and which will not diminish as long as our hearts beat, and our children shall We learn to say, 'So lived and laboured Father de Fellenberg.'* will not enter here into any particular statement of our views concerning the course of instruction we have received, which we shall in due time make known to the public: we will only say, for your own satisfaction, that this course has far exceeded our expectations, by its complete adaptation to practical life, by the skill and efforts of your assistants, and by the moral and religious spirit with which the whole has been animated. We have been led to enter with a fervent devotion into a sacred engagement, that we will live and labour in our calling in the spirit which you have exhibited, and thus prove to you that your noble sacrifices have not been vain. We are more deeply penetrated than ever before with a sense of the sacredness of our calling. We are resolved to conduct ourselves with prudence and caution, in affection and union, with unyielding and conscientious faithfulness, in the discharge of our duty, and thus to prove ourselves worthy of your Institution."

In continuation of our brief sketch of de Fellenberg's establishment at Hofwyl, we will add that, from 1810 to 1817, it attracted the attention of educators and statesmen in Switzerland and all parts of Europe. Pupils were sent from Russia, Germany, France, and England. Deputations from foreign governments visited it, to

This title was habitually given to De Fellenberg by the Swiss teachers and youth who appreciated his character, or who had experienced his kindness.

learn especially the organization of the School of Agriculture, and the Poor, or Rural School. In 1815, a new building was erected to accommodate the increasing number of the Agricultural School, the lower part of which was occupied as a riding-school and gymnasium. In 1818 another building became necessary for the residence of the professors, and the reception of the friends of the pupils; and soon after a large building, now the principal one of the establishment, with its two wings, was erected for the Literary Institution, which furnished every accommodation that could be desired for health or improvement. In 1823 another building was erected, in the garden of the mansion, for a school of poor girls, which was placed under the direction of the oldest daughter of Fellenberg; and in 1827 the Intermediate or Practical Institution was established.

The Practical Institution, or "Real School," was designed for the children of the middle classes of Switzerland, and not solely for the same class in the Canton of Berne, aiming thereby to assimilate the youth of the whole country into common feelings and principles of patriotism, by being educated together, and on one system. The course of instruction included all the branches which were deemed important in the education of youth not intended for the professions of law, medicine and theology. The pupils be'longed to families of men of business, mechanics, professional men, and persons in public employment, whose means did not allow them to furnish their children an education of accomplishments, and who did not wish to have them estranged from the simplicity of the paternal mansion. In view of these circumstances, the buildings, the furniture, the table, and the dress of the pupils, were arranged in correspondence to the habits in these respects of their families at home. In addition to an ordinary scholastic course, the pupils were all employed two hours in manual labor on the farm, in a garden plot of their own, in the mechanic's shop, and in household offices, such as taking care of rooms, books and tools. The following summary of the principles of education, as developed in the experience of Fellenberg, is gathered also from this work, and from a letter of his directed to Lady Byron, who has established and supports a School of Industry at Earling, after the model of the Rural School at Hofwyl:

"The great object of education is to develop all the faculties of our nature, physical, intellectual, and moral, and to endeavour to train and unite them into one harmonious system, which shall forin the most perfect character of which the individual is susceptible; and thus prepare him for every period, and every sphere of action to which he may be called. It is only by means of the harmonious development of every faculty of our nature, in one connected system, that we can hope to see complete men issue from our institions-men who may become the saviors of their country, and the benefactors of mankind. To form such characters is more important than to produce mere scholars, however distinguished, and this is the object on which the eye of the educator should be fixed, and to which every part of his instruction and discipline should be directed, if he means to fill the exalted office of being a fellowworker with God.'"

"On the reception of a new pupil, our first object is to obtain an accurate knowledge of his individual character, with all its resources and defects, in order to aid in its further development, according to the apparent intention of the Creator. To this end, the individual, independent activity of the pupil is of much greater importance than the ordinary, busy officiousness of many who assume the office of educators and teachers. They too often render the child a mere magazine of knowledge, collected by means purely mechanical, which furnishes him neither direction nor aid in the business of life. The more ill-digested knowledge a man thus collects, the more oppressive will be the burden to its possessor, and the more painful his helplessness. Instead of pursuing this course, we endeavor, by bestowing the utmost care upon the cultivation of the conscience, the understanding, and the judgment, to light up a torch in the mind of every pupil, which shall enable him to observe his own character, and shall set in the clearest light all the exterior objects which claim his attention.

All the various relations of space should be presented to the eye, to be observed and combined in the manner best adapted to form the coup d'œil. Instruction in design renders us important services in this respect-every one should thus attain the power of reproducing the forms he has observed, and of delineating them with

facility, and should learn to discover the beauty of forms, and to distinguish them from their contrasts. It is only where the talent is remarkable that the attempt should be made to render the pupil an artist.

The cultivation of the ear by means of vocal and instrumental music is not less important to complete the development of the human being. The organs of speech, the memory, the understanding, and the taste, should be formed in the same manner by instruction, and a great variety of exercises in language, vocal music, and declamation. The same means should also be employed to cultivate and confirm devotional feelings.

In the study of natural history the power of observation is developed in reference to natural objects. In the history of mankind the same faculty is employed upon the phenomena of human nature and human relations, and the moral taste is cultivated, at the same time the faculty of conceiving with correctness, and of employing and combining with readiness, the materials collected by the mind, and especially the reasoning faculty, should be brought into exercise, by means of forms and numbers, exhibited in their multiplied and varied relations.

The social life of our pupils contributes materially to the formation of their moral character. The principles developed in their experience of practical life among themselves, which gradually extends with their age and the progress of their minds, serves as the basis of this branch of education. It presents the examples and occasions necessary for exhibiting and illustrating the great principles of morals. According to the example of Divine Providence, we watch over this little world in which our pupils live and act, with an ever vigilant, but often invisible care, and constantly endeavor to render it more pure and noble.

At the same time that the various improvements of science and art are applied to the benefit of our pupils, their sound religious education should be constantly kept in view in every branch of study; this is also the object of a distinct series of lessons, which generally continue through the whole course of instruction, and whose influence is aided by the requisite exercises of devotion.

By the combination of means I have described, we succeed in directing our pupils to the best methods of pursuing their studies independently; we occupy their attention, according to their individual necessities and capacities, with philology, the ancient and modern languages, the mathematics, and their various modes of application, and a course of historical studies, comprising geography, statistics, and political economy.

Moral Education.-The example of the instructor is all important in moral education. The books which are put into the pupils' hands are of great influence. The pupil must be constantly surrounded with stimulants to good actions in order to form his habits. A new institution should be begun with so small a number of pupils, that no one of them can escape the observation of the educator and his moral influence. The general opinion of the pupils is of high importance, and hence should be carefully directed. Intimate intercourse between pupils and their educators begets confidence, and is the strongest means of moral education. The educator must be able to command himself-his conduct must be firm and just frequent reproofs from such are more painful to the pupil than punishment of a momentary sort.

While influences tending directly to lead the pupil astray should be removed from the school, he must be left to the action of the ordinary circumstances of life, that his character may be developed accordingly. The pupil should be led as far as possible to correct his faults by perceiving the consequences of them; the good or bad opinion of his preceptor and comrades are important means of simulation. Exclusion from amusements, public notice of faults, and corporal punishment, are all admissible. Solitary confinement is efficacious as a punishment. Rewards and emulation are unnecessary as motives.

Religion and morality are too intimately connected to admit of separation in the courses inculcating them. The elementary part of such a course is equally applicable to all sects.

No good is to be derived from employing the pupils as judges or juries, or giving them a direct share in awarding punishment for offences. It is apt to elevate the youth in his own conceit.

Family life is better adapted, than any artificial state of society within an institution, to develop the moral sentiments and feelings of youth.

Intellectual Education.--A system of prizes, or emulation, and the fear of punishment, do not afford the strongest motives to intellectual exertion. Experience shows that places in a class may be dispensed with. It is possible to develop a taste for knowledge, a respect and attachment for teachers, and a sense of duty which will take the place of any lower motive in inducing the requisite amount of study.

In the higher departments of instruction it is better to confine the task of the teacher to giving instruction merely, placing the pupil under the charge of a special educator, at times when he is not engaged in the class-room.

With the other, and more useful branches of instruction, correct ideas of natural history and phenomena should be communicated to children, and require, first, that they shall be duly trained to observation by calling the observing faculties into frequent exercise. Second, that they shall be made acquainted with the elements of natural history, especially in reference to familiar objects. Third, that the most familiar phenomena of nature, such as thunder and lightning, the rainbow, &c.; and further, the most simple principles of the mechanic arts, trades, &c., should be explained to them. Fourth, they should be taught to draw, in connection with the other instruction. Accuracy of conception is favored by drawing, and it is a powerful aid to the memory. The most important principles of physiology, and their application to the preservation of health, should form a part of the instruction.

Physical Education.-Pure air, a suitable diet, regular exercise and repose, and a proper distribution of time, are the principal means of physical education. It is as essential that a pupil leave his studies during the time appropriated to relaxation, as that he study during the hours devoted to that purpose. Voluntary exercise is to be encouraged by providing suitable games, by affording opportunities for gardening, and by excursions, and by bathing. Regular gymnastic exercises should be insisted on as the means of developing the body; a healthy action of the bodily frame has an important influence on both mind and morals. Music is to be considered as a branch of physical education, having powerful moral influence. The succession of study, labor, musical instruction, or play, should be carefully attended to. The hours of sleep should be regulated by the age of the pupil. Experience has taught me that indolence in young persons is so directly opposite to their natural disposition to activity, that unless it is the consequence of bad education, it is almost invariably connected with some constitutional defect. The great art of education, therefore, consists in knowing how to occupy every moment of life in well-directed and useful activity of the youthful powers, in order that, as far as possible, nothing evil may find room to develop itself."

M. de Fellenberg died in 1846, and his family discontinued the educational establishments at Hofwyl, in 1848, except "the Poor School," which is now placed under a single teacher, and the pupils are employed in the extensive operations of the farm to acquire a practical knowledge of agriculture. But the principles developed by the distinguished philanthropist and educator, have become embodied in the educational institutions of his native country and of Europe. This is particularly true of the great aim of all his labors to develop all the faculties of our nature, physical, intellectual and moral, and to train and unite them into one harmonious system, which shall form the most perfect character of which the individual is susceptible, and thus prepare him for every period, and every sphere of action to which he may be called.-[Abridged from "Normal Schools, &c., by the Hon. H. Barnard, pp. 157-162.

RELIGIOUS EDUCATION.-AS "the chief corner stone" of a religious education, the minds of the young should be very frequently directed towards our blessed Saviour. They may not be able to appreciate all his labours of love, to understand all his divine instructions, to comprehend all the gracious purposes of his death, and resurrection, and mediation; but I know that, at a very early age, they may become truly interested in his character and sufferings. I have seen the cheeks of an intelligent child suffused with tears whilst reading the indignities of the judgment-hall, and the awful sufferings of Calvary. And when the heart is thus impressed, every word from the lips of the gracious Being who has become such an object of affectionate interest, is received with reverence and respect.

For the Journal of Education.

ON SOME OF THE COLLATERAL ADVANTAGES WHICH MAY BE DERIVED FROM A WELL ORGANIZED SYSTEM OF PUBLIC SCHOOLS.

(Continued from page 129.)

In the last number of this Journal we stated our intention of endeavouring to indicate what and how to observe in Canada. It is almost needless to remark, that in any attempt to deduce general laws from the results of simultaneous observations made at different posts, over a wide tract of country, it is of the utmost importance that there should exist no difference whatever in the mode of observing and recording the phenomena to which meteorologists attach importance. It is equally essential that the collator and theorist should be able to place implicit reliance on the truthfulness of the observations they may be engaged in arranging and interpreting. With regard then to observers, trustworthyness is the first quality to be asked for; indeed without this character, their observations are worse than useless, they are highly injurious. The third class of observers recognized by the Smithsonian Institution is composed of those who observe without instruments the progress of vegetation, the course of the winds, the time of rain-fall, and the state and appearance of the sky and atmosphere. Quetelet in his instructions for the observation of periodic phenomena, published by the authority of the Royal Academy of Brussels, lays much stress upon the progress of vegetation. He considers that it is especially by means of the simultaneousness of observations made at a great number of stations, that these researches are invested with a high degree of importance. A single plant studied with care presents us with the most interesting facts. We are enabled to trace on the surface of the globe, synchronitic lines for its leafing, its flowering, its fruiting, &c. The lilac, for instance, flowers in the neighbourhood of Brussels on the 5th of May; we can easily conceive a line traced on the surface of the earth, upon which the flowering of this shrub occurs at the same period of time, as well as the lines on which its flowering is advanced or retarded, ten, twenty or thirty days. Quetelet asks, are these lines equidistant from one another? Are they analogous to the isothermal lines, or lines of equal temperature? What are the relations which exist between them? Again, have the lines of simultaneous flowering a parallelism with the lines relating to simultaneous leafing, or to other distinguishing characteristics in the development of the vegetable in question. We may suppose

that while the lilac begins to flower at Toronto on the 2nd of June, there exist a series of places towards the North where this shrub only begins to push forth its leaves at that date-but the line which we may conceive to intersect those localities has a certain connection with the line of simultaneous flowering and fruiting to the South. We are led to inquire whether those localities, where the leafing of certain shrubs or vegetables takes place on the same day, witness also their flowering and fruiting at the same relative epoch. If not, what effect has the difference in point of duration upon the flowers or fruits of vegetables? What effect has it upon the sample and yield of grain-producing crops? What on root crops? What on pasture and hay? These are important questions, in their bearings upon agriculture; these are also espocially important in Canada West, where vegetation advances some degrees to the north of its corresponding curve to the east and west of the great Lakes which ameliorate the climate of the peninsula portion of the Province-and thus give it very marked advantages in many respects over other portions of this continent, lying between the same parallels of latitude. We thus see how the most simple phenomena may afford us many curious and interesting results, and establish in a manner most conclusive and satisfactory the character of our climate in favourable comparison with those of surrounding countries; besides exhibiting a distinct outline of those harmonious laws which govern the existence of every thing that has life in the vegetable and animal worlds.

For the phenomena relating to the animal kingdom, and especially those which concern the migration of birds of passage, afford results equally remarkable and interesting. To the honour of the Regents of the University of the State of New York be it spoken, that they are the only scientific body who have for a considerable period of time (26 years) given due attention to a system of simultaneous observations extending over a large extent of country, and have at the same time published collected results from year to year.

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